A set of instructions for the Coin Test

CHUCK TUCKER 920925C - CSG-COIN

INSTRUCTIONS FOR OBSERVING AND RECORDING "THE COIN TEST"

1. Have a person, P, arrange four "coins" (DON'T USE ACTUAL
MONEY BUT RATHER USE EITHER CIRCULAR PAPER DISKS EACH THE SIZE OF
A QUARTER OR SAME COLOR POKER CHIPS), on a table, making a
specified pattern which P writes down in advance but does not
show you. You might do this by asking a classmate or friend to
minutes and can be done without going to any other place [this
assumes you have 4 "coins", a writing instrument and some paper
with you and a table top, flat board or desk]. If s/he agrees
then say something like this: "I will give you four [NAME OBJECTS
YOU ARE USING] and a piece of paper. What I want you to do is to
think of a pattern in which you can arrange these (name of
objects) on the flat surface of this table (board) (desk) but
first I want you to draw and name that pattern on this paper but
DO NOT SHOW IT TO ME. Next, arrange the (name of objects) in the
pattern that you have on your sheet of paper. Then, without
having any more conversation between us (except for the
announcement "No change in pattern" when my moving of the
(object)(s) does not change the pattern) until I say "Game is
over," I will change the pattern and you are to put the coins
back in the pattern after each time I change it. Do you
understand this game?" IF NOT - repeat the instructions as
written above again and clarify where necessary.

2. Your task is to discover what P has in mind without
asking any questions or using any verbal communication at all.
Your discovery procedure is to change or disturb the pattern
among the objects by moving the objects around in some ways and
noting what you have done to change the coins. So before you
make a change, draw and name the pattern of the objects on a
piece of paper without showing it to P and then after you make
the change draw and name the pattern that you made with the
changes.

a. If your change alters the pattern P has specified, P must
correct the error by re-arranging the objects to re-make the
original pattern.

b. If your disturbance does not alter the pattern that P has
specified, P must announce "No change in pattern."

3. Repeat this process until you are certain that you can:

a. specify and demonstrate three disturbances that will call
for P to re-arrange the objects and correct the pattern; this
you should be able to discern from what you have drawn on
your pad. [YOU WILL HAVE TO CHANGE THE OBJECTS MANY TIMES TO
OBSERVE THREE DISTURBANCES AND THREE "NO CHANGE IN PATTERN"
INSTANCES]

b. specify and demonstrate three disturbances that resulted
in P announcing "No change in pattern"; this you should be

4. Compare your drawings with P's drawing of the pattern and

a. report the extent of agreement, including whether you
identified the pattern but named it something other than what
P named the pattern.

b. report at least one example of failing to see the pattern
to which P returned the objects following a change that you
introduced.

5. Your report is due {see syllabus}. It should be typed (no
more than 3 pages, double spaced) and include (use the list below
as outline):

a. your report of agreement between you and P (4a)

c. a brief statement on what you learned from "The 'Coin'
Test."

d. a copy of P's written specification of the pattern

e. your drawings of three change (3a) and no change (3b)
patterns

[From Bill Powers (970828.1332 MDT)]

CHUCK TUCKER 920925C - CSG-COIN

Your demo instructions are potentially very useful. What has been your
experience with using them in classes? Do the students get the idea? Do
they start generalizing to other situations? I can see these exercises as
the basis of a classroom workbook, with more examples and particularly more
emphasis on applying the insights to life in general. Any plans along those
lines?

That was a nice re-post of Bruce Abbott's outline of PCT. I hope it offsets
some of the wilder accusations that have been made.

Best,

Bill P.

[From Rick Marken (970828.1500)]

Bill Powers (970828.1332 MDT) to Chuck Tucker --

That was a nice re-post of Bruce Abbott's outline of PCT. I hope
it offsets some of the wilder accusations that have been made.

If I catch that wild accuser I'll offset him myself;-)

But I do have a question: How do I apply a disturbance to a
perceptual signal in order to Test whether or not that signal
is under control? Do I have to be able to stick electrodes
in the afferent pathways? If so, I can see why Bruce didn't
want to discuss The Test in his research methods book. I
imagine it's pretty hard for undergraduates to can get a
hold of that kind of equipment.

Wildly Non-accusatorially

Rick

···

--
Richard S. Marken Phone or Fax: 310 474-0313

[From Bill Powers (970828.2009 MDT)]

Rick Marken (970828.1500)--

But I do have a question: How do I apply a disturbance to a
perceptual signal in order to Test whether or not that signal
is under control? Do I have to be able to stick electrodes
in the afferent pathways? If so, I can see why Bruce didn't
want to discuss The Test in his research methods book. I
imagine it's pretty hard for undergraduates to can get a
hold of that kind of equipment.

Seems to me we often speak of controlling perceptions when what we mean is
controlling something that we presume is being perceived as we perceive it.

Best,

Bill P.

[From Bruce Gregory (70903.1520 EDT)]

Rick Marken (970828.1500)]

But I do have a question: How do I apply a disturbance to a
perceptual signal in order to Test whether or not that signal
is under control? Do I have to be able to stick electrodes
in the afferent pathways? If so, I can see why Bruce didn't
want to discuss The Test in his research methods book. I
imagine it's pretty hard for undergraduates to can get a
hold of that kind of equipment.

I think the real problem is getting sophmores to sign "informed
consent" statements for the procedure

Bruce