Recognizing and Graphing Hypotheses Assignment

Recognizing and Graphing Hypotheses Assignment

Recognizing and Graphing Hypotheses Assignment

Instructions/Descriptions

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In class activity 5

In class activity 5

I’ll provide a brief summary of a design or research question. You try and identify the correct statistical test. Be specific (paired, independent, between, repeated, mixed, if relevant)

If factorial, identify correct notation (e.g. 4(year in college: freshman, sophomore, junior, senior) x 2(greek affiliation: greek vs. GDI) between subjects factorial ANOVA).

Part 1. Identifying designs

1. Does amount of sleep (4 hours vs. 8 hours) influence the quality of performance for middle-aged, but Not College-aged, people? (all data were collected in a single day)
2. Do people perform better the second time they do a task than the first time they do a task, but only if the task is easy, and not difficult (participants performed either an easy or difficult task)?
3. Do smokers and non-smokers Rate Images of others smoking equivalently positively?
4. Do female engineers, but not male engineers, enjoy group meetings more than one-on-one meetings (participants were asked about both types of meetings)?
5. Do people like brownies better than apples, and apples better than peanuts (participants eat all foods, in a random order)?
6. Are people more persuaded by commercials with a male than a female voice when the product is male-stereotypical, but not when it is female-stereotypical (participants hear both male and female voices and see both female- and male-stereotypical products)?

Part 2. Recognizing and Graphing Hypotheses

1. An educational psychologist is interested in whether reinforcement (positive vs. none) from instructors and students’ optimal learning style (auditory vs visual) have an effect on learning outcomes. He measures student learning style and then randomly assigns each student to either the positive or no reinforcement conditions. His primary hypothesis is that regardless of how students prefer to learn, positive reinforcement from instructors leads to better learning outcomes compared to no reinforcement.
2. What are the variables in this research? Name levels of IV(s) and state whether between or within subjects.
3. What statistical test should we run?
4. What are the hypotheses?
5. Create the graph (label axes). (right click on figure edit data)
6. A social psychologist examines the influence of dispositional aggression (high vs. low) and social power (high vs. low) on nonverbal communication. She measures dispositional aggression. She then recruits participants back to the lab for two experimental sessions. One in which they are assigned to a low power role and one in which they are assigned to a high power role. She hypothesizes that those high in dispositional anger will show less nonverbal warmth in communication than those low in dispositional anger. She also hypothesizes that for high anger Ps high power roles will promote less warmth than low power roles, but that for low anger Ps high power roles will promote more warmth than low power roles.
7. What are the variables in this research? Name levels of IV(s) and state whether between or within subjects.
8. What statistical test should we run?
9. What are the hypotheses?
10. Create the graph (label axes). (right click on figure edit data)

Part 3. Recognizing Effects on a Graph

A researcher is interested in how target gender (male vs. female) and clothing style (casual vs. professional) impact perceptions of target competence. Participants rate competence for male and female target wearing casual and professional clothing.

1. What are the variables in this research? Name levels of IV(s) and state whether between or within subjects.
2. What statistical test should we run?

I’ll show you hypothetical data. You tell me, is there a main effect of target gender. If yes, describe it. Is there a main effect of clothing type? If yes, describe it. Is there a target gender x clothing interaction? If yes, describe it (include type).

ME target gender:

ME clothing type:

Interaction:

ME target gender:

ME clothing type:

Interaction:

ME target gender:

ME clothing type:

Interaction:

ME target gender:

ME clothing type:

Interaction:

casual Male Female 9.8000000000000007 10 professional Male Female 10 9.8000000000000007

Target Gender

Competence Ratings

casual Male Female 5 10 professional Male Female 5 9.8000000000000007

Target Gender

Competence Ratings

casual Male Female 5 10 professional Male Female 10 10

Target Gender

Competence Ratings

Series 1 0 0 Series 2 0 0

Series 1 0 0 Series 2 0 0

casual Male Female 5 10 professional Male Female 10 15

Target Gender

Competence Ratings

Recognizing and Graphing Hypotheses Assignment

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