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Volume 7, Issue 2 (Summer 2005)
Advances in Cognitive Sciences 2005, 7(2): 46-54 |
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Ekhtiari H, Behzadi A, Mokri A. The Effect of Method of Choice Presentation on The Delayed Discounting Procedure. Advances in Cognitive Sciences 2005; 7 (2) :46-54
URL: http://icssjournal.ir/article-1-138-en.html
URL: http://icssjournal.ir/article-1-138-en.html
Abstract: (2046 Views)
Objective: Delayed discounting pracedure is the process through which the value of rewards and punishments decrease as a function of deferral. In addition to the introduction of two Farsi versions of an assessment test for this process, the results of the administration of the mentioned versions to different age groups are assessed.
Method: Three groups including a group of 109 medical students (81 males), a group of 74 high school male students, and another group of 83 high school male students were assessed with two different methods (the continuously decreasing questionnaire method or the standard method, and the distributed questionnaire method or the random method). For the first two groups the continuously decreasing questionnaire method or the standard method, and for the third group the distributed questionnaire method or the randomized method were used.
Results: Delayed discounting behavior in all three groups follows a hyperbolic logic. Delayed discounting equation in the standard method was 60% for male university students, 58% for female university students and 82% in high school students with no significant difference; but the same equation was 0.336 in the randomized method, which was significantly different from the results obtained in the standard method.
Conclusion: In case the same methods of questioning are applied, delayed discounting equation (in the age limit under study) will not show any significant difference. But changing the questioning method and decreasing the pressure exerted on the subject to choose the breaking point leads to an increased reduction in the value of rewards with time.
Method: Three groups including a group of 109 medical students (81 males), a group of 74 high school male students, and another group of 83 high school male students were assessed with two different methods (the continuously decreasing questionnaire method or the standard method, and the distributed questionnaire method or the random method). For the first two groups the continuously decreasing questionnaire method or the standard method, and for the third group the distributed questionnaire method or the randomized method were used.
Results: Delayed discounting behavior in all three groups follows a hyperbolic logic. Delayed discounting equation in the standard method was 60% for male university students, 58% for female university students and 82% in high school students with no significant difference; but the same equation was 0.336 in the randomized method, which was significantly different from the results obtained in the standard method.
Conclusion: In case the same methods of questioning are applied, delayed discounting equation (in the age limit under study) will not show any significant difference. But changing the questioning method and decreasing the pressure exerted on the subject to choose the breaking point leads to an increased reduction in the value of rewards with time.
Type of Study: Research |
Subject:
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Received: 2005/03/17 | Accepted: 2005/04/17 | Published: 2005/06/22
Received: 2005/03/17 | Accepted: 2005/04/17 | Published: 2005/06/22
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