PhD Study : Exploring the impact of relational coherence and in-group versus out-group status on rule-following and speaker preference

Summary

Background to the project:

Rule-following is determined by multiple variables, including the extent to which a rule coheres with previously reinforced patterns of relational responding. A small but growing number of recent studies suggest that relational coherence between a rule and the feedback contingencies for following the rule, may impact upon the extent to which participants show persistent rule-following, even when doing so leads to a loss of reinforcers (see Harte & Barnes-Holmes, 2021, for a recent review). In pursuing the potential impact of relational coherence on rule-following it seems important to explore a range of different methods for assessing its impact beyond rule-persistence per se.

For example, one potential approach that has recently been developed involves measuring the extent to which relational coherence impacts upon a choice or preference for following one instruction or rule over another, even when both instructions yield the same levels of reinforcement when they are followed (Bianchi, et al., 2021). Specifically, after learning a simple matching task (i.e., relating A1 to B1, and A2 to B2), participants were exposed to two speakers, one of whom “stated” relations that were coherent (e.g., A1-B1, A2-B2), and the other that were incoherent (A1-B2, A2-B1), with the participants’ previous relational learning.

Rule-following was measured in a preference test in which participants chose which of the two speakers would provide instructions for a different task. Although both speakers provided accurate information in how to complete this second task, results showed that participants tended to choose the coherent speaker to provide instructions, and also followed the rules presented by that speaker. In pursing the line of research reported by Bianchi, et al., additional variables need to be explored. For example, the two speakers were defined as either completely coherent or incoherent, and thus the impact of relative levels of coherence, and the status of the speaker, could be examined.

Objectives of the research:

Will participants follow the rules provided by, and prefer, a speaker who was relatively more coherent (e.g., 80% reliable) than another speaker (e.g., 60% reliable)? Will differential levels of rule-following, and speaker preference, be moderated by the extent to which participants identify with the speakers. For example, would compliant rule-following with, and speaker-preference for, a more coherent speaker be enhanced for an “in-group” speaker and reduced for an “out-group speaker”.

Methods to be used:

The experimental sequence will be divided into 4 stages: (1) Relational training, (2) Relational testing, (3) Establishing coherent and incoherent speakers, and (4) Rule-following/Preference test. A quasi-experimental repeated measures design will be employed, with levels of speaker coherence as an independent variable and participant status (in-group versus out-group) as an attribute variable. Relative strength of in-group identity will be employed as a co-variate. Analyses of co-variance will be employed with relevant post-hoc tests, and if appropriate, follow-up Bayesian analyses will be used to confirm/disconfirm the results of the frequentist statistics.

Skills required of applicant:

• Strong skills/interest in the experimental analysis of human behaviour and experimental social psychology.
• Experience with experimental design.

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

Funding and eligibility