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| Behavioral Economics |
| Monday, September 30, 2019 |
| 2:00 PM–2:50 PM |
| Stockholm Waterfront Congress Centre, Level 2, C2 |
| Chair: Mari Watanabe-Rose (City University of New York) |
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| A Comparison of Real Versus Hypothetical Delay Discounting for Food and Money in a Czech Sample |
| Area: EAB |
| Domain: Basic Research |
| ERIN B. RASMUSSEN (Idaho State University), Tereza Prihodova (National Institute of Mental Health, Klecany; Charles University), Katerina Prihodova (National Institute of Mental Health, Klecany, Charles University) |
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| Abstract: Previous research shows that delay discounting processes between hypothetical and real outcomes are similar, though the vast majority of research has been conducted with monetary outcomes and with American participants. Food and monetary discounting processes for real and hypothetical outcomes were compared in a community sample from Prague, Czech Republic. Twenty participants completed the Monetary Choice Questionnaire and the Food Choice Questionnaire, measures of monetary and food discounting, respectively, across three different magnitudes of outcomes. All participants completed the MCQ and FCQ twice in randomized order—once with hypothetical outcomes and once with potentially real outcomes. Results showed a significant main effect of magnitude with smaller food and monetary outcomes being discounted more steeply than larger outcomes. There were no differences between real and hypothetical food outcomes or monetary outcomes. Moreover, hypothetical food and monetary outcomes were strongly and significantly correlated to potentially real outcomes. This extends the research that compares real and hypothetical outcomes to food and with European participants. |
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| The Use of Behavior Analysis by Non-Behavior Analysts in Higher Education: Collaborations Toward Cultural Changes |
| Area: EDC |
| Domain: Service Delivery |
| MARI WATANABE-ROSE (City University of New York) |
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| Abstract: In higher education, one issue regarding student learning is that university faculty do not typically receive training to become effective educators. In this presentation, I will describe my collaborations with university faculty members who are not behavior analysts. The ultimate goal of the collaborations is the changes in the educators’ behavior, particularly their classroom practices, to improve student learning. In one of such collaborations, I worked with a mathematics professor to a) identify some of his teaching and assessment techniques; b) explain, using behavior analytic terms, why they contribute to student success, and c) make further recommendations. I have also collaborated with groups of faculty and tutors. For example, I conducted professional development workshops in various venues and groups including departmental meetings, centers for teaching and learning, tutoring centers, and (non-behavior analytic) conferences, to introduce basic behavioral principles and demonstrate how they can be used in their practices. In the U.S., where behavior economics is increasingly popular to “fix” societal issues, it is extremely important to disseminate the principles and mechanisms behind those remedies and to increase people’s, especially educators’, understandings of them. Changes in their behavior (i.e., teaching practices) potentially lead to cultural changes beyond these individuals. |
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