SPSS3_BrennaG_515B09

PSYC 515 H OMEWORK : F ACTORIAL D ESIGN SPSS A SSIGNMENT I NSTRUCTIONS O VERVIEW This worksheet is designed to assess your ability to perform, interpret, report, and graphically present various factorial designs. These are some of the most sophisticated analyses in our field and require practice and thought to perform and interpret. These tests can yield conclusions that change the direction in one’s field. Being able to critically evaluate such results is paramount to maintaining competency in one’s field, and being able to produce such analyses in a competent manner is a coveted skill in our field. I NSTRUCTIONS Be sure you have reviewed this module’s assigned readings and presentations before completing this assignment. This includes using ensuring the homework is completed and submitted according to the instructions, SPSS output and images are legible and relevant, and that basic college level writing skills (e.g., grammar) are used in the write-ups. Answers should be placed where indicated (e.g., “ ANSWER”). Note: all questions must be attempted to be eligible for full credit.  Please note that for all problems in this course, the standard cut-off (alpha) for a test of significance will be .05, and you always report the exact power unless SPSS output states p =.000 (you’d report p <.001). Also, remember that we divide the p -value in half when reporting one-tailed tests with 1 – 2 groups. Also – remember to check your graphs! You often have to ADD the y – axis title.  ** remember BS factors are entered into SPSS by having two columns regardless of number of levels. One column is used to identify the levels (e.g., 0 = male; 1 = female), and a second column for the DV values. In contrast, when entering a WS factor, you will have the same number of columns as you do levels, so if you have four levels (e.g., freshman, sophomore, junior, senior), you’d have four columns with the DV values in each per level. See this week’s corresponding SPSS presentation for visual examples.  One of the examples in your Practice Worksheet for this week explicitly shows how to perform a factorial design with two or more WS factors and no BS factors (although you do have the skills to figure it out without a visual example if you’d like!)  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: SPSS3_JohnDoe_515B01 Scenario 1 Does memory performance differ based on study format (word, picture, and auditory study styles) and/or test format (in person vs. online)? Students in a class (N = 36) were randomly assigned to one of three study conditions (studying lists of words, pictures, or by listening to the list), and randomly assigned to one of two test types (in person or online). This means there were different people in each of the six conditions (n = 6 per condition): word study / in- person test; word study / online test; picture study / in-person test; picture study / online test; auditory study / in-person test; auditory study / online test. Data shown below are percent correct for each of these conditions. Enter it into SPSS to conduct the appropriate analysis and answer the following questions. Page 1 of 13

PSYC 515 STUDY CONDITION Word STUDY Picture STUDY Auditory STUDY TEST TYPE In- person TEST 88 79 68 80 90 92 90 85 50 85 74 74 67 78 54 78 89 79 Online TEST 56 70 92 78 45 71 62 65 88 95 51 89 59 67 87 90 67 93 7 1. How many factors are in this scenario? For each clearly labeled factor, state how many levels it has and list them. Also label each factor as “BS” or “WS”. There are two factors in this scenario. They are Study Format and Test Format. There are 3 levels of study format (BS) which are word, picture and auditory. There are 2 levels of test format (BS), in person and online. 2. Paste all relevant statistical output in the space provided below: Page 2 of 13

PSYC 515 4. Present the results using APA format. This includes a full write-up to include a complete statistical notation as shown in the weekly presentations. The write-up also needs interpretation. If significant, state how . If it is not significant, what does that mean in layman’s terms? Additional examples of APA results sections are also available in the “Helpful Hints” document. Using a 3 x 2 ANOVA with the between the Study Format being Word, Picture and Auditory and Test Formats being Online and In Person on memory performance (measured with test scores) revealed a no significant effect in Test Format F(1, 30) = 1.192, p<.284, Ƞp 2 = 0.038, and no significant effect in Study Format F(2, 30) = 1.008, p<.337, Ƞp 2 = 0.063, but did find a significance in the Test Format x Study Format interaction F(2, 30) = 9.456, p<.001, Ƞp 2 = 0.387. Testing participants scored higher when testing In-Person for Word Study (M = 81.1667; S = 8.42417) compared to Online Testing for Word Study (M = 63.1667; S = 5.19294). Testing participants scored lower when testing In-Person for Picture Study (M = 69.1667; S = 14.45568) compared to Online testing for Picture Study (M = 88.3333; S = 5.81951). Scenario 2 Page 4 of 13

PSYC 515 A researcher wanted to investigate whether perception of intelligence is influenced by a person’s facial expression and/ or gender. Some photos were of males; others were of females, and within each of those groups, some were smiling whereas others had neutral facial expressions. All 12 participants were shown the same photo set. This means each participant judged every condition – male smiling; male neutral; female smiling; female neutral. Data are the average perceived intelligence scores for each condition per participant: Smiling pictures Neutral pictures Male photos Female photos Male photos Female photos Participant A 8.7 8.2 8.5 9.0 Participant B 9.1 8.0 9.0 8.5 Participant C 8.3 9.0 8.3 8.4 Participant D 9.5 8.8 9.4 9.2 Participant E 9.0 8.2 8.9 8.8 Participant F 7.7 7.0 7.8 7.5 Participant G 8.6 8.8 8.5 8.0 Participant H 8.5 7.3 8.4 7.7 Participant I 9.1 6.5 9.2 6.5 Participant J 9.2 8.0 9.1 8.1 Participant K 8.2 8.1 8.1 8.3 Participant L 8.0 7.5 7.9 7.9 5. How many factors are in this scenario? For each clearly labeled factor, state how many levels it has and list them. Also label each factor as “BS” or “WS”. There are two factors in this scenario. They are Gender and Facial Expression. Gender has two levels. They are Male and Female. They are within-subjects (WS). Facial Expression has two levels as well. They are Smiling and Neutral. They are also within- subjects (WS). 6. Paste all relevant statistical output in the space provided below: Page 5 of 13

PSYC 515 7. Create appropriate graph(s) in SPSS and paste it in the space provided below (note select only the most relevant but you must have at least one – points will be deducted for additional graphs that are not the best choice based on the results of the analysis). HINT ON THIS PARTICULAR SCENARIO: If you need to create a graph for a significant ME, you will have to average the two columns for each particular level (e.g., if the ME Gender is significant, you’d want to compute a new variable that averages the scores for smiling_male and neutral_male, and another new variable for smiling_female and neutral_female, then you would create the appropriate graph for those two columns). It is highly recommended you have SPSS calculate these for you to reduce error (see this week’s presentation in for SPSS – example 2 shows how to create an “averaged” variable). Page 7 of 13

PSYC 515 8. Present the results using APA format. This includes a full write-up to include a complete statistical notation as shown in the weekly presentations. The write-up also needs interpretation. If significant, state how . If it is not significant, what does that mean in layman’s terms? Additional examples of APA results sections are also available in the “Helpful Hints” document. A 2 x 2 Repeated Measures ANOVA was conducted to evaluate whether perception of intelligence is influenced by a person’s Gender of male or female and expression of smiling or neutral. The difference in Gender showed a significant effect F(1,11) = 6.356, p = .028, Ƞp 2 =.366. There was no significant effect in Expression F(1,11) = 1.128, p = .311, Ƞp 2 =.093. There was no significant effect in Gender x Expression interaction F(1,11) = 3.512, p = .088, Ƞp 2 =.242. Participants viewed the Males in the photos as more intelligent than the women, regardless of facial expression. Scenario 3 Participants (N=12) in a study were randomly assigned to one of two types of therapy – either talk therapy or drug therapy (n = 6 per condition). Mood scores were analyzed at two time points for all clients: 4 weeks and 12 weeks into the start of the therapy. Mood scores are presented in the table below, with higher scores indicating improved / more positive moods. Use the data to answer the questions in this set. Talk Drug 4 weeks 12 weeks 4 weeks 12 weeks P 1 7 9 P 7 4 7 P 2 5 7 P 8 5 9 P 3 4 5 P 9 4 5 P 4 6 6 P 10 3 6 Page 8 of 13

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PSYC 515 12. Present the results using APA format. This includes a full write-up to include a complete statistical notation as shown in the weekly presentations. The write-up also needs interpretation. If significant, state how . If it is not significant, what does that mean in layman’s terms? Additional examples of APA results sections are also available in the “Helpful Hints” document. A 2 x 3 Mixed Design ANOVA was conducted to determine if a participant’s mood would get better depending on the Type of Therapy (Talk therapy or Drug therapy) and considering over a period of Time (4 weeks and 12 weeks). There was a statistically significant in Time F(1, 10) = 43.214, p = .001, Ƞp 2 =.812. However, there was NO statistically significant in the Type of Therapy F(1, 10) = 4.5, p = .060, Ƞp 2 =.310. But, there was a statistically significance in Time/Type of Therapy interaction F(1, 10) = 9.929, p = .014, Ƞp 2 =.472The participants mood improved with time despite the type of therapy used. All of the pairwise were significant,P=.001. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. Page 13 of 13