Homework
UID
In the following scenarios, there are two ways to graph a bar graph and two ways to graph a line graph (depending on which they decide to put on the x axis and which ones to make separate lines or bars). I’ll take either version, but providing both for you.
- Scenario 1. Consider Elliot and colleagues’ (2007) study on the color red and performance at academic tasks, discussed in Chapter 10 (also on my slides). Design a new version of that study, adding a new independent variable – participant’s gender – to create a factorial design.
- What is the notation of the design? Use the “__ × __” format (1 pt)
- Consider the notion that the color red suppresses academic performance for females, but not males; for females, you will see a suppressive effect of the color red on academic performance. Graph the results using a bar graph. (2 pts)
- Consider the notion that the color red suppresses academic performance for both males and females. Graph the results using a bar graph. (2 pts)
- Consider the notion that gender has an effect on academic performance, but color does not. That is, females do overall better on problem solving than males, regarding of the color. Graph the results using a bar graph. (2 pts)
- Scenario 2. 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).
- What type of factorial design is this (independent groups, repeated measures, or mixed)? (1 pt)
- How many hypotheses or research questions are the researchers asking, given the factorial design of the study? What are the questions? (there are at least two) (1 pt)
- Consider the notion that there is a main effect of autism on time children spent looking at stimuli, but not an effect of the type of stimuli. That is, children who are autistic tend to look at the stimuli less than the children that are not autistic. The type of stimuli does not matter. Graph the results using a bar graph. (2 pt)
- Consider the notion that there is a main effect of type of stimuli but not autism status on time children spent looking at stimuli. That is, all children tend to look at social pictures more than nonsocial pictures. Autism status does not matter. Graph the results using a bar graph. (2 pt)
- Consider the notion that both autism status and type of stimuli have an effect on time the children look at the stimuli together. That is, the autistic children look at stimuli a shorter time, but only when the stimuli are social. When they are nonsocial, there is no difference. Graph the results using a bar graph. (2 pt)
- Scenario 3. Consider the scenario presented in your lab (blaming the victim).
- Based on the information in the lecture and lab, what is the notation of the design? Use the “__ × __” format (1 pt)
- Consider the notion that there is a main effect of type of activity that the victim was engaged in (affair v. volunteering + affair) on amount of blame assigned to him, but no effect of victim’s gender. Graph the results using a bar graph. (2 pts)
- Consider the notion that both victim’s gender and type of activity the victim was engaged in (volunteering or affair + volunteering) have an effect on amount of blame you place on the victim. That is, when the victim is a male, there is an equal amount of blame placed in him regardless of activity. When it’s a female, the amount of blame should be much higher when she is having an affair than when she is not. In other words, you are plotting an interaction effect. Graph the results using a bar graph. (1 pt)
