This study partially replicated the research of Cook, Kwak, Hoffman, & Loftus where they examined post-event activities that induces subjects to pick a wrong person in a forced choice identification procedure. The goal was to investigate if providing a neither option to a match to sample task increases the accuracy of responding. Subjects were asked to study three faces for 10 seconds, after which they were asked to pick out the faces in a forced choice setting where two other faces were presented. Later the subjects were asked to pick out faces in a setting in which they could use a neither option. Results indicated that a generalization effect occurs when identifying faces and the effect is seen as subjects choosing the wrong face. This suggests that when using faces with some similar features in a lineup setting the procedure may cause the subject to pick the wrong person.
The current study was designed to evaluate the utility of progressing sequentially from multiple-respondent anecdotal assessments through test-control treatment analysis as an effective and efficient method of identifying the environmental determinants of problem behavior. the goal of the study was to evaluate overall agreement among multiple respondents on the primary function of aberrant behavior using the Motivation Assessment Scale (MAS) and Questions About Behavioral Function (QABF) and, if agreement was obtained, conduct a test-control evaluation to confirm anecdotal assessment findings while simultaneously evaluating the effects of function-based treatment. for 4 individuals, at least 4 of 5 respondents to the anecdotal assessments agreed (both within and across assessments) on the probable maintaining consequence for their problem behaviors. Test-control multielement evaluations were then conducted in which baseline sessions, corresponding to the suspected operant function of each individual’s problem behavior, were alternated with sessions in which the identified contingency was arranged for alternative behavior. Each evaluation showed substantial decreases in problem behavior and maintenance of alternative responses.
A variable that may be associated with performance improvements is goal setting (within and across days). Easy-to-achieve goals will likely produce gradual trends in improvement and difficult-to-achieve goals steeper trends. The purpose of the current experiments was to study the effects of setting easy-to-achieve and difficult-to-achieve goals on the level, trend, and variability of correct, incorrect, and skip responses for math tasks when reinforcement contingencies and numbers of practices were held constant. Five undergraduate students answered math problems on flash cards in 30s timings. Single case design elements were used to evaluate the effects of different types of goals on the speed and accuracy of performance. The results revealed that goal setting primarily increased the frequency of incorrect responses and both the level and trend of skip responses. The implications of these findings and other important variables that influence the effectiveness of goal setting are discussed. In addition, the authors suggest guidelines to follow when implementing goals to improve performance.
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