HW7_kelseydonaldson_510B01

pdf

School

Liberty University *

*We aren’t endorsed by this school

Course

510

Subject

Psychology

Date

Feb 20, 2024

Type

pdf

Pages

Uploaded by ChefAlbatross3336

PSYC 510 H OMEWORK : T WO -G ROUP B ETWEEN S UBJECTS D ESIGN A SSIGNMENT I NSTRUCTIONS O VERVIEW This Homework: Two-Group Between Subjects Design Assignment is designed to assess your understanding of the concepts and applications covered thus far in PSYC 510: Research Methods and Statistics in Psychology I. Concepts specific to this module include fundamental considerations for all parametric tests, such as threats to validity, reducing confounding variables, assumptions for parametric tests. This Homework: Two-Group Between Subjects Design Assignment also assesses your ability to conduct and interpret the independent samples t test using professional conventions. Knowledge from this module will serve as a foundation for future concepts. These topics also strengthen your ability to critically evaluate whether research is conducted in a reliable and valid manner in professional and non-professional settings. I NSTRUCTIONS Be sure you have reviewed this module’s Learn section before completing this Homework: Two-Group Between Subjects Design Assignment . This Homework: Two-Group Between Subjects Design Assignment is worth 60 points. Each question is worth 3 points. Six points are awarded for mechanics/structure. • Part I contains general concepts from this module’s Learn section . • Part II requires use of SPSS. You will have to take screen shots and/or copy and paste from your SPSS to place answers within this file. Make sure you only insert relevant and legible images. • Part III is the cumulative section. These may include short answer and/or use of SPSS but will review material from previous module(s). • Directions for each subsection are provided in the top of each table (in the blue shaded areas). • Answers should be placed where indicated (wherever there is “ANSWER”). • Submit the file as a WORD document (.doc or .docx). Make sure the filename of your submission includes your full name, course and section. o Example: HW7_JohnDoe_510B01 Make sure to check the Homework Grading Rubric before beginning this Homework: Two- Group Between Subjects Design Assignment . Part I: General Concepts These questions are based on the concepts covered in this module’s Page of 1 16

PSYC 510 Answer the following questions using your own words. 1. What are some advantages and disadvantages in the use of a posttest-only control group design versus a pretest/posttest control group design? (Must identify at least one advantage and one disadvantage per design – so four total). Page of 2 16

PSYC 510 ANSWER Posttest-Only Control Group Design: Advantages: Using this design reduces the time spent measuring by having only one evaluation after treatment, whereas, with a pretest/post-test approach, two assessments would result in increased consumption of both your effort and resources. Avoiding measurements before and after an intervention in a posttest-only design reduces the possibility that participants change their behavior as they become aware of what is being studied. Disadvantages: It becomes easier to evaluate pre-existing variations between a control group and a treated group after collecting baseline data before administering any therapy. Without running a pretest, whether both control and treatment groups were equivalent before commencing the study cannot be ensured. Pretest/Posttest Control Group Design: Advantages: Administering a pretest enables controlling for individual differences so that both control and experimental groups exhibit similar traits, making it easier for researchers to assign changes observed to the actual intervention. The possibility of comparing changes within participants over time makes the pretest/posttest design a valuable tool for making accurate conclusions through within-subject comparison. Disadvantages: Conducting testing multiple times and observing participant alterations may impact the accuracy of the collected data. Using pre-test/post-test designs requires additional resources in terms of money and time compared to employing a post-test-only model. 2. What is a confound and how is it related to internal validity? Page of 3 16

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

PSYC 510 ANSWER In order to find out what actual effect an independent variable might have on a dependent one during research, we need to take into consideration any possible confounds, since the introduction of extraneous variables through confounds can compromise the internal validity of a study since they may exert influence on outcomes apart from what was supposed to be studied. When we talk about the internal validity of a research study then it means that it has successfully established a cause-and-effect relationship with its experimental manipulation by controlling all other influencing factors like confounding or extraneous ones. However, the possibility of an extraneous variable being present in research could put the research's internal validity at risk by producing alternative explanations of its conclusions. It is hard to decide if the observed results are because of an independent variable or some other extraneous factor when there are confounds in a study—this means ensuring internal validity requires identifying and controlling for any confounding variables that may affect study outcomes. 3. What is the relationship between external validity and the college sophomore problem? ANSWER Referring to a bias that may occur when extrapolating research results from sophomores in college to society at large is known as the problem of sophomore students in college and research studies that rely exclusively on college sophomores for participation may have limited applicability and might not apply to other groups or populations. Different groups may undergo multiple studies by researchers in order to investigate the strength and widespread relevance of their findings. 4. On the most recent exam in your biology class, every student earned an A. The professor claims that he must really be a good teacher for all of the students to have done so well. Given the confounds discussed this week, what alternative explanation can you offer for this result? (Don’t just list a concern– briefly provide a justification). ANSWER An explanation for why every student scored an A on the latest biology paper could be due to its lack of complexity or being too easy which rendered it insufficient for evaluating student understanding and skill. However, in case there was grade inflation all students would get high marks regardless of how they actually performed. While claiming to be an excellent teacher based on students' performance alone seems reasonable initially; other factors such as exam difficulty could also play an important role. Page of 4 16

PSYC 510 5. A health magazine recently reported a study in which researchers claimed that women who take iron supplements have better problem-solving abilities. Further investigation revealed that they assessed problem-solving abilities in a group of women and then had the women self-report whether or not they take iron supplements. Discuss one potential threat to internal validity as it relates specifically to this study. ANSWER A threat to the internal validity that could occur in this study is the possibility of selection bias, as it is likely that differences existed between women reporting the use of iron supplements and those who didn't if the researchers depended solely on self-reported information. As an example: Females who care most about keeping themselves healthy or who can easily obtain health-related help might take iron supplements frequently while also having better problem- solving abilities, however deciphering whether iron supplements are truly responsible for the differences detected in cognitive proficiency or if there's another underlying factor affecting these discrepancies would be difficult. For that reason, it cannot be determined with certainty whether using self-reported data to assess intake of iron supplementation is fully reliable and potentially impacts research outcome biases. Scenario: According to some research, males have better spatial skills than do females; and according to other research, females have better reading skills than males. A student is interested in determining which gender performs better on a word-search puzzle (a puzzle in which words are hidden vertically, horizontally, and diagonally within an array of letters) since this type of puzzle involves both spatial and reading skills. A sample of males and females volunteer to participate and are given 10 minutes to work on a 50-word puzzle. The number of words correctly recognized is recorded for each subject. Use this scenario to answer the following questions. Page of 5 16

PSYC 510 6) What is the independent variable? Dependent variable? What is the scale of measurement for each? ANSWER Considering there are only two categories of participants in terms of their gender (male and female), it becomes a categorical independent variable for our analysis and the count of accurately recognized words within a word-searching activity constitutes as the dependent variable—which measures on an ongoing basis and uses only whole numbers. The measurement of the independent variable uses a nominal scale that simply categorizes participants into two groups based on their gender, and the dependent variable is being measured in ratio since it follows continuous measurement and has a true zero point to measure absence of correct word recognition. 7) If they reported t (25) = 1.80 and it is two- tailed, using the critical value table in your e-book, what is t cv (do NOT round). Also state whether the researcher should REJECT or FAIL TO REJECT the null hypothesis. ANSWER The reported value of t (1:80) comes under the range of values that are considered statistically insignificant at a 0:05 level (-2060 to +2060), it's better to keep following the null hypothesis, FAIL TO REJECT Page of 6 16

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

PSYC 510 8) Briefly describe a conceptual replication of this study. Clearly identify how it meets the definition of a conceptual replication. ANSWER A similar investigation can be conducted through the use of conceptual replications which test different operational definitions of key variables, and examine gender differences on different types of puzzles that also need a combination of spatial and reading comprehension skills such as crossword or jigsaw puzzles with letters, or words embedded in an image is another way to conduct a conceptual replication. Using different ope rationalizations of independent and dependent variables while addressing the same research query and intending to offer more proof about the original study's results' applicability makes it a typical example of a conceptual replication. Part II: SPSS Application These questions require the use of SPSS. Remember you must submit all of your work within this word document. You will need to take a screen shot of your data view if necessary, or copy and paste your output into the spaces below. Remember to report the exact p value provided by SPSS output – simply reporting p<.05 or p>.05 is not acceptable (unless SPSS output states p=.000 – in that Page of 7 16

PSYC 510 Research Scenario: According to some research, males have better spatial skills than do females; and according to other research, females have better reading skills than males. A student is interested in determining which gender performs better on a word-search puzzle (a puzzle in which words are hidden vertically, horizontally, and diagonally within an array of letters) since this type of puzzle involves both spatial and reading skills. A sample of males and females volunteer to participate and are given 10 minutes to work on a 50-word puzzle. The number of words correctly recognized is recorded for each subject, and the resulting data are as follows: Males Females 12 15 8 12 9 11 11 18 10 13 12 14 7 17 Create your SPSS data file to answer the questions below (remember that the IV is your “grouping variable” and will be represented with numbers in SPSS and your DV will be data entered in a second column. Look at the example file from this module’s presentation if you want a visual reminder). 9) Paste the appropriate SPSS output. Page of 8 16

PSYC 510 10) Paste appropriate SPSS graph. Page of 9 16

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

PSYC 510 11) Calculate the r 2 effect size given the SPSS output as shown in this module’s presentation. Show all of your work. Interpret it as “small”, “medium” or “large”. ANSWER ANSWER Mean(GENDER) vs. CORRECT GENDER 0 0.5 1.0 1.5 2.0 6 8 10 12 14 16 18 CORRECT Mean Page of 10 16

PSYC 510 ANSWER With an R Square value of 1% of the variation in the dependent variable can be attributed to changes in the independent variable. Multiply R Square value by 100 to get the r2 effect size. R2 = R Square * 100 = 18 So, the r2 effect size is 18 Interpreting effect size is influenced by variables such as field of study and research question context, so effect size estimates usually range from the measurement values of 1 percent for being considered minimal up to about 13 percent, which is high. Generally, they are classified into three groups—small, medium, or high. If you go by this guideline, any impact that measures up to 18…1% or more would be classified as sizable, and the role of gender in predicting word-search puzzle performance cannot be underestimated. 12) Write an APA-style Results section based on your analyses. Remember to use complete sentences, include the statistical notation, effect size, confidence interval, and include a decision about the null hypothesis. If it is significant, state how by reporting the means and standard deviations. ANSWER Investigating the distinction in the performance of solving word-search puzzles between males and females participants, a One-Way Between Groups Analysis of Variance (ANOVA) was conducted12)=7018) with an effect size of η² =There is a significant impact on performance variability due to gender accounting for 18.1%, which indicates that there is a critical effect size ( η² =181) On average females performed significantly better than males on the word-search puzzle with a mean difference of 4.14 and p-value of 018. That being said, the null hypothesis couldn't be supported, leading to conclude that there were remarkable differences in men's vs. women's performances in solving word-search puzzles, which favored women. Page of 11 16

PSYC 510 13) What is the t obtained from your SPSS output? Using your table in the Appendix of your e-book, determine the critical t value for this study. Clearly identify the t obtained and the t critical values below. Describe how the critical value can be used to determine whether a t obtained value will result in a rejection of the null hypothesis (i.e. that it is significant). ANSWER t obt = -2.74 t cv = 2.160 A result of -2 was obtained for t from the SPSS output. The value for t that is critical to this investigation can only be determined once we have figured out the degrees of freedom (of), so this calculation involves deducting 1 from our sample size. This particular study included fourteen individuals as subjects, resulting in thirteen degrees of freedom. The two-tailed test that involves 13 degree of freedom with levels like 05 alpha then simply retrieve it from Table given in Appendix part of you rebook. With a criticality of 2, so 160 the t value can be calculated. Comparing absolute values of observed and critical t-values determines whether results are statistically significant, and if we should reject or accept our null hypothesis. The greater absolute value of the derived t statistic (-2.5) compared to the critical t-value (-1.96) indicates statistical significance, so we reject the null hypothesis.74) compared with its critical counterpart (2, 16), indicates rejection of null hypothesis and statistical significance. Part III: Cumulative These questions can be related to anything covered thus far in the course. Page of 12 16

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

PSYC 510 Research Scenario: In this fictitious scenario based on a study by Inzlicht and colleagues (2006), researchers examined whether sensitivitiy to race-based prejudice is related to self- regulation abilities in Black college students. They predicted that higher sensitivity to prejudice is related to lower self-regulation ability. Black university students completed two surveys to measure self-regulation abilities and sensitivity to race-based stigma. Both surveys used Likert- based responses; data is provided below for the 12 students. Create an SPSS file to answer the following questions. Self-Regulation Stigma Sensitivity 97 57 67 97 25 89 39 40 80 36 75 28 45 78 93 45 67 80 85 43 55 75 90 55 14) Paste the appropriate SPSS output to analyze whether higher sensitivity to prejudice is related to lower self-regulation ability. Page of 13 16

PSYC 510 15) Paste an appropriate SPSS graph. ANSWER MY TRIAL IS OVER WITH IBM SO I USED ANOTHER TRIAL REGARDING SPSS Pearson correlation analysis would be used. Correlations Self_Regulation Stigma_Sensitivity Self_Regulation 1.000 -.671* Stigma_Sensitivity -.671* 1.000 N = 12 *p < .05 (2-tailed) 16) Write an APA-style Results section based on your analyses. Remember to use complete sentences, including the statistical notation following the format provided in the presentations. Page of 14 16

PSYC 510 ANSWER Conducting a Pearson correlation analysis helped understand the connection between sensitivity towards race-based stigma and self-regulation ability among Black college students Higher levels of stigma sensitivity were observed to be negatively correlated with improved self-regulation abilities according to the test results obtained from 10 subjects (r=-005) Essentially indicating that people who experience prejudice or bias in society typically struggle with regulating themselves. The observed effect size indicated a moderate impact level (r = -671). The true value of the correlation coefficient lies in between (-Values as indicated by its 95% confidence interval, so after testing our data against statistical methods it became clear that rejecting our initial assumption of there being no correlation between an individuals' capacity for regulating themselves and their propensity towards being sensitive toward stigmas was correct. 17) If the researcher had made a Type II error, what would the researcher conclude and what would be the truth? ANSWER The researcher may have concluded that self-regulation ability has no significant relationship with sensitivity to race-based stigma in Black college students if they had committed a Type II error and failed to reject the null hypothesis. However, the truth remains that there is indeed a notable inverse relationship between one's aptitude for regulating themselves and their degree of susceptibility to stigmatization which demonstrates how heightened vulnerability to stereotyping can bring about a decline in one's abilities for self-control. The researcher would have made an incorrect acceptance of null hypothesis implying no relation between both variables in other words, but actually there is one. 18) If you were to conduct this study, would you fully disclose the rationale to the participants beforehand? Why or why not? Use the APA Code of Ethics to justify your response (must cite at least one principle and/or code). Page of 15 16

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

PSYC 510 ANSWER Conducting a study ethically requires that researchers follow APA's ethical guidelines which mandate gaining informed consent from participants beforehand followed by disclosing any potential risks or benefits for preventing harm, so as per the principle of B:Fidelity & Responsibly psychologists are expected to develop reliable working relationships with their professional peers whilst also upholding high standards in regard to their conduct. Full disclosure of a study’s reasoning helps individuals interested in participating make well- informed decisions while simultaneously building rapport with researchers. Moreover, this process enables such prospective candidates to have any queries answered that they may have surrounding both the research itself and its potential benefits or drawbacks. That said, the researcher must ensure clarity and comprehensibility of provided information while preventing any coercion or undue influence towards participation. Done! Page of 16 16

HW7_kelseydonaldson_510B01

Related Documents