{"id":12320,"date":"2014-08-21T19:21:15","date_gmt":"2014-08-22T02:21:15","guid":{"rendered":"https:\/\/oslc.nineplanetsllc.com\/blog\/publication\/effects-of-instructional-set-and-experimental-influence-on-observer-reliability\/"},"modified":"2014-08-21T19:21:15","modified_gmt":"2014-08-22T02:21:15","slug":"effects-of-instructional-set-and-experimental-influence-on-observer-reliability","status":"publish","type":"publication","link":"https:\/\/www.oslc.org\/es\/blog\/publication\/effects-of-instructional-set-and-experimental-influence-on-observer-reliability\/","title":{"rendered":"Effects of instructional set and experimental influence on observer reliability."},"content":{"rendered":"<p>A laboratory analogue of naturalistic observation was used to examine the relationship of observer drift to instructional set and experimenter status. 3 instructional sets (no check, random check, and spot check) and 2 levels of experimenter status were studied. Results indicated a highly significant decrease in observer reliability coinciding with the shift from training to data collection This performance decrement was observed in all 3 instructional set conditions. Within the spot-check condition, reliability on spot-check days was found to be significantly greater than mean reliability immediately before and after spot checks. Further results revealed that observers trained by the high-status experimenter performed less reliably than observers trained by the other 2 experimenters. The possible implications of these results for future observational research and suggestions for minimizing observer drift are discussed.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"publication_keyword":[659,84,996],"research_type":[],"class_list":["post-12320","publication","type-publication","status-publish","hentry","publication_keyword-methodology","publication_keyword-observation","publication_keyword-reliability"],"acf":{"citation":"Taplin, P. S., &amp; Reid, J. B. (1973). Effects of instructional set and experimental influence on observer reliability. <i>Child Development, 44<\/i>, 547-554.","publication_year":"1973","scientists":[11065]},"_links":{"self":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication\/12320","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/types\/publication"}],"acf:post":[{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11065"}],"wp:attachment":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/media?parent=12320"}],"wp:term":[{"taxonomy":"publication_keyword","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication_keyword?post=12320"},{"taxonomy":"research_type","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/research_type?post=12320"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}