scholarly journals Erratum: Burst Beliefs – Methodological Problems in the Balloon Analogue Risk Task and Implications for Its Use

10.36850/mr1e ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 101-101
Author(s):  
Kristel De Groot
Keyword(s):  
Balloon Analogue Risk Task ◽  
Methodological Problems

scholarly journals Burst Beliefs – Methodological Problems in the Balloon Analogue Risk Task and Implications for Its Use

10.36850/mr1 ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Kristel De Groot
Keyword(s):  
Risk Taking ◽  
Real World ◽  
False Negative ◽  
Risk Propensity ◽  
Balloon Analogue Risk Task ◽  
Negative Results ◽  
False Negative Results ◽  
Custom Made ◽  
Methodological Problems ◽  
Outcome Index

Studies in the field of psychology often employ (computerized) behavioral tasks, aimed at mimicking real-world situations that elicit certain actions in participants. Such tasks are for example used to study risk propensity, a trait-like tendency towards taking or avoiding risk. One of the most popular tasks for gauging risk propensity is the Balloon Analogue Risk Task (BART; Lejuez et al., 2002), which has been shown to relate well to self-reported risk-taking and to real-world risk behaviors. However, despite its popularity and qualities, the BART has several methodological shortcomings, most of which have been reported before, but none of which are widely known. In the present paper, four such problems are explained and elaborated on: a lack of clarity as to whether decisions are characterized by uncertainty or risk; censoring of observations; confounding of risk and expected value; and poor decomposability into adaptive and maladaptive risk behavior. Furthermore, for every problem, a range of possible solutions is discussed, which overall can be divided into three categories: using a different, more informative outcome index than the standard average pump score; modifying one or more task elements; or using a different task, either an alternative risk-taking task (sequential or otherwise), or a custom-made instrument. It is important to make use of these solutions, as applying the BART without accounting for its shortcomings may lead to interpretational problems, including false-positive and false-negative results. Depending on the research aims of a given study, certain shortcomings are more pressing than others, indicating the (type of) solutions most needed. By combining solutions and openly discussing shortcomings, researchers may be able to modify the BART in such a way that it can operationalize risk propensity without substantial methodological problems.

Theoretical and Methodological Problems of a 10-Year Follow-Up Program Evaluation Study

2002 ◽  
Vol 18 (3) ◽  
pp. 229-241 ◽  
Author(s):  
Kurt A. Heller ◽  
Ralph Reimann
Keyword(s):  
Program Evaluation ◽  
Evaluation Studies ◽  
Evaluation Study ◽  
Control Groups ◽  
Cross Sectional ◽  
Long Term Study ◽  
Partial Inclusion ◽  
Methodological Problems

Summary In this paper, conceptual and methodological problems of school program evaluation are discussed. The data were collected in conjunction with a 10 year cross-sectional/longitudinal investigation with partial inclusion of control groups. The experiences and conclusions resulting from this long-term study are revealing not only from the vantage point of the scientific evaluation of new scholastic models, but are also valuable for program evaluation studies in general, particularly in the field of gifted education.

The Multiple Faces of Risk-Taking

2016 ◽  
Vol 32 (1) ◽  
pp. 17-38 ◽  
Author(s):  
Florian Schmitz ◽  
Karsten Manske ◽  
Franzis Preckel ◽  
Oliver Wilhelm
Keyword(s):  
Risk Taking ◽  
Basic Research ◽  
Formal Models ◽  
Experimental Paradigm ◽  
Nomological Network ◽  
Balloon Analogue Risk Task ◽  
Parameter Recovery ◽  
Task Specificity ◽  
Available Information ◽  
Criterion Variables

Abstract. The Balloon-Analogue Risk Task (BART; Lejuez et al., 2002 ) is one of the most popular behavioral tasks suggested to assess risk-taking in the laboratory. Previous research has shown that the conventionally computed score is predictive, but neglects available information in the data. We suggest a number of alternative scores that are motivated by theories of risk-taking and that exploit more of the available data. These scores can be grouped around (1) risk-taking, (2) task performance, (3) impulsive decision making, and (4) reinforcement sequence modulation. Their theoretical rationale is detailed and their validity is tested within the nomological network of risk-taking, deviance, and scholastic achievement. Two multivariate studies were conducted with youths (n = 435) and with adolescents/young adults (n = 316). Additionally, we tested formal models suggested for the BART that decompose observed behavior into a set of meaningful parameters. A simulation study with parameter recovery was conducted, and the data from the two studies were reanalyzed using the models. Most scores were reliable and differentially predictive of criterion variables and may be used in basic research. However, task specificity and the generally moderate validity do not warrant use of the experimental paradigm for diagnostic purposes.

Methodological problems arising from false-positive drug-screenings

2014 ◽  
Vol 47 (06) ◽  
Author(s):  
M Fischer ◽  
S Unterecker ◽  
B Pfuhlmann ◽  
J Deckert
Keyword(s):  
False Positive ◽  
Methodological Problems

Teaching Economics in Distant Form

2003 ◽  
pp. 128-138
Author(s):  
L. Kleyeva
Keyword(s):  
Teaching Economics ◽  
Long Time ◽  
Methodological Problems

The article considers the problems of teaching economics and management in distant form. The necessity of using such a form is connected with the fact that practical managers and professional economists usually have no opportunities to leave their business for a long time. The distant form of education gives them a chance to combine education with their practical activities. Teaching economics in distant form implies certain methodological problems discussed in the article.

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