J&P Chapter 4 Defining Response Class. Strategies of Defining Response Classes.
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Transcript of J&P Chapter 4 Defining Response Class. Strategies of Defining Response Classes.
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J&P Chapter 4
Defining Response Class
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Strategies of Defining Response Classes
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Unit of Analysis
• The constituent part of the whole phenomenon that serves as a basis for experimental study
• Unit of analysis vs. unit of measurement
• Child sat at desk (unit of analysis) for a duration of x minutes (unit of measurement)
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Skinner’s contribution
• Stimuli defined not just in terms of physical properties but also by the correlation with a particular class of responses
• Responses defined NOT by topography but rather as a class of events controlled by particular stimuli
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Bed making
• Unit of analysis that is itself a relation between responses and stimuli– Series of movements – OR– Whatever responses result in a bed that is
made to a certain standard
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Origins of Response Class
• Behavior occurs within an environmental context
• Antecedent and consequent events have either differential or no effect – Genetic endowment – sweet taste– Stimulus pairing – stimuli paired with sweet
taste– NO effect – color of walls in room
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What do stimuli do?
• If a stimulus functions to change behavior:– Organize behavior into response classes
• Class of respondents (reflexes)– Creating conditioned reflexes = classical, respondent, or
Pavlovian conditioning– Respondent classes (eye blink) & stimulus classes (all
stimuli that elicit eye blink)
• Classes of operants (individuals responses that share a particular effect on the environment
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Respondent
S – R
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Free Operant (2 term contingency)
R – S
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Discriminated Operant(3 term contingency)
S – R – S Respondent
Operant
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Fundamental Units of Analysis
• Respondent classes• Free operant classes• Discriminated operant classes • These units:
– Smallest bits of integrated behavior– Not necessary to move to a nonbehavioral level of
analysis– Not defined on logical grounds – rather defined based
on functional relationship with nature
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Functional vs. Topographical Units of Analysis
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Functional Response Classes
• Form or topography of response may vary
• Class includes those reponses whose occurrence depends upon particular classes of stimuli that either preceded or follow responses
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Topographical Response Classes
• Specify requirements for form or topography
• Members of such a response class may include only a subset of a broader functional response class
• Example: door opening
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Define Self Injurious Behavior(pgs. 71 & 72)
• Functional definition
• Topographical definition
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Consequences of Definitional Strategies
• Determines what aspects of behavior are observed and recorded and are then available for DECISIONS about how the experiment should be conducted and what INTERPRETATIONS are warranted
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Baseline Intervention
Defined Class
Class A
Class B
Effects of including different functional response classes in a defined class
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Goals of Definitional Strategies
• Defined behavior should suit the needs of the experimental questions
• Meet needs for experimental control• Definitions consequences for
measurement• Craft definition so that it selects a class of
responses in the subject’s repertoire that share common functional relations with the environment.
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Tactics of Defining Response Classes
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Functional Response Class Definitions
• Properly developed = miniature experiment
• Consider the proposed response class in colloquial terms
• Speculate on events that may preceded or follow response class members
• Try out possible definitions and see how they perform
• Example STEALING
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Problems and Solutions
• Problem with knowing whether or not permission given in the stealing example– Modify research environment to ease
definitional task
• Problem: more than one response class– Risk increased variability in data
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Topographical Response Class Definitions
• Press the easy button
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Variations and Refinements
• Temporal dimensions
• Response products
• Group definitions
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Selecting a Unit of Analysis
• Specificity: size of the unit of analysis– More molar units of analysis may obscure
important changes in responding
• Sensitivity: potential to be influenced by independent variables– If under control of extraneous variables, may
not be at all susceptible to influence of independent variable
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Labeling Response Classes
• Taxonomic language of behavior
• How responses classes are defined?
• Generality? Accrue to relations studied, not labels
• How are researchers to communicate?
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What can be done?
• Use sound functional definitional practices
• Be aware of the problem when considering ways to refer to a response class
• Choose labels that emphasize the relaiton of the movement to the environment
• No ultimate solution
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Operational Definitions
• Not another way of defining behavior
• Operationism
• Relevant to problem of labeling response classes.