Science, Research, and Animal Models W illiam L. Palya, PhD Jacksonville State University.

Science, Research, and

Animal Models

William L. Palya, PhD

Jacksonville State University

What is Science?

All human endeavors

Science

All human endeavors

Why?

Science

All human endeavors

understood, useful, truth

Why?

Science

Science

Truth empirical

Truth empirical reliable

Science

Truth empirical reliable multiple converging evidence

Science

Truth empirical reliable multiple converging evidence consensual validation

Science

Truth empirical reliable multiple converging evidence consensual validation operationally / functionally defined

Science

Science: Truth

operational / functional definitions

Science

Understood describe

Science

Understood describe predict

Science

Understood describe predict control

Science

Understood describe predict control synthesize

Science

Understood describe predict control synthesize explain

Science: Understood

Explanation

• The cause(s) / effect(s) relationship(s)• Factors altering functional relationships• Systematic context for that information

Science Versus Belief

Science

empiricalreliablemultiple converging evidenceconsensual validationoperationally / functionally defined

describepredictcontrolsynthesizeexplain

Science

X True? But not Science

Misconceptions

Science

• Empirical not exact• Science and poetry are one at a time• Unifying principle not accumulate facts• Discover commonalities not inexplicable• Driven by understanding not solving needs• Unnecessary to disprove every assertion• Theories are not wild guesses• “Work in theory not real world” is ignorant

A Conceptual Structure for the Scientific Study

of Nature

The Scientific Study of Nature Goals

Structure for Study of Nature

The Scientific Study of Nature Goals Practitioning


The Scientific Study of Nature Goals Practitioning Applied research


The Scientific Study of Nature Goals Practitioning Applied research Basic (pure) research


The Scientific Study of Nature Goals Level of Molarity


Structure for Study of Nature: Level of Molarity

cell cellular adaptation

DV

organism organismic adaptation

DV


atom atomic adaptation

DV


group group adaptation

DV


existence existential adaptation

DV


group

systematic adaptation

DVgroup group

system


•

•

• •

•

•

•

•

• •

Group

organism

Organism

cellcell

cell

>--

>--

>--

>--

>--

>--

> --

> --> --

> --

> --

> --

> -->--

> --

> --

> --

>--

>--

>--

GroupGroup

System

Organism

Level of Molarity Summary


ParadigmTerm

ExistentialAdaptation

AtomicAdaptation

CellularAdaptation

OrganismicAdaptation

GroupAdaptation

SystematicAdaptation

Common term Physics Chemistry Biology Psychology Sociology Systematics

To Under-stand:

BasicResearch

why existential adaptationwhy existencestring theory

why atomic adaptationwhy substances

why cellular adaptationwhy life

why organismic adaptationwhy behavior

why group adaptationwhy participation

why systematic adaptation

To Solve:

AppliedResearch

atomic weaponsresearch

fusionresearch

polymerresearch

agriculturalresearch

medicalresearch

clinicalresearch

educationalresearch

organizationalresearch

culturalresearch

ecologicalresearch

To DispenseSolutions:

Practitioning

architectengineerbomber pilot

chemical sales-man,gas stationattendant

exterminatorcountyagriculturalagent,physicianfarmer

clinicalpsychologistteachersalesperson

politicianlaw makeradvertiser

ecologist

VariationProcess“Provenance"

Selection Process“Consequence” conservation stability life/

reproductionreinforcement culturation balance

Level of Molarity by Goals Summary


The Scientific Study of Nature Goals Level of Molarity Time Scale


Structure for Study of Nature: Time Scale

environmental

change

measure of

behavior>>

Time

Independent variable Dependent variable

IVaxis

DVaxis

Time

environmental

change

measure of

behavior>>

><

hysteresis

><

hysteresis


• Levels may vary across molaritynumbersize

• For psychologyimmediateshortmediumlong


Immediate

Event

Light onset

Result

Reactionmillisec to sec


Short

Event

ContingencyIf peck, then food

Result

Learningsec to days


Medium

Event

Overlappingcontingencies

Result

DispositionDays to years


Long

Event

Reproductivecontingency

Result

InstinctYears to millenia


Time Scale Metaphor

the behavior streamcan be seen as having contributions

from various component scales


Time Scales in Psychologyinstantaneous

milli - secshort

sec - daysmedium

days - yearslong

years - eons

Premise an external event canchange behavior

the behavioral repertoirecan be changed byenvironmentalcontingencies

enduring character-istic ways ofresponding can beestablished by exposureto common-alities in correlations

"rules" memory organiequiva- zation ofllences behavior

genetic selection canestablish a characteristicbehavior to anenvironmental event

Descriptive Unit ofAnalysis

must be inputoutput relation-ship

RECEPTIONa change in behaviorassociated with changesin the environment

(reverses with stimulus)

LEARNINGa change in behaviorrepertoire associatedwith exposure to somenonrandom relationshipin theenvironment

(reverses with somecontrary contingency)

DISPOSITIONa change in thecharacteristic way ofresponding attribu- tableto commonalities incorrelations

predisposition enduring contingen- cies

(virtually life-long butdoes not affect offspring)

INSTINCTa change in behaviorattributable to geneticselection

(breeds in and breedsout)

ExplanatoryPerspective

why did organismrespond?

because the stimuluschanged


because of its rein-forcement history


because it was ex-posed to commonal-ities in correlations


because its ancestors thatdid, obtained differentialreproductive success

Of What is "Why"Asked

why does an organismreact to a stimulus?

of what isRECEPTIONa function of?

why does an organismrespond differentlyfollowing somecontingencies?

of what isLEARNINGa function of?

why does the organismconsistent- ly respondthat way?why does exposure tocommonalities incorrelations result incharacteristic ways ofresponding?

of what isDISPOSITIONa function of?

why does an organismrespond in "species-typical" ways?why does geneticselection producedifferent behavior?

of what isINSTINCT

a function of?

Product which factors changereception?; how, and byhow much?

which factors changelearning?; how, and byhow much?

which factors changedispositions?; how, andby how much?

which factors changeinstincts?; how, and byhow much?


Time Scale by Level of Molarity by Goal Summary

E A C O G

existential

adaptation

atomic

adaptation

cellular

adaptation

organismic

adaptation

group

adaptation

instantanous

short

medium

long

MOLARITY OF PARADIGMATIC CONTEXTS

TIME

SCALE

S

systematic

adaptation

practitioning

applied

pure

GOALS


Research: The Acquisition of Knowledge about

Nature

ExplanationRules of the ParadigmStructureCausation

Research: The Acquisition of Knowledge

Causation

Cause in past

Start End

Time*

Cause in future

determinism teleology


Type of Causal Appeal

Organismicadaptation

Cellularadaptation

Groupadaptation

Reductionistic Contextualistic

correlative

Shortterm


The Analysis of Variability Knowledge is Covariance


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X X

YY

x xy y

The Analysis of Variability Accountable Variance Residual Variance


The Analysis of Variability Accountable Variance

cause/effectmechanisticfunctional

correlational Residual Variance


The Analysis of Variability Accountable Variance Residual Variance

experimental solutionassumption of nonlinear dynamicsassumption of true scoredelegate problemdecline judgment


Motivation To Do Research Indulge curiosity Challenge Social reinforcers


Goal of Research Satisfy curiosity Construct functional context Test theory


Sources of Problems Expert Folklore Insight Informal discussion Knowledge of techniques and apparatus Reading literature Paradoxical incident conflicting results Deduced from paradigm


Research Activities What if Verification Improve measure Unconfounding Specialization Generalization Technological advancement Recombination Establish existence Testing prediction Construction of functional context Integration into existing paradigm


Classifications Deductive vs. inductive Analysis vs. synthesis Manipulation vs. no manipulation Single fact vs. function Structural vs. functional Face value vs. model of something else


Research Optimization Reliability Generality Detectability Meaningfulness


Research Design Difference measures cancel confounds Evaluation

comparison to chance consistency with database coherence with paradigm


Research Tactics Be committed Be well read Balance novel with mainstream Focus on productive relationships Maximize chances to discover Be alert, ingenious, and relentless Be diligent, meticulous, and honest


Communicating Research Findings Introduction Method Results Discussion


Introduction Background to understand and appreciate Case for question Case for method

Research: Communicating Research Findings

Method Information necessary to realize problems Information necessary to replicate


Results What happened Information necessary to justify summaries Document reliability Document power or VAF


Discussion How original question was answered Nonstatistical arguments for: reliability

generalitydetectabilitymeaningfulness

Implication of research - “so what”


Example Science Paradigmatic Psychology:

Short-term Adaptation

or “Learning”

Paradigmatic Psychology

E A C O G

existential

adaptation

atomic

adaptation

cellular

adaptation

organismic

adaptation

group

adaptation

instantanous

short

medium

long

MOLARITY OF PARADIGMATIC CONTEXTS

TIME

SCALE

S

systematic

adaptation

practitioning

applied

pure

GOALS

*


Causation

experience

IV DV

Reductionistic

behavior

correlative

Contextual


Relationships of Interest

S

S

S

S

S

S *S *

S *

S *

S *

RR

R

R

R

S-S

relationship

*

R-S

relationship

*

S-R

relationship

Organism

Illuminating Grammar Avoid active voice and reference to animal• A key peck occurred when light came on• The pigeon pecked when the light came on• The pigeon learned to peck when …• The pigeon learned to peck in order to get …• The pigeon learned the rule “pecking …” • The pigeon understood that if it was to eat …


The Task

stimulusIV DV


response

DV = f(IV)

Time Scale Subset:Short-term Adaptation


DV

minutes / days

Principal Factors Reinforcement Shaping Stimulus control Nonlinear temporal discounting


Paradigmatic Psychology: Principal Factors

Reinforcement Some events with some relationships

with stimuli or behavior have an enduring effect on subsequent behavior


Reinforcement

Operant conditioning (Thorndike)

R1 R2 R3 R4 R4 R4 R1 R4 R3 R4 R4

S*


Reinforcement

Reflex conditioning (Pavlov)

S 1 S 2 S 3 S 4 S 1 S 2 S 3 S 4 R

S* R


Shaping

R1 R2 R3 R4

S*

R 20 R 21 R 22 R 23

S*

R R R5 63 4 R

5R

7R


Stimulus Control

S 1 R1

S*

S 2 R1

S 1

S 2 R1


Nonlinear Temporal Discounting

Experimental Demonstration

smaller sooner

1 oz now

larger later

2 lbs in 10 min


Nonlinear Temporal Discounting

Sun

Whole

universe

dime

You

Metaphor: Visual angle


ReinforcementShapingStimulus controlNonlinear temporal discounting

All Behavior

Models in Science

Task

Model Target

Models in Science

Features

Relevant featuresIrrelevant features

Models in Science

Purpose:

Maximize the positiveMinimize the negative

Models in Science

Optimization

• Cost• Time• Complexity• IV• DV• Confounding variable

Models in Science

Chosen Basis of Generality

Maximize similarity to maximize generalityMaximize understanding to maximize generality

Models: Chosen Basis of Generality

Similarity“Real” worldPeople or at least primatesbut confoundsnot broadly generalizable

UnderstandingLaboratoryPrimitive animalsbut generality functions

Models in Science

Types

Mathematical modelPhysical modelModel proceduresModel apparatus/settingsModel subjects

Models in Science

Animal Models in Psychology

Conditioning and learning research is based upon the use of pigeons pecking to colored stimuli for access to foodpellet reinforcers in sealed experimentalchambers with transilluminated keysand food magazine under schedules ofreinforcement.

Models in Science

Subjects/Apparatus Modelsin Psychology

• Pigeons are pests in nature• Mature rapidly, live 20+ years• Behaviorally stable at >6 months• Small, inexpensive, easy to maintain• Rarely exchange diseases with humans• Good color vision

inexpensive stimulieasy to control and eliminate

Models in Science

• Key pecking is easy behavior to maintain• Operant defined as key operation• Transilluminated key assures exposure• Food pellets inexpensive, easy to use• Hunger motivation easy to maintain and control• Schedules control events at moment of food

Models in Science

Life

People fear heights

People playslot machines

CS

US

UR/CR

BOTH AND

PRODUCES

THIS THIS

antecedent

event

subsequent

event

behavior

axis

THIS

Models in Science

Procedural Model in Psychology

Reflex conditioning

S

R

S

D

*

subsequent

event

stimulus

axis

antecedent

event

AND THIS THISBOTH

PRODUCES

THIS

Operant conditioning

Models: Procedural Model in Psychology

these conjunctions

are absent

these conjunctions

occur

these conjunctions

occur

these conjunctions

are absent

D

C

A B

Subsequent

Outcome

Antecedent Event

Contingency


Contingency


Contingency

Antecedent Events

Exposure

to both

Subsequent

Outcomes

•

•

•

•

•

•

•

•

•

•

•

••

•

•

••

•

•

•

•

•

•

Reduced

variance on

regression axis

↑

↓


Mathematical Models in Psychology

• Rescorla Wagner Model• Scalar Expectancy Model• Behavior Theory of Timing

Acquisition

Response

Strength

A S *

A

Models: Mathematical models in Psychology

Life

Trials

100

Models: Mathematical models in Psychology

1 2 3 4

ΔV = α Σλβ −( )V

ΔV α

βλΣ V

increment

stimulus strength

CS salience

US salience

limit

total all stimuli

10

19

010192734

10.0 9.0 8.1 7.3

= .1(100-0) = .1(100-10) = .1(100-19) = .1(100-27)

V∆V

27

34for trial after trial

Rescorla-Wagner Model of Learning

Science, Research, and Animal Models W illiam L. Palya, PhD Jacksonville State University.

Documents

control slide

defined science slide

level of molarity slide

information slide

ignorant slide

truth empirical slide

human endeavors science

time scale slide