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A Microcomputer-Based Laboratory: Real-World Experience

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A Microcomputer-Based Laboratory: Real-World Experience Behavior Research Methods & Instrumentation 1981, Vol. 13 (2), 209-212 SESSION X GENERAL STRATEGIES IN LABORATORY COMPUTING: A SYMPOSIUM Howard L. Kaplan, Presider A microcomputer-based laboratory: Real-world experience H. JOHN DURRETT, JR., and CATHERINE ZWIENER Centerfor Automated SystemsinEducation, Southwest Texas State University SanMarcos, Texas 78666 This paper discusses current hardware and software in use at the Center for Automated Systems in Education, a project of the department of psychology at Southwest Texas State University. The hardware ranges from inexpensive microcomputers to sophisticated color graphic display systems. The advantages and disadvantages of various systems are considered. Current projects of interest to educators and psychologists are mentioned. "Why is any psychologist concerned with using a ever, there are several other salient reasons for a psychol­ computer?" This is a reasonable question, for when one ogist to invest time in learning to use computers for begins to move away from one's area of expertise, it research and instruction. Some of the more apparent its likely that many diversions that dissipate energy, reasons are that the computer will allow experimental waste time, and retard professional goals will be designs and controls that are not currently possible encountered. This is especially true when one begins to by any other means. Computers can execute tasks such explore and use computers in psychological research or as real-time simulations and models that simply cannot instruction. Computers by their very nature require enor­ be done using the printed page or the chalkboard. mous amounts of time for one to learn to use them pro­ Furthermore, there is the potential for the computer to ductively. In addition, computers are usually surrounded actually increase the productivity of both the researcher­ by a high priesthood of experienced users with whom educator and the student. the psychologist must interact and communicate. Finally, There are, however, serious disadvantages to using there are problems of change, as in any complex environ­ computers. Until very recently, they were expensive, ment, that cause many projects to be delayed, to be had little software available for instructional purposes, modified, or to become obsolete. and were of such limited capabilities that they could not Perhaps the first answer to the question of why a be justified for use throughout the entire curriculum. psychologist should be concerned with using a computer Further, much professional time had to be invested in comes from the dramatic theoretical changes that have acquiring and using computers, with little or no pos­ taken place in the field of psychology. There are few sibility of professional recognition. who can seriously doubt the impact of the "information For all of these problems, however, the more serious processing approach" to studying human cognitive issue to be resolved is "How is the computer to be used processes and behavior. The underlying foundation for in instruction and research?" For many psychologists, this orientation owes much to current theoretical this is the more troublesome problem. Without answer­ perspectives about the organization, processes, capabili­ ing this question, the psychologist is like the student ties, and limitations of modern digital computers. How- who is eager to collect data but has not quite decided how the data will be used. Many of the articles that This material is based upon work supported by the National regularly appear in BehaviorResearch Methods & Instru­ Science Foundation under Grants 13987 and 8000893. Any mentation can assist the novice in making wise decisions opinions, findings, and conclusions or recommendations in developing a computer-based psychology labora­ expressed in this article are those of the authors and do not tory. Many members of the National Conference On the necessarily reflect the views of the National Science Founda­ tion. For reprints contact John Durrett, Center for Automated Use of On-Line Computers in Psychology can also assist Systems in Education, Southwest Texas State University, San the beginner. This article illustrates how computers are Marcos, Texas 78666. being used in one typical psychology department. Copyright 1981 Psychonomic Society, Inc. 209 0005 -7878/81/020209·04$00.65/0 210 DURRETT AND ZWIENER THECENTER FOR AUTOMATED We have used these low-cost machines for teaching SYSTEMS IN EDUCAnON BASIC to students in a course on the applications of computers to research and instruction in psychology. Let us now consider some basic hardware and soft­ The computers have been used to control video output ware that are being used in the Department of Psy­ to a large-screen television monitor for group viewing. chology's Center for Automated Systems in Education The computers have been used to control slide projectors (CASE) at Southwest Texas State University. In and to process responses from button boxes and voice­ June 1979, the department established CASE to explore activated relays. The "jiffy" (l/60-sec) timers have and develop the computer hardware, software, and been used for student projects on short-term memory, courseware resources necessary to support research and long-term memory, and reaction time measurement. instruction in psychology. CASE was also intended to (There are ways to increase the accuracy of timing. serve as a model of instructional computer usage for For elaboration of the techniques for use of such devices other departments at the university. From a modest as tachistoscopes, see Reed, 1979.) beginning, CASE has had an expanding research and We have acquired or developed programs to perform development role in the department and university. statistical tests and analyses. These machines have been used for advertising our department at College Day and Timesharing-BasedComputing for an information management system for depart­ CASE's first research and instruction efforts were mental courses and equipment. We have constructed an with a device known as the Polytronics "universal analogue-to-digital interface for these microcomputers response time" (URT)! that was used in conjunction and have used them to process data from physiological with a CRT terminal connected to the central campus recording and biofeedback equipment. computer, a Digital Equipment Corporation (DEC) 10. Finally, the microcomputers have been portable The device allows reaction time measures of response enough for faculty members to move to their offices to using timesharing terminal. The computer terminal was "really get some work done." Actually, the portability used for our implementation of a set of computer and fixed capabilities have special appeal, since faculty programs written by Bewley {l974V The programs members can be certain that a system programming were used to teach cognitive and experimental psy­ staff will not change the operating system overnight and chology to undergraduate students. This initial use of make their programming efforts obsolete. computer-based curriculum packages met with modest For about $1,500, these machines are certainly good success. Students were able to complete laboratory investments for any psychology department interested assignments and gain some hands-on experience in in using computers. We currently have four micro­ psychological experimentation. The inexpensive URT computers of this type. Cassette tapes and disks are device allows a psychologist to explore computer-based used for external memory, and a special PET 2022 instruction and research using existing timesharing printer is used for output. The PET, TRS-80, and computers with minimal investment in hardware and Apple II are the durable ''workhorse'' computers in our software development. (See Durrett, 1974, for pro­ laboratory. We are not overly concerned about where gramming techniques that can be used with such devices.) they are located, since they are so resistant to mis­ handling. Inexpensive Microcomputers These initial experiments provided the motivation New Opportunities for Research to develop a computer facility for use in the department Wehave also used the Compucolor 11.6 This 32K RAM of psychology. Our first departmental computer was a microcomputer has an eight-color display and an integral Commodore PET 2001 3 that served as a general-purpose disk unit. Like almost all of the inexpensive micro­ system for experimental and instructional needs. This computers, these computers arrive with many game computer, along with the Radio Shack TRS-804 and packages. At first, we were concerned about the number the Apple II,S is finding its way into many psychology of hours our students played games on the computers, departments. In addition to having the high-level but we have now decided to study game playing and language BASIC, the PET 2001, like these other micro­ problem solving behavior using these packages. Further, computers, has a very powerful hardware interface the ease and, in some cases, difficulty in using these system. The chief advantages of such machines are computers has led to a new research program in the their low cost, portability, reliability, ease of program­ department directed toward the study of the human ming, and flexibility. Limitations include limited storage factors associated with the use of computers for instruc­ devices, fixed capabilities, and low speed. With addi­ tional purposes. The game packages have offered a new tional hardware, some of these problems can be mini­
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