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Statistical power. Did the authors comment on the statistical power of their analysis (either in the Methods, Results, or Discussion section)? Do you think their analysis had high power? (I’m not looking for a quantitative estimate, just a guess that shows you know what factors are relevant to consider.) What steps could they have taken to increase statistical power? ( for experiment 1)

Statistical power. Did the authors comment on the statistical power of their analysis (either in the Methods, Results, or Discussion section)? Do you think their analysis had high power? (I’m not looking for a quantitative estimate, just a guess that shows you know what factors are relevant to consider.) What steps could they have taken to increase statistical power? ( for experiment 1)

Ciccarelli: Psychology_5 (5th Edition)
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
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Statistical power. Did the authors comment on the statistical power of their analysis (either in the Methods, Results, or Discussion section)? Do you think their analysis had high power? (I’m not looking for a quantitative estimate, just a guess that shows you know what factors are relevant to consider.) What steps could they have taken to increase statistical power? ( for experiment 1)

 

570 occurs only when a given percept shows sufficient match with a specific internal representation. Indeed, various short- and long-term processes of episodic memory affect object-identifi- cation time and naming accuracy (e.g., Bentin & McCarthy, 1994; Stuss, Picton, Cerri, Leech, & Stethem, 1992; Verfaellie, Gabrieli, Vaidya, Croce, & Reminger, 1996). Following literature suggesting common neural substrates for memory and perception, we investigated whether inhibi- tory control exerted on memory representations might affect later perception of suppressed items. In three experiments, we used a modified think/no-think paradigm, in which a percep- tual-identification task replaced the final cued-recall task of the original paradigm. We hypothesized that if inhibitory mechanisms exert direct control over perceptual representa- tions, then successful suppression of object memories would accompany impaired subsequent identification of the objects. Experiment I In our first experiment, we briefly presented object images to test individuals' ability to perceptually identify memory-sup- pressed items. Method Twenty-five undergraduates with normal or corrected-to-nor- mal vision and normal color perception participated in exchange for course credit. The stimuli were 40 critical and 10 filler pairs of a noun and a line drawing of an unrelated famil- iar object (Snodgrass & Vanderwart, 1980). The word and drawing in each pair were affectively neutral. Among critical pairs, 10 pairs each were randomly assigned to think and no- think conditions, and the remaining 20 pairs were assigned to the baseline condition. The design of the experiment consisted of a single factor with three levels (baseline, think, or no- think) that was manipulated within participants. Experiment 1 consisted of four phases: pretraining object identification, associative learning, think/no-think training, and posttraining object identification. Pretraining object identification. To account for excessive individual differences, we first measured participants' ability to identify briefly presented objects. Twenty line drawings of objects different from the critical stimuli were presented indi- vidually for 33 ms each in the center of a screen. Presentation was preceded by a 400-ms fixation period and followed by a 100-ms pattern mask of random line segments. Participants were asked to write down the names of each object on an answer sheet. Trials were self-paced. Associative learning. In the associative-learning phase, the two items in each stimulus pair were presented concurrently for 5 s. Pairs were presented individually, with a 600-ms inter- stimulus interval between each presentation. Participants were instructed to memorize each association for a later memory test. After the initial learning cycle, participants were asked to Kim, Yi recall corresponding target objects when probed with cue words. The learning phase was repeated up to four times until cued-recall accuracy reached 50% at minimum. Think/no-think training. Each trial of think/no-think training consisted of a 200-ms fixation cross (either green or red) and a 4-s cue word. In the think condition (indicated by a green fixa- tion cross), participants were instructed to think of the target drawing when the cue word appeared. In the no-think condi- tion (indicated by a red fixation cross) participants were instructed not to think of the target drawing when the cue word appeared, thus preventing it from entering their consciousness. Twenty cue words (10 each for the think and no-think condi- tions) were presented 12 times in random order. Trials were separated by 400-ms intertrial intervals. Cue words assigned to the baseline condition were not presented during the training. Posttraining object identification. The procedure for post- training object identification was identical to the procedure for the pretraining phase except that 40 critical target drawings were presented individually either on the left or the right side of a screen. The location and order of presentation were ran- domly determined. Results and discussion Data from 5 participants whose identification performance during pretraining was excessively low (accuracy ≤ 10%) were excluded from the main analysis, which left data from 20 participants for the analysis. The percentage of correctly iden- tified objects in posttraining in the three conditions was sub- mitted to a one-way repeated measures analysis of variance (ANOVA). The effect of condition was significant, F(2, 38) 3.35, MSE = 164.45, p = .046, n₂² = .15 (Fig. 1). Participants identified significantly fewer objects in the no-think condition (M = 35%) than in the baseline condition (M= 42.8%), t(19) = 2.55, p = .02, d = 0.85. In contrast, no significant difference was observed between the percentage of objects identified in the think condition (M = 45%) and in the baseline condition, p>.5. These results indicate that suppressing memories of visual objects impairs subsequent identification of those objects when they are briefly presented. Experiment 2 To generalize the results of Experiment 1, we presented noise- occluded images in the object-identification phase and com- pared the amounts of information required for correct identification between conditions. Method Twenty-six undergraduates with normal or corrected-to- normal vision and normal color perception participated for course credit. In this experiment, we used the same stimuli and
Transcribed Image Text:570 occurs only when a given percept shows sufficient match with a specific internal representation. Indeed, various short- and long-term processes of episodic memory affect object-identifi- cation time and naming accuracy (e.g., Bentin & McCarthy, 1994; Stuss, Picton, Cerri, Leech, & Stethem, 1992; Verfaellie, Gabrieli, Vaidya, Croce, & Reminger, 1996). Following literature suggesting common neural substrates for memory and perception, we investigated whether inhibi- tory control exerted on memory representations might affect later perception of suppressed items. In three experiments, we used a modified think/no-think paradigm, in which a percep- tual-identification task replaced the final cued-recall task of the original paradigm. We hypothesized that if inhibitory mechanisms exert direct control over perceptual representa- tions, then successful suppression of object memories would accompany impaired subsequent identification of the objects. Experiment I In our first experiment, we briefly presented object images to test individuals' ability to perceptually identify memory-sup- pressed items. Method Twenty-five undergraduates with normal or corrected-to-nor- mal vision and normal color perception participated in exchange for course credit. The stimuli were 40 critical and 10 filler pairs of a noun and a line drawing of an unrelated famil- iar object (Snodgrass & Vanderwart, 1980). The word and drawing in each pair were affectively neutral. Among critical pairs, 10 pairs each were randomly assigned to think and no- think conditions, and the remaining 20 pairs were assigned to the baseline condition. The design of the experiment consisted of a single factor with three levels (baseline, think, or no- think) that was manipulated within participants. Experiment 1 consisted of four phases: pretraining object identification, associative learning, think/no-think training, and posttraining object identification. Pretraining object identification. To account for excessive individual differences, we first measured participants' ability to identify briefly presented objects. Twenty line drawings of objects different from the critical stimuli were presented indi- vidually for 33 ms each in the center of a screen. Presentation was preceded by a 400-ms fixation period and followed by a 100-ms pattern mask of random line segments. Participants were asked to write down the names of each object on an answer sheet. Trials were self-paced. Associative learning. In the associative-learning phase, the two items in each stimulus pair were presented concurrently for 5 s. Pairs were presented individually, with a 600-ms inter- stimulus interval between each presentation. Participants were instructed to memorize each association for a later memory test. After the initial learning cycle, participants were asked to Kim, Yi recall corresponding target objects when probed with cue words. The learning phase was repeated up to four times until cued-recall accuracy reached 50% at minimum. Think/no-think training. Each trial of think/no-think training consisted of a 200-ms fixation cross (either green or red) and a 4-s cue word. In the think condition (indicated by a green fixa- tion cross), participants were instructed to think of the target drawing when the cue word appeared. In the no-think condi- tion (indicated by a red fixation cross) participants were instructed not to think of the target drawing when the cue word appeared, thus preventing it from entering their consciousness. Twenty cue words (10 each for the think and no-think condi- tions) were presented 12 times in random order. Trials were separated by 400-ms intertrial intervals. Cue words assigned to the baseline condition were not presented during the training. Posttraining object identification. The procedure for post- training object identification was identical to the procedure for the pretraining phase except that 40 critical target drawings were presented individually either on the left or the right side of a screen. The location and order of presentation were ran- domly determined. Results and discussion Data from 5 participants whose identification performance during pretraining was excessively low (accuracy ≤ 10%) were excluded from the main analysis, which left data from 20 participants for the analysis. The percentage of correctly iden- tified objects in posttraining in the three conditions was sub- mitted to a one-way repeated measures analysis of variance (ANOVA). The effect of condition was significant, F(2, 38) 3.35, MSE = 164.45, p = .046, n₂² = .15 (Fig. 1). Participants identified significantly fewer objects in the no-think condition (M = 35%) than in the baseline condition (M= 42.8%), t(19) = 2.55, p = .02, d = 0.85. In contrast, no significant difference was observed between the percentage of objects identified in the think condition (M = 45%) and in the baseline condition, p>.5. These results indicate that suppressing memories of visual objects impairs subsequent identification of those objects when they are briefly presented. Experiment 2 To generalize the results of Experiment 1, we presented noise- occluded images in the object-identification phase and com- pared the amounts of information required for correct identification between conditions. Method Twenty-six undergraduates with normal or corrected-to- normal vision and normal color perception participated for course credit. In this experiment, we used the same stimuli and
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