MultipleIVsPart3of3

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Ohio State University**We aren't endorsed by this school

Course

PSYCH 2300

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Mathematics

Date

Jan 15, 2025

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Uploaded by CountMusicEchidna50

Describing Results of Factorial DesignsMultiple Independent Variables

True or False: There appears to be a main effect of training condition (Vocabulary vs no training)A. TrueB. FalseC.Not enough informationMain Effect0246verbalmathtest scorevocabularytrainingno training

True or False: There appears to be a main effect of task type (verbal vs math)A. TrueB. FalseC.Not enough informationMain Effect0246verbalmathtest scorevocabularytrainingno training

True or False: There appears to be an interactionA. TrueB. FalseC.Not enough InformationInteraction0246verbalmathtest scorevocabularytrainingno training

Main Effect: The overall effect of ONE of the independent variables You know how to find them givena.) A line graph, orb.) A table, today we will learn to describe them in wordsDescribing Main Effects

Describing Main EffectsWhat do we look at to determine a main effect of Training?Vocab.trainingNo trainingVerbal523.5Math 333.042.50246verbalmathtest scorevocabularytrainingno training

Describing Main EffectsWhat do we look at to determine a main effect of Training?4 > 2.5; there seems to be a main effect of training on testing scores.How do we describe this in words?Vocab.trainingNo trainingVerbal523.5Math 333.042.50246verbalmathtest scorevocabularytrainingno training

Describing Main Effects“There is a main effect of ____ such that ____ is higher than ____.”“There is a main effect oftraining type such that the vocabulary-training group scored higher than the no-training group.”Vocab.trainingNo trainingVerbal523.5Math 333.042.50246verbalmathtest scorevocabularytrainingno training

Describing Main Effects“There is a main effect of ____ such that ____ is higher than ____.”“There is a main effect of training type such that the vocabulary-training group scored higher than the no-training group.”When describing a main effect of one independent variable on the DV, do NOT mention the other independent variableVocab.trainingNo trainingVerbal523.5Math 333.042.50246verbalmathtest scorevocabularytrainingno training

Describing Main EffectsWhat do we compare to determine a main effect of Verbal vs. Math task?Vocab.trainingNo trainingVerbal523.5Math 333.042.50246verbalmathtest scorevocabularytrainingno training

Describing Main EffectsWhat do we compare to determine a main effect of Verbal vs. Math task?3.5 > 3.0, but these numbers are very close. What conclusion do we make?This is ambiguous: We need statistics to determine whether these are different.For this class, you would say…Vocab.trainingNo trainingVerbal523.5Math 333.042.50246verbalmathtest scorevocabularytrainingno training

Describing Main Effects“There might be a main effect of ____ such that ____ is somewhathigher than ____.”“There might be a main effect of task type, such that verbal task scores are somewhat higher than math scores”Vocab.trainingNo trainingVerbal523.5Math333.042.50246verbalmathtest scorevocabularytrainingno training

Interactions (Usually) Matter More than Main EffectsBut wait a minute…Who cares that there is “a main effect of vocabulary training”!The training only helped those who took verbal tests!That’s right. That’s why interactions matter more. Vocab.trainingNo trainingVerbal523.5Math333.042.50246verbalmathtest scorevocabularytrainingno training

Describing InteractionsEvery interaction is different—there is no single sentence structure. Strategy 1: Describe BOTH the slopesVocab.trainingNo trainingVerbal523.5Math333.042.50246verbalmathtest scorevocabularytrainingno training

Describing InteractionsStrategy 1: Describe both the slopes“Vocabulary training increased verbal test scores more than math test scores…… But without any training, people scored better on math compared to verbal tasks”Vocab.trainingNo trainingVerbal523.5Math333.042.50246verbalmathtest scorevocabularytrainingno training

Describing InteractionsStrategy 1: Describe both the slopes“Vocabulary training increased verbal test scores more than math test scores…… But without any training, people scored better on math compared to verbal tasks”This is accurate… but it sounds awkward. Maybe there is a different strategy that works best in this case?Vocab.trainingNo trainingVerbal523.5Math333.042.50246verbalmathtest scorevocabularytrainingno training

Describing InteractionsEvery interaction is different—there is no single sentence structure. Strategy 2: Compare BOTH pairs of endpointsVocab.trainingNo trainingVerbal523.5Math333.042.50246verbalmathtest scorevocabularytrainingno training

Describing InteractionsStrategy 2: Compare BOTH pairs of endpoints“Participants performed better on verbal tasks after receiving vocabulary training…… But vocabulary training did not impact their math scores”Vocab.trainingNo trainingVerbal523.5Math333.042.50246verbalmathtest scorevocabularytrainingno training

Describing InteractionsStrategy 2: Describe BOTH pairs of endpoints“Participants performed better on verbal tasks after receiving vocabulary training…… But vocabulary training did not impact their math scores”Much better! This seems to make more senseVocab.trainingNo trainingVerbal523.5Math333.042.50246verbalmathtest scorevocabularytrainingno training

Let’s Practice

0246810easyhardPerformancealoneaudienceResearchers manipulated task difficulty (easy or hard) and manipulated whether people did it alone or with an audience. The dependent variable was performance on the taskDescribe the InteractionFirst, which of these two strategies seems most appropriate? You’llhave to think through each.Strategy 1: Describe both slopesORStrategy 2: Describe both pairs of endpoints

05101520easyhardPerformanceAsleepAwakeResearchers manipulated task difficulty (easy or hard) and they manipulated whether people were asleep or awake. The dependent variable was performance on the taskDescribe the InteractionFirst, which of these two strategies seems most appropriate? You’ll have to think through each.Strategy 1: Describe both slopesORStrategy 2: Describe both pairs of endpoints

Grades in a class were predicted from the extent to which the student studied as well as the degree to which the student found the class interesting (vs boring) Describe the InteractionFirst, which of these two strategies seems most appropriate?You’ll have to think through each.Strategy 1: Describe both slopesORStrategy 2: Describe both pairs of endpoints5060708090100low studyinghigh studyingGradeboringinteresting

Practical Advice for Your ExamYour exam is likely to have more word-based (vs graph or table) items.So, let’s receive practice starting with written descriptions of results

Practice with WordsThis is in the 11/08 Practice Carmen assignmentA team of unethical researchers manipulated the number of hours of sleep participants received per night (a full night’s rest versus no sleep) and measured the number of cups of coffee that participants choose to drink throughout the following day. Half of their participants were young, and half were categorized as being old.They found that young participants consumed an average of 10 cups per day when they were deprived of sleep, but only consumed 5 cup per day when they had a full night’s rest.The older participants drank an average of 10 cups per day when they were deprived of sleep, but only consumed 2 cups of day when they received a full night’s rest

Practice with WordsThis is in the 11/08 Practice Carmen assignmentQuestions:1.) What are the IV’sand the DV2.) What, if any, were the main effects?3.) Was there an interaction? If so, describe it in wordsJeez…how do I even begin to answer these questions!?Step 1: Identify the IV’s and DVStep 2: Construct a 2x2 tableStep 3:EITHER…a.) Sketch a line graphb.) Calculate main effects and interactions from the 2x2

Step 1: Identify the IV’s and the DVA team of unethical researchers manipulated the number of hours of sleep participants received per night (a full night’s rest versus no sleep) and measured the number of cups of coffee that participants choose to drink throughout the following day. Half of their participants were young, and half were categorized as being old.They found that young participants consumed an average of 10 cups per day when they were deprived of sleep, but only consumed 5 cup per day when they had a full night’s rest.The older participants drank an average of 10 cups per day when they were deprived of sleep, but only consumed 2 cups of day when they received a full night’s rest

A team of unethical researchers manipulated the number of hours of sleep participants received per night (a full night’s rest versus no sleep) and measured the number of cups of coffee that participants choose to drink throughout the following day. Half of their participants were young, and half were categorized as being old.They found that young participants consumed an average of 10 cups per day when they were deprived of sleep, but only consumed 5 cup per day when they had a full night’s rest.The older participants drank an average of 10 cups per day when they were deprived of sleep, but only consumed 2 cups of day when they received a full night’s restStep 2: Construct a 2x2 YoungOldRestedSleep Deprived

Step 3 Option: Calculate main effects and interactions using the data in your 2x2 YoungOldRestedSleep Deprived

024681012RestedSleep DeprivedCoffeeOldYoungYou can see my line graph if you answer thefinal question of the Carmen Quiz (11/08)Step 3 Option: Draw a line graph and identify main effects and interactions