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Boutros, Nathalie; Elliffe, Douglas; Davison, Michael – Journal of the Experimental Analysis of Behavior, 2011
Reinforcers may increase operant responding via a response-strengthening mechanism whereby the probability of the preceding response increases, or via some discriminative process whereby the response more likely to provide subsequent reinforcement becomes, itself, more likely. We tested these two accounts. Six pigeons responded for food…
Descriptors: Reinforcement, Probability, Animals, Evaluation Methods
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Gray, Rob; Beilock, Sian L. – Journal of Experimental Psychology: Applied, 2011
In baseball, it is believed that "hitting is contagious," that is, probability of success increases if the previous few batters get a hit. Could this effect be partially explained by action induction--that is, the tendency to perform an action related to one that has just been observed? A simulation was used to investigate the effect of inducing…
Descriptors: Stimuli, Team Sports, Logical Thinking, Probability
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Kratochwill, Thomas R.; Levin, Joel R. – Psychological Methods, 2010
In recent years, single-case designs have increasingly been used to establish an empirical basis for evidence-based interventions and techniques in a variety of disciplines, including psychology and education. Although traditional single-case designs have typically not met the criteria for a randomized controlled trial relative to conventional…
Descriptors: Research Design, Intervention, Evidence, Educational Research
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Strahan, Robert F. – Educational and Psychological Measurement, 1982
While Spearman's rho and Kendall's tau are equally powerful rank-order correlation coefficients under conditions of normality, they have different metrics. Applied to the same data, tau is smaller in absolute value, often no more than two-thirds of the size of rho. This difference in correlational metric appears to need emphasis. (Author/CM)
Descriptors: Correlation, Evaluation Methods, Experimental Psychology, Hypothesis Testing
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Brooks, Penelope H.; Baumeister, Alfred A. – Peabody Journal of Education, 1983
Problems with experimental research on mental retardation include: (1) difficulties with defining mental retardation; (2) neglect in demonstrating causal relationships; and (3) reliance on methodology not necessarily appropriate for defining the criteria of retardation. The author advocates abandoning definitions based on intelligence tests and…
Descriptors: Cognitive Measurement, Elementary Secondary Education, Evaluation Methods, Experimental Psychology