Celia Lie | University of Otago (original) (raw)
Papers by Celia Lie
Creativity Research Journal
Adult coloring books have flooded the market with titles alluding to therapeutic value, yet it is... more Adult coloring books have flooded the market with titles alluding to therapeutic value, yet it is unclear whether they fulfil that promise. Here, we tested whether adult coloring was related to improvements in psychological outcomes. Female university students (n = 104) were randomly assigned to a coloring intervention or a logic-puzzle control group. Participants completed an inventory of psychological measures (depressive symptoms, stress, anxiety, flourishing, resilience, mindfulness) and then participated in a 1-week intervention of either daily coloring or logic-puzzles. Following the intervention, participants again completed the inventory of psychological measures. Coloring participants showed significantly lower levels of depressive symptoms and anxiety after the intervention, but control participants did not. We conclude that daily coloring can improve some negative psychological outcomes and that it may provide an effective, inexpensive, and highly accessible self-help tool for nonclinical samples.
Behavioral neuroscience, Jan 28, 2016
Administration of (±) 3,4-methylenedioxymethamphetamine (MDMA) causes memory errors by increasing... more Administration of (±) 3,4-methylenedioxymethamphetamine (MDMA) causes memory errors by increasing proactive interference. This might occur because MDMA alters sensitivity to reinforcement. The current 2 experiments investigated this directly by assessing the acute (Experiment 1) and chronic (Experiment 2) effects of MDMA on sensitivity to reinforcement. We presented 5 pairs of concurrent variable interval schedules within each session and calculated sensitivity to reinforcement for 3 acute doses of MDMA. In contrast to the related drug, d-amphetamine, and in spite of producing reductions in response rate, MDMA did not reduce sensitivity to reinforcement rate. Chronic administration of a fixed dose of MDMA following each session reduced response rate but did not affect sensitivity to reinforcement rate. In combination with previous research, these results indicate that related drugs may have different effects on sensitivity to reinforcement and that these effects should be considered...
Revista Mexicana De Analisis De La Conducta Vol 33 Septiembre Monografico 2007 Noviembre 2007, Sep 23, 2011
Behavioural Processes, 2013
Adult participants played computerised games of &... more Adult participants played computerised games of "Paper Scissors Rock". Participants in one group were told that they were playing against the computer, and those in the other group were told that they were playing against another participant in the adjacent room. The participant who won the most games would receive a $50 prize. For both groups however, the opponent's responses (paper, scissors, or rock) were generated by the computer, and the distribution of these responses was varied across four blocks of 126 trials. Results were analysed using the generalised matching law for the three possible pairs of alternatives (paper vs. scissors, paper vs. rock, and scissors vs. rock) across all participants in each group. Overall, significantly higher estimates of sensitivity to the distribution of opponent's responses were obtained from participants who were told their opponent was a computer compared to participants who were told their opponent was another participant. While adding to the existing literature showing that the generalised matching law is an adequate descriptor of human three-alternative choice behaviour, these findings show that external factors such as perceived opponent type can affect the efficacy of reinforcer contingencies on human behaviour. This suggests that generalising the results from tasks performed against a computer to real-life human-to-human interactions warrants some caution.
Accurate gap-acceptance decisions require individuals to take into account both the distance to a... more Accurate gap-acceptance decisions require individuals to take into account both the distance to and the speed of an oncoming vehicle. The aim of the present studies was to develop an intervention that could successfully teach road users to focus on speed as well as distance. Across three studies, participants judged whether it was safe to cross the road or not when an oncoming vehicle was approaching from different distances and at different speeds. Study 1 trialed two techniques (“standard feedback” versus “three-look”) aimed at improving gap judgments. Standard feedback involved telling participants what the actual speed of a car was after they had made an estimate, whereas the three-look technique required participants to make timed and controlled head movements when scanning the road environment. Only standard feedback increased the participants’ mean gap-acceptance accuracy (assessed using both verbal and behavioral response measures). Study 2 also trialed two techniques, the s...
Detection and choice research have largely focused on the effects of relative reinforcer frequenc... more Detection and choice research have largely focused on the effects of relative reinforcer frequencies or magnitudes. The effects of punishment have received much less attention. This thesis investigated the effects of punishment on human signal-detection performance using a number of ...
The present experiment examined the effects of varying stimulus disparity and relative punisher f... more The present experiment examined the effects of varying stimulus disparity and relative punisher frequencies on signal detection by humans. Participants were placed into one of two groups. Group 3 participants were presented with 1:3 and 3:1 punisher frequency ratios, while Group 11 participants were presented with 1:11 and 11:1 punisher frequency ratios. For both groups, stimulus disparity was varied across three levels (low, medium, high) for each punisher ratio. In all conditions, correct responses were intermittently reinforced (1:1 reinforcer frequency ratio). Participants were mostly biased away from the more punished alternative, with more extreme responses biases found for Group 11 participants compared to Group 3. For both groups, estimates of discriminability increased systematically across the three disparity levels and were unaffected by the punisher ratios. Likewise, estimates of response bias and sensitivity to the punisher ratios were unaffected by changes in discrimin...
Davison and Baum [Davison, M., Baum, W. M., 2000. Choice in a variable environment: every reinfor... more Davison and Baum [Davison, M., Baum, W. M., 2000. Choice in a variable environment: every reinforcer counts. Journal of the Experimental Analysis of Behavior 74, 1–24.] developed a concurrent-schedule procedure where, within each session, different reinforcer ratios were arranged across components separated by brief black-outs. Behaviour adapted quickly to the reinforcer ratios and reinforcers also had local effects on responding. This procedure has been used with pigeons and rats. In the present experiment, we adapted the Davison and Baum procedure to study the effects of reinforcement on human choice behaviour. Eighteen participants were presented with four different reinforcer ratios within a single 50-minute session. Mean sensitivity to the reinforcer ratios increased within components, and preference was greater for the just-reinforced response alternative immediately following reinforcer delivery, similar to the results from non-human experiments. Although there were limitatio...
The “credit card effect” describes a finding where greater value is given to consumer items if cr... more The “credit card effect” describes a finding where greater value is given to consumer items if credit card logos are present. One explanation for the effect is that credit cards elicit spending behavior through associative learning. If this is true, social, economic and historical contexts should alter this effect. In Experiment 1, Year 1 New Zealand university students valued consumer items less in the presence of credit card logos. Experiment 2 replicated this effect. These findings support the idea that New Zealand students’ negative conditioning history with credit card stimuli results in a “negative” credit card effect, whereby credit cards limit rather than facilitate spending. This “negative” effect suggests that the presence or absence of a “positive” effect in previous studies depends on previous associations with credit card stimuli.
Three experiments using human participants varied the distribution of point-gain reinforcers or p... more Three experiments using human participants varied the distribution of point-gain reinforcers or point-loss punishers in two-alternative signal-detection procedures. Experiment 1 varied the distribution of point-gain reinforcers for correct responses (Group A) and point-loss punishers for errors (Group B) across conditions. Response bias varied systematically as a function of the relative reinforcer or punisher frequencies. Experiment 2 arranged two conditions - one where an unequal ratio of reinforcement (5 : 1 or 1 : 5) was presented without punishment (R-only), and another where the same reinforcer ratio was presented with an equal distribution of point-loss punishers (R+P). Response bias was significantly greater in the R-only condition than the R+P condition, supporting a subtractive model of punishment. Experiment 3 varied the distribution of point-gain reinforcers for correct responses across four unequal reinforcer ratios (5 : 1, 2 : 1, 1 : 2, 1 : 5) both without (R-only) and...
Behavioral models of signal detection have focused almost exclusively on the effects of reinforce... more Behavioral models of signal detection have focused almost exclusively on the effects of reinforcement for correct choices. In contrast, the effects of punishment for errors have been largely ignored. Two competing models of punishment can be derived from research using simple concurrent-schedule procedures. Subtractive models predict that punishers directly subtract from the effects of reinforcers for the same response alternative, and additive models predict that the effects of punishers add onto the effects of reinforcers obtained for the other response alternative. These two models were incorporated into Davison and Tustin’s (1978) model of signal-detection performance. Some preliminary research using human subjects in a signal-detection procedure provides support for an additive punishment version of the Davison and Tustin model.
Tertiary Education and Management
There is increasing interest in how academic development of various kinds influences university t... more There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.
Creativity Research Journal
Adult coloring books have flooded the market with titles alluding to therapeutic value, yet it is... more Adult coloring books have flooded the market with titles alluding to therapeutic value, yet it is unclear whether they fulfil that promise. Here, we tested whether adult coloring was related to improvements in psychological outcomes. Female university students (n = 104) were randomly assigned to a coloring intervention or a logic-puzzle control group. Participants completed an inventory of psychological measures (depressive symptoms, stress, anxiety, flourishing, resilience, mindfulness) and then participated in a 1-week intervention of either daily coloring or logic-puzzles. Following the intervention, participants again completed the inventory of psychological measures. Coloring participants showed significantly lower levels of depressive symptoms and anxiety after the intervention, but control participants did not. We conclude that daily coloring can improve some negative psychological outcomes and that it may provide an effective, inexpensive, and highly accessible self-help tool for nonclinical samples.
Behavioral neuroscience, Jan 28, 2016
Administration of (±) 3,4-methylenedioxymethamphetamine (MDMA) causes memory errors by increasing... more Administration of (±) 3,4-methylenedioxymethamphetamine (MDMA) causes memory errors by increasing proactive interference. This might occur because MDMA alters sensitivity to reinforcement. The current 2 experiments investigated this directly by assessing the acute (Experiment 1) and chronic (Experiment 2) effects of MDMA on sensitivity to reinforcement. We presented 5 pairs of concurrent variable interval schedules within each session and calculated sensitivity to reinforcement for 3 acute doses of MDMA. In contrast to the related drug, d-amphetamine, and in spite of producing reductions in response rate, MDMA did not reduce sensitivity to reinforcement rate. Chronic administration of a fixed dose of MDMA following each session reduced response rate but did not affect sensitivity to reinforcement rate. In combination with previous research, these results indicate that related drugs may have different effects on sensitivity to reinforcement and that these effects should be considered...
Revista Mexicana De Analisis De La Conducta Vol 33 Septiembre Monografico 2007 Noviembre 2007, Sep 23, 2011
Behavioural Processes, 2013
Adult participants played computerised games of &... more Adult participants played computerised games of "Paper Scissors Rock". Participants in one group were told that they were playing against the computer, and those in the other group were told that they were playing against another participant in the adjacent room. The participant who won the most games would receive a $50 prize. For both groups however, the opponent's responses (paper, scissors, or rock) were generated by the computer, and the distribution of these responses was varied across four blocks of 126 trials. Results were analysed using the generalised matching law for the three possible pairs of alternatives (paper vs. scissors, paper vs. rock, and scissors vs. rock) across all participants in each group. Overall, significantly higher estimates of sensitivity to the distribution of opponent's responses were obtained from participants who were told their opponent was a computer compared to participants who were told their opponent was another participant. While adding to the existing literature showing that the generalised matching law is an adequate descriptor of human three-alternative choice behaviour, these findings show that external factors such as perceived opponent type can affect the efficacy of reinforcer contingencies on human behaviour. This suggests that generalising the results from tasks performed against a computer to real-life human-to-human interactions warrants some caution.
Accurate gap-acceptance decisions require individuals to take into account both the distance to a... more Accurate gap-acceptance decisions require individuals to take into account both the distance to and the speed of an oncoming vehicle. The aim of the present studies was to develop an intervention that could successfully teach road users to focus on speed as well as distance. Across three studies, participants judged whether it was safe to cross the road or not when an oncoming vehicle was approaching from different distances and at different speeds. Study 1 trialed two techniques (“standard feedback” versus “three-look”) aimed at improving gap judgments. Standard feedback involved telling participants what the actual speed of a car was after they had made an estimate, whereas the three-look technique required participants to make timed and controlled head movements when scanning the road environment. Only standard feedback increased the participants’ mean gap-acceptance accuracy (assessed using both verbal and behavioral response measures). Study 2 also trialed two techniques, the s...
Detection and choice research have largely focused on the effects of relative reinforcer frequenc... more Detection and choice research have largely focused on the effects of relative reinforcer frequencies or magnitudes. The effects of punishment have received much less attention. This thesis investigated the effects of punishment on human signal-detection performance using a number of ...
The present experiment examined the effects of varying stimulus disparity and relative punisher f... more The present experiment examined the effects of varying stimulus disparity and relative punisher frequencies on signal detection by humans. Participants were placed into one of two groups. Group 3 participants were presented with 1:3 and 3:1 punisher frequency ratios, while Group 11 participants were presented with 1:11 and 11:1 punisher frequency ratios. For both groups, stimulus disparity was varied across three levels (low, medium, high) for each punisher ratio. In all conditions, correct responses were intermittently reinforced (1:1 reinforcer frequency ratio). Participants were mostly biased away from the more punished alternative, with more extreme responses biases found for Group 11 participants compared to Group 3. For both groups, estimates of discriminability increased systematically across the three disparity levels and were unaffected by the punisher ratios. Likewise, estimates of response bias and sensitivity to the punisher ratios were unaffected by changes in discrimin...
Davison and Baum [Davison, M., Baum, W. M., 2000. Choice in a variable environment: every reinfor... more Davison and Baum [Davison, M., Baum, W. M., 2000. Choice in a variable environment: every reinforcer counts. Journal of the Experimental Analysis of Behavior 74, 1–24.] developed a concurrent-schedule procedure where, within each session, different reinforcer ratios were arranged across components separated by brief black-outs. Behaviour adapted quickly to the reinforcer ratios and reinforcers also had local effects on responding. This procedure has been used with pigeons and rats. In the present experiment, we adapted the Davison and Baum procedure to study the effects of reinforcement on human choice behaviour. Eighteen participants were presented with four different reinforcer ratios within a single 50-minute session. Mean sensitivity to the reinforcer ratios increased within components, and preference was greater for the just-reinforced response alternative immediately following reinforcer delivery, similar to the results from non-human experiments. Although there were limitatio...
The “credit card effect” describes a finding where greater value is given to consumer items if cr... more The “credit card effect” describes a finding where greater value is given to consumer items if credit card logos are present. One explanation for the effect is that credit cards elicit spending behavior through associative learning. If this is true, social, economic and historical contexts should alter this effect. In Experiment 1, Year 1 New Zealand university students valued consumer items less in the presence of credit card logos. Experiment 2 replicated this effect. These findings support the idea that New Zealand students’ negative conditioning history with credit card stimuli results in a “negative” credit card effect, whereby credit cards limit rather than facilitate spending. This “negative” effect suggests that the presence or absence of a “positive” effect in previous studies depends on previous associations with credit card stimuli.
Three experiments using human participants varied the distribution of point-gain reinforcers or p... more Three experiments using human participants varied the distribution of point-gain reinforcers or point-loss punishers in two-alternative signal-detection procedures. Experiment 1 varied the distribution of point-gain reinforcers for correct responses (Group A) and point-loss punishers for errors (Group B) across conditions. Response bias varied systematically as a function of the relative reinforcer or punisher frequencies. Experiment 2 arranged two conditions - one where an unequal ratio of reinforcement (5 : 1 or 1 : 5) was presented without punishment (R-only), and another where the same reinforcer ratio was presented with an equal distribution of point-loss punishers (R+P). Response bias was significantly greater in the R-only condition than the R+P condition, supporting a subtractive model of punishment. Experiment 3 varied the distribution of point-gain reinforcers for correct responses across four unequal reinforcer ratios (5 : 1, 2 : 1, 1 : 2, 1 : 5) both without (R-only) and...
Behavioral models of signal detection have focused almost exclusively on the effects of reinforce... more Behavioral models of signal detection have focused almost exclusively on the effects of reinforcement for correct choices. In contrast, the effects of punishment for errors have been largely ignored. Two competing models of punishment can be derived from research using simple concurrent-schedule procedures. Subtractive models predict that punishers directly subtract from the effects of reinforcers for the same response alternative, and additive models predict that the effects of punishers add onto the effects of reinforcers obtained for the other response alternative. These two models were incorporated into Davison and Tustin’s (1978) model of signal-detection performance. Some preliminary research using human subjects in a signal-detection procedure provides support for an additive punishment version of the Davison and Tustin model.
Tertiary Education and Management
There is increasing interest in how academic development of various kinds influences university t... more There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.