Researchers were interested in better understanding how autistic children see and understand the world. Participants included children diagnosed with autism and typically- developing children, who were all approximately the same age. All children were presented with several different stimuli on a large computer screen for up to one minute. The stimuli were both social (i.e., people’s faces) and nonsocial (inanimate objects). The percentage of time children spent looking at the two types of stimuli were recorded (ranging from 0 to 100). Consider the following graphs. For the graph (and associated table), is there an apparent main effect for the first factor, a main effect for the second factor, and an interaction? For each apparently significant effect, interpret the result.
Researchers were interested in better understanding how autistic children see and understand the world. Participants included children diagnosed with autism and typically- developing children, who were all approximately the same age. All children were presented with several different stimuli on a large computer screen for up to one minute. The stimuli were both social (i.e., people’s faces) and nonsocial (inanimate objects). The percentage of time children spent looking at the two types of stimuli were recorded (ranging from 0 to 100). Consider the following graphs. For the graph (and associated table), is there an apparent main effect for the first factor, a main effect for the second factor, and an interaction? For each apparently significant effect, interpret the result.
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