PSY 444, UNIT 5, PART 1:

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PSY 444, UNIT 5, PART 1

• Alvero, Bucklin Austin (2001)
• Agnew (1998)
• Anderson, Crowell, Doman Howard (1988)

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SO 1 Feedback Findings

• Dispute over
• Definition of Feedback
• Behavioral function of Feedback

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SO 1 Feedback Review

• Balcazar, Hopkins Suarez (1985)
• Feedback does not uniformly improve performance
• Should be of no surprise because the function(s)
  of feedback has not yet been scientifically
  tested
• If we dont know the function it serves, we cant
  maximize its potential

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SO 2 Feedback Classification Variables

• Consistency of Effects
• Consistent effects
• Uniformly produced desired mean increases or
  decreases of performance compared with mean
  baseline levels and/or levels produced by any
  other independent variable(s)
• Mixed effects
• Produced desired mean baseline increases or
  decreases of performance for some, but not all,
  of the participants, settings, and/or behaviors
  analyzed

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SO 2 Feedback Classification Variables

• Consistency of Effects
• No effects
• Mean performance levels during feedback were
  equal to mean baseline levels and/or feedback
  effects were equivalent to the mean effects
  observed in a control group
• Unknown effects
• Baseline consisted of two data points or fewer,
  which would not allow for comparisons of the
  effectiveness of the IVs

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SO 2 Feedback Classification Variables

• Feedback Combinations
• Feedback alone
• Participants only received information about the
  quantity or quality of their performance
• Feedback and antecedents
• Participants received feedback and some form of
  antecedent stimuli, excluding goals

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SO 2 Feedback Classification Variables

• Feedback Combinations
• Feedback and behavioral consequences
• Participants received feedback and, additionally,
  events such as praise, monetary incentives, and
  time off work following desired changes in the
  target behaviors
• Feedback and goal setting
• Participants received feedback and, additionally,
  performance goals were also introduced

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SO 2 Feedback Classification Variables

• Feedback Combinations
• Feedback, antecedents and behavioral consequences
• Feedback, goal setting and behavioral
  consequences
• Feedback, antecedents, goals and behavioral
  consequences

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SO 2 Feedback Classification Variables

• Feedback Characteristics
• Feedback source
• Supervisors and/or managers
• Researchers
• Self-generated feedback
• Customers
• Mechanical devices
• Experts
• Supervisors and researchers
• Supervisors and self-generated feedback
• Did not report source

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SO 2 Feedback Classification Variables

• Feedback Characteristics
• Feedback medium
• Graphs
• Verbal
• Written
• Verbal feedback and graphs
• Verbal and written feedback
• Verbal and written feedback and graphs
• Written feedback and graphs
• Verbal and mechanical feedback

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SO 2 Feedback Classification Variables

• Feedback characteristics
• Feedback frequency
• Daily
• Weekly
• Monthly
• Quarterly
• Daily and weekly
• Daily weekly and monthly
• Weekly and monthly
• Did not report frequency

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SO 2 Feedback Classification Variables

• Feedback Characteristics
• Feedback participants
• Individual(s)
• Group(s)
• Individuals and group(s) combined

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SO 2 Feedback Classification Variables

• Feedback Characteristics
• Feedback privacy
• Publicly posted feedback
• Private feedback
• Combination of publicly posted and private
  feedback

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SO 2 Feedback Classification Variables

• Feedback Characteristics
• Feedback content
• Comparison of an individuals performance with
  his/her previous performance
• Comparison of a groups performance with its
  previous performance
• Comparison of an individuals performance with a
  standard
• Comparison of an individuals performance with
  his/her previous performance and a standard of
  individual performance

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SO 2 Feedback Classification Variables

• Feedback Characteristics
• Feedback content
• Comparison of a groups performance with a
  standard of group performance
• Comparison of individual performance with group
  performance
• Comparison of individual performance with a group
  goal
• Comparison of individual performance with group
  performance and a standard of group performance

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SO 2 Feedback Classification Variables

• Feedback Characteristics
• Feedback content
• Comparison of group performance with a different
  groups performance
• Comparison of individual performance, a standard
  of group performance, and a different groups
  performance
• Comparison of individual and group performance
  with a standard of both individual and group
  performance
• Information regarding a different groups
  performance

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SO 3 Effectiveness Results

• Antecedents and feedback produced the highest
  levels of consistent effects
• Followed by feedback, antecedents, and
  consequences and feedback, goal setting and
  consequences
• Feedback and goal setting least consistent
• Feedback in combination with any other
  procedure(s) produced better results than
  feedback alone (with the exception of feedback
  and goal setting)

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SO 4 Best Results for Various Characteristics

• Feedback source
• Supervisor and researcher
• Medium
• Written graph
• Frequency
• Monthly and Daily Weekly

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SO 4 Best Results for Various Characteristics

• Participants
• Group
• Privacy
• Private public
• Content
• Individual standard individual performance
• Group standard group performance

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SO 5 Future Research

• Conduct studies that demonstrate how to make
  feedback more effective
• Demonstrate how feedback could serve a particular
  behavioral function (reinforcing, discriminative,
  EO)
• May help us to develop a functional organization
  of feedback
• May contribute to a more widely agreed upon
  definition for the term
• May help us to practice OBM more effectively

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SO 6 Establishing (Motivative) Operation

• A motivative variable which establishes the
  effectiveness of certain stimuli as consequences,
  and alters the probability of behavior which has
  been consequated with those stimulus events
• They momentarily alter the reinforcing or
  punishing effectiveness of some stimulus events
• They momentarily alter the frequency of behavior
  which, in the past, has been consequated with
  those stimulus events whose value has been altered

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SO 6 EOs

• Bars and salty snacks
• Famous spokespersons for retail businesses
• Venting out smells from restaurants

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SO 7 Discriminative Stimulus (SD)

• A stimulus in the presence of which a response
  produces a reinforcer and in the absence of which
  a response does not produce a reinforcer and,
  therefore, is extinguished

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SO 7 Goal Setting SD or EO?

• Goal setting as SD
• Reinforcement for the target response is only
  available in the presence of the goal and not in
  its absence
• Goal setting as EO
• Reinforcement already occurs for the target
  response and the goal simply makes it more
  valuable due to a history of goal achievement
  being paired with, signaling temporal proximity
  of or increased likelihood of other reinforcers

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SO 8 Goal Setting and Feedback

• Feedback alone does not uniformly improve
  performance
• Goals may serve to momentarily increase the
  reinforcing effectiveness of positive feedback
  and evoke those behaviors which in the past have
  resulted in positive feedback
• Doesnt match the results found by Alvero et al
  (2001)

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SO 9 Top Management Support

• A class of behaviors exhibited by top management
• SD effect in that it signals the availability of
  additional reinforcers for behaviors consistent
  with the program
• General effect of altering the reinforcing and
  punishing values of all the stimuli associated
  with the program, and evoking the behaviors which
  produce the reinforcers and suppressing behaviors
  that produce punishers or may be perceived to
  produce punishers

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SO 10 EOs and Career Development

• Horizontal vs vertical promotions
• Creating value around personal growth and
  learning through propaganda
• Changing the value of a horizontal promotion from
  punishing to reinforcing

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SO 11 Considering the EO

• Identify existing consequences for the desired
  behavior(s) that are currently not reinforcing
  (are either neutral or punishing) but that could
  be reinforcing under the right circumstances

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SO 11 Considering the EO

• Identify the circumstances that would alter the
  reinforcing value of the consequences and attempt
  to make the environmental manipulation to create
  those circumstances

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SO 11 Considering the EO

• In planning additional consequences to support
  desired behavior change, analyze the possibility
  of increasing the power of the consequences
  through manipulation of environmental events
  (e.g., deprivation, development of rules
  regarding the value of the reinforcer)

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SO 12 Anderson, Crowell, Doman Howard (1988)

• Setting
• Major mid-western university
• Participants
• Varsity hockey team 17 undergraduate 18-22 year
  old men in 1981-1982 and 15 undergrads in
  1982-1983 (10 participants from year one
  participated in year two)
• Purpose
• Increase legal hits (pinpointed as a critical
  behavior for winning games)

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SO 13 Research Design

• ABCD for outgoing seniors (year 1) and incoming
  freshman (year 2)
• ABCDABCD for remaining 10 players
• A baseline
• B feedback
• C feedback plus goal setting
• D feedback plus goal setting and praise

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SO 13 IVs

• Feedback
• Posting the separately graphed hit rates for each
  player in the entryway of the locker room
• Goal Setting
• Meetings between individual players and team
  captains in which the player was asked to
  establish a difficult but attainable hit-rate
  goal
• Praise
• Scripted and delivered by the coach

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SO 14 Results Hit Rates

• Feedback
• Year 1
• Increase in performance for non-seniors
• Mixed results for talented seniors
• Year 2
• Increase in performance across both groups (new
  and returning players)

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SO 14 Results Hit Rates

• Goal Setting
• Year 1
• Increase in performance for non-seniors
• Same average performance as feedback condition
  for talented seniors
• Year 2
• Modest increase in performance across both groups
  (new and returning players)

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SO 14 Results Hit Rates

• Praise
• Year 1
• Decrease in performance
• May be due to the nature of the praise delivery
• Year 2
• Increase in performance across both groups (new
  and returning players)

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SO 14 Results - Wins

• Performance increased over baseline levels
• Biggest improvement seen during goal setting

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SO 15 Functions of Feedback and Goal Setting

• Feedback may have been an SD
• Goal setting may have been an EO

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END UNIT 5, PART 1