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
empirical
reliable
multiple converging evidence
consensual validation
operationally / functionally defined
describe
predict
control
synthesize
explain
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
Structure for Study of Nature
The Scientific Study of Nature
Goals
Practitioning
Applied research
Structure for Study of Nature
The Scientific Study of Nature
Goals
Practitioning
Applied research
Basic (pure) research
Structure for Study of Nature
The Scientific Study of Nature
Goals
Level of Molarity
Structure for Study of Nature
Structure for Study of Nature: Level of Molarity
cell cellular adaptation
DV
organism organismic adaptation
DV
Structure for Study of Nature: Level of Molarity
atom atomic adaptation
DV
Structure for Study of Nature: Level of Molarity
group group adaptation
DV
Structure for Study of Nature: Level of Molarity
existence existential adaptation
DV
Structure for Study of Nature: Level of Molarity
group
systematic adaptation
DV
group group
system
Structure for Study of Nature: Level of Molarity
Level of Molarity Summary
Structure for Study of Nature: Level of Molarity
Level of Molarity by Goals Summary
Structure for Study of Nature
The Scientific Study of Nature
Goals
Level of Molarity
Time Scale
Structure for Study of Nature
Structure for Study of Nature: Time Scale
Independent variable
Dependent variable
IV
axis
DV
axis
Time
Structure for Study of Nature: Time Scale
• Levels may vary across molarity
number
size
• For psychology
immediate
short
medium
long
Structure for Study of Nature: Time Scale
Immediate
Event
Light onset
Result
Reaction
millisec to sec
Structure for Study of Nature: Time Scale
Short
Event
Contingency
If peck, then food
Result
Learning
sec to days
Structure for Study of Nature: Time Scale
Medium
Event
Overlapping
contingencies
Result
Disposition
Days to years
Structure for Study of Nature: Time Scale
Long
Event
Reproductive
contingency
Result
Instinct
Years to millenia
Structure for Study of Nature: Time Scale
Time Scale Metaphor
Structure for Study of Nature: Time Scale
Time Scales in Psychology
Structure for Study of Nature: Time Scale
Time Scale by Level of Molarity by Goal Summary
Structure for Study of Nature: Time Scale
Research: The Acquisition
of Knowledge about
Nature
Explanation
Rules of the Paradigm
Structure
Causation
Research: The Acquisition of Knowledge
Causation
Cause in past
Cause in future
determinism teleology
Research: The Acquisition of Knowledge
Type of Causal Appeal
Organismic
adaptation
Cellular
adaptation
Group
adaptation
Reductionistic
Contextualistic
correlative
Short
term
Research: The Acquisition of Knowledge
The Analysis of Variability
Knowledge is Covariance
Research: The Acquisition of Knowledge
x xy y
The Analysis of Variability
Accountable Variance
Residual Variance
Research: The Acquisition of Knowledge
The Analysis of Variability
Accountable Variance
cause/effect
mechanistic
functional
correlational
Residual Variance
Research: The Acquisition of Knowledge
The Analysis of Variability
Accountable Variance
Residual Variance
experimental solution
assumption of nonlinear dynamics
assumption of true score
delegate problem
decline judgment
Research: The Acquisition of Knowledge
Motivation To Do Research
Indulge curiosity
Challenge
Social reinforcers
Research: The Acquisition of Knowledge
Goal of Research
Satisfy curiosity
Construct functional context
Test theory
Research: The Acquisition of Knowledge
Sources of Problems
Expert
Folklore
Insight
Informal discussion
Knowledge of techniques and apparatus
Reading literature
Paradoxical incident conflicting results
Deduced from paradigm
Research: The Acquisition of Knowledge
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
Research: The Acquisition of Knowledge
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: The Acquisition of Knowledge
Research Optimization
Reliability
Generality
Detectability
Meaningfulness
Research: The Acquisition of Knowledge
Research Design
Difference measures cancel confounds
Evaluation
comparison to chance
consistency with database
coherence with paradigm
Research: The Acquisition of Knowledge
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
Research: The Acquisition of Knowledge
Communicating Research Findings
Introduction
Method
Results
Discussion
Research: The Acquisition of Knowledge
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
Research: Communicating Research Findings
Results
What happened
Information necessary to justify summaries
Document reliability
Document power or VAF
Research: Communicating Research Findings
Discussion
How original question was answered
Nonstatistical arguments for:
reliability
generality
detectability
meaningfulness
Implication of research - “so what”
Research: Communicating Research Findings
Example Science
Paradigmatic Psychology:
Short-term Adaptation
or “Learning”
Paradigmatic Psychology
*
Paradigmatic Psychology
Causation
experience
IV DV
Reductionistic
behavior
correlative
Contextual
Paradigmatic Psychology
Relationships of Interest
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 …
Paradigmatic Psychology
The Task
stimulus
IV DV
Paradigmatic Psychology
response
DV = f(IV)
Time Scale Subset:
Short-term Adaptation
Paradigmatic Psychology
DV
minutes / days
Principal Factors
Reinforcement
Shaping
Stimulus control
Nonlinear temporal discounting
Paradigmatic Psychology
Paradigmatic Psychology: Principal Factors
Reinforcement
Some events with some relationships
with stimuli or behavior have an
enduring effect on subsequent behavior
Paradigmatic Psychology: Principal Factors
Reinforcement
Operant conditioning (Thorndike)
R
1
R
2
R
3
R
4
R
4
R
4
R
1
R
4
R
3
R
4
R
4
S*
Paradigmatic Psychology: Principal Factors
Reinforcement
Reflex conditioning (Pavlov)
S
1
S
2
S
3
S
4
S
1
S
2
S
3
S
4
R
S* R
Paradigmatic Psychology: Principal Factors
Shaping
R
1
R
2
R
3
R
4
S*
R
20
R
21
R
22
R
23
S*
R R R
5 6
3 4
R
5
R
7
R
Paradigmatic Psychology: Principal Factors
Stimulus Control
S
1
R
1
S*
S
2
R
1
S
1
S
2
R
1
Paradigmatic Psychology: Principal Factors
Nonlinear Temporal Discounting
Experimental Demonstration
smaller
sooner
1 oz now
larger
later
2 lbs in 10 min
Paradigmatic Psychology: Principal Factors
Nonlinear Temporal Discounting
Metaphor: Visual angle
Paradigmatic Psychology: Principal Factors
Reinforcement
Shaping
Stimulus control
Nonlinear temporal discounting
All Behavior
Models in Science
Task
Model Target
Models in Science
Features
Relevant features
Irrelevant features
Models in Science
Purpose:
Maximize the positive
Minimize the negative
Models in Science
Optimization
• Cost
• Time
• Complexity
• IV
• DV
• Confounding variable
Models in Science
Chosen Basis of Generality
Maximize similarity to maximize generality
Maximize understanding to maximize generality
Models: Chosen Basis of Generality
Similarity
“Real” world
People or at least primates
but confounds
not broadly generalizable
Understanding
Laboratory
Primitive animals
but generality functions
Models in Science
Types
Mathematical model
Physical model
Model procedures
Model apparatus/settings
Model 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 food
pellet reinforcers in sealed experimental
chambers with transilluminated keys
and food magazine under schedules of
reinforcement.
Models in Science
Subjects/Apparatus Models
in 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 stimuli
easy 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 play
slot machines
Models in Science
Procedural Model in Psychology
Reflex conditioning
Operant conditioning
Models: Procedural Model in Psychology
Contingency
Models: Procedural Model in Psychology
Contingency
Models: Procedural Model in Psychology
Contingency
Models: Procedural Model in Psychology
Mathematical Models in Psychology
• Rescorla Wagner Model
• Scalar Expectancy Model
• Behavior Theory of Timing
Models: Mathematical models in Psychology
Life
Trials
100
Models: Mathematical models in Psychology
1 2 3 4
10
19
0
10
19
27
34
10.0
9.0
8.1
7.3
= .1(100-0)
= .1(100-10)
= .1(100-19)
= .1(100-27)
V∆V
27
34
for trial
after trial
Rescorla-Wagner Model of Learning
