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| DEV Monday Poster Session |
| Monday, May 29, 2023 |
| 1:00 PM–3:00 PM |
| Convention Center, Exhibit Hall F |
| Chair: Mehmet Sulu (Northern Kentucky University) |
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| 87. The Effects of Peer-Yoked Contingency on Inducing Observational Learning and Bidirectional Naming of Familiar Stimuli |
| Area: DEV; Domain: Applied Research |
| SHIYI WANG (University of Columbia Teachers College), Maninder Virk (Teachers College Columbia University) |
| Discussant: Mehmet Sulu |
| Abstract: Our current study was a systematic replication of the study done by Rothstein and Gauteax (2007). In a classroom setting, we studied the effect of peer-yoked contingency on inducing Observational Learning across three preschool-aged participants with disabilities. In a delayed multiple baseline design across participants, the researcher first conducted a probe on Observational Learning with all participants. The first participants started all pre-probe sessions and then the peer-yoked contingency intervention. During the intervention, the participant’s “student team” raced with the researcher’s “teacher team” on the game board. Only if the participant gave the correct observed response did the “student team” move up on the board. Otherwise, the “teacher team” moved up. The participant entered post probe stage after finishing the intervention. The next participant started pre-probe and intervention after the previous participant finished the intervention. The study would keep going until the last participants finished post-probes. The study is ongoing. The current result was consistent with Rothstein and Gauteax (2007)’s study that after implementing peer-yoked contingency, the participant showed a significant increase in probes of OL. |
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| 88. Changes in Discounting of Gains and Losses Across Adulthood |
| Area: DEV; Domain: Basic Research |
| HAORAN WAN (Washington University in St. Louis), Leonard Green (Washington University in St. Louis), Joel Myerson (Washington University in St. Louis) |
| Discussant: Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology) |
| Abstract: The degree to which one discounts delayed rewards predicts many problem behaviors that also decline with age (e.g., substance abuse), raising the question: Does discounting also decline with age? A recent meta-analysis (Seaman et al., 2022) suggests that it does not, but the results of our two latest studies show that the discounting of delayed gains and delayed losses decreases with age from 20-80 (see Figure). Both of these studies tested hundreds of participants online, and the age-related changes were both significant with ps < .001, and regardless of whether analyses utilized Ordinary Least Squares regression or beta regression. These findings have important theoretical implications for the psychology of aging, especially given that those theories predict steeper delay discounting (e.g., Carstenson’s socioemotional selectivity theory, inhibitory deficit theory, frontal lobe theory). The studies also evaluated the effect of psychological distress on degree of discounting, and found that distress was associated with steeper discounting. Although distress declines with age, the effect of age on discounting remained significant when distress was statistically controlled. In two additional studies that investigated the discounting of probabilistic gains and probabilistic losses, discounting showed smaller, but still reliable changes with age. |
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| 90. An Evaluation of the Possible Mechanisms Responsible for Acquisition When Using Interspersed-Trial Teaching Methods |
| Area: DEV; Domain: Applied Research |
| KAYLA ANN MOORE (The Chicago School of Professional Psychology, Laradon), Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology ), Amanda Kimberly Cash (The Chicago School of Professional Psychology), Karley Rehrig (Yellow Brick Academy) |
| Discussant: Julie A. Ackerlund Brandt (The Chicago School of Professional Psychology) |
| Abstract: Interspersed teaching procedures are effective for teaching various tasks; however, the mechanism by which it is effective is unknown. Two possible mechanisms include (a) increased stimulus variation due to the alternation of known and unknown stimuli and (b) increased reinforcement density if reinforcers are delivered for mastered and acquisition stimuli. In the absence of external reinforcement, increased reinforcement may be automatic reinforcement in “getting the answer correct.” The purpose of the current study was to evaluate young children's acquisition of sight words under conditions of high or low stimulus variation and reinforcement density. In addition, we assessed child preference for the conditions. All conditions were effective at teaching sight words. For two participants, the combination of high stimulus variation and high density of reinforcement was most effective and most preferred. For one participant, the high stimulus variation was most effective, but low stimulus variation was most preferred. |
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| 91. Using Auditory Feedback to Enhance Athletic and Performing Art Skills: A Meta-Analysis |
| Area: DEV; Domain: Applied Research |
| GRECIA A GAVIRIA (The Chicago School of Professional Psychology), Jennifer Quigley (The Chicago School of Professional Psychology), Stephanie Chung (The Chicago School of Professional Psychology), Patricia Weigand (The Chicago School of Professional Psychology) |
| Discussant: Mehmet Sulu |
| Abstract: Auditory feedback also known as Teaching with Acoustical Guidance (TAGteach) is an evidence-based procedure that can effectively improve performance. The purpose of this meta-analysis was to evaluate the effectiveness of auditory feedback in enhancing athletic and performing art skills. The meta-analysis evaluated the quality of 15 single-case design (SCD) studies and calculated the effect size for each experimental procedure. All the studies had a combined mean non-overlap of all pairs (NAP) score of .95, a strong effect size. The results of the meta-analysis support TAGteach as a procedure that promotes positive collaboration and improved performance across a variety of skills. The TAGteach protocol helps trainers assess performance while helping them create confidence and deliver positive reinforcement. The TAG (auditory feedback) delivers information to the performer contingent on the target response, helping reduce the need for inefficient language from trainers when delivering feedback during training of skills that are part of a complex or fast sequence of behaviors. There is no standard method for calculating effect size in SCD research, which remains a limitation for meta-analysis. |
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