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psy420_ch16

Course: PSY 420, Fall 2009
School: CSU Northridge
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designs Advanced Experimental Statistical Methods Chapter 16 if your subjects are exposed to only one of conditions, between-subjects design if your subjects are exposed to all conditions, within-subjects design The Within-Subjects Single-Factor Design Experimental designs Between-subjects Experiment Control Within-subjects designs Advantages: more efficient and convenient need less number of subjects...

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designs Advanced Experimental Statistical Methods Chapter 16 if your subjects are exposed to only one of conditions, between-subjects design if your subjects are exposed to all conditions, within-subjects design The Within-Subjects Single-Factor Design Experimental designs Between-subjects Experiment Control Within-subjects designs Advantages: more efficient and convenient need less number of subjects Within-subjects Repeated measures Condition 1 Condition 2 Within-subjects designs When they are used? research question involves studying change over time (longitudinal study) nature of the study: sensation, perception studies (more sensitive to small differences between conditions) Within-subjects designs Disadvantages order effects progressive effects (practice effects) improved performance from trial to trial carryover effects impaired performance from trial to trial (e.g., fatigue) How to control order effects? counterbalancing! 1 Between-Subjects Single-Factor Design Analysis of variance (ANOVA) one-way ANOVA Simultaneously compare the mean differences among more than two groups basic idea: ANOVA Total variance Total variance A A S/A F= MS A MS S / A = MSbetween MS within between - groups variablity = within - group variablity S/A F ratio is small = Treatement effects + Experimental error Experimental error F ratio is large Within-Subjects Single-Factor Design Analysis of variance (ANOVA) for repeated measures basic idea: Total variance = between-condition variance + between-subjects variance + within-subject variance AxS SS S / A = SS S + SS AS between - conditions variance MS A F= = within - subject variance MS AS S AxS A AxS Statistical Assumptions Between-subjects design 1. 2. 3. Statistical Assumptions Within-subjects design One solution use more conservative level! e.g., use .025 rather than .05 treatment populations are normality distributed treatment populations have equal variances individual observations are independent of (or uninfluenced by) any other observations within the same population or between treatment populations Within-subjects design 1 through 3 The variances of differences among all conditions are equal in the population Sphericity assumption serious impact on F-test even with minor violations of this assumption 2 Lecture and Vocabulary Test: Between-Subject Design Lecture Physical 53 49 47 42 51 34 44 48 35 18 32 27 480 Social 47 42 39 37 42 33 13 16 16 10 11 6 312 History 45 41 38 36 35 33 46 40 29 21 30 20 414 Between-Subjects Design: Basic Ratios SS A = [A] [T ] SST = [Y ] [T ] SS S / A = [Y ] [ A] SST = SS A + SS S / A ANOVA table (Between-Subject Design) Source A Basic Ratios SS df MS F ANOVA table (Between-Subject Design) [A] = S/A A j a Source 2 j SS df MS F Sig. [A] - [T] a-1 S SS A df A MS A MS S / A A(LECTURE) 1194 2 597.00 4.28 .02 [Y = ] Y 2 [T ] = T2 as [Y] - [A] a(s-1) SS S / A df S / A S/A 4599 33 139.36 Total [Y] - [T] as-1 Total 5793 35 Lecture and Vocabulary Test: Within-Subject Design Lecture Subjects S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 A Physical 53 49 47 42 51 34 44 48 35 18 32 27 480 Social 47 42 39 37 42 33 13 16 16 10 11 6 312 History 45 41 38 36 35 33 46 40 29 21 30 20 414 S 145 132 124 115 128 100 103 104 80 49 73 53 1206 Within-Subjects Design: Basic Ratios SS A = [A] [T ] SS S = [S ] [T ] SS AS = SS S / A SS S = ([Y ] [ A]) ([ S ] [T ]) = [Y ] [A] [ S ] + [T ] 3 ANOVA table (Within-Subject design) Source Basic Ratios SS A S AXS Total [A] = ANOVA table (Within-Subject Design) df a-1 s-1 (a-1)(s-1) MS SS A df A SS S df S SS AS df AS F MS A MS A S A2 s S 2 [A] - [T] [S] - [T] [Y]-[A][S]+[T] [Y] - [T] Source A (LECTURE) S (Subjects) AXS Total SS 1194.00 3531.67 1067.33 5793.00 df 2 11 22 35 MS 597.00 321.06 48.52 F 12.30 Sig. .000 [S ] = a [Y ] = Y 2 [T ] = T2 as (a)(s) -1 Single-df comparisons (p. 281) Between-subjects design the error term from the omnibus analysis (MS S/A) Under the assumption that population treatment variances are equal. MS S/A provides a perfectly suitable estimate of error variance present in any comparison conducted on the treatment means. Within-subjects design the error term from the omnibus analysis (MS AXS) can not serve a similar function. need to find a specific error term that is based only on the data contributing to the particular comparisons under study. Further analysis: Single-df comparisons SS Acomp. for S j = (c ) i ( Diff ) 2 2 AS matrix Subjects S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 a1 ...

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CSU Northridge - PSY - 420
Chapter 16. Exercise Questions Name (Please print): _ Date: _We have worked on this experiment: The effects of verbal reinforcement on the performance of children on a simple motor-coordination task. The DV is the number of errors subjects made.Pra
CSU Northridge - PSY - 420
Single-df comparisons (p. 281)Advanced Statistical Methods Chapter 16The Within-Subjects Single-Factor Design IIBetween-subjects design the error term for the omnibus analysis (MS S/A) Under the assumption that population treatment variances ar
CSU Northridge - PSY - 420
Chapter 17. Exercise Questions Name (Please print): _ Date: _A researcher was interested in the effects of two drugs (I and II) on speed of learning in nonhuman primates. Subjects in condition a1 were a control group that received no drug. Those in
CSU Northridge - PSY - 420
Chapter 18. Exercise Questions Name (Please print): _ Date: _A researcher was interested in the effects of two drugs (I and II) on speed of learning in nonhuman primates. Subjects in condition a1 were a control group that received no drug. Those in
CSU Northridge - PSY - 420
Chapter 18. Exercise Questions Part I Name (Please print): _ Date: _A researcher was interested in the effects of two drugs (I and II) on speed of learning in nonhuman primates. Subjects in condition a1 were a control group that received no drug. Th
CSU Northridge - PSY - 420
There were significant main effect of time (B) and the significant interaction effect between time and different types of drug. The significant interaction effect means that the performance of chimpanzees in the three different conditions was not con
CSU Northridge - PSY - 420
1Chapter 18. Exercise Questions SolutionsA researcher was interested in the effects of two drugs (I and II) on speed of learning in nonhuman primates. Subjects in condition a1 were a control group that received no drug. Those in condition a2 recei
CSU Northridge - PSY - 420
1Chapter 18. Exercise Questions SolutionsA researcher was interested in the effects of two drugs (I and II) on speed of learning in nonhuman primates. Subjects in condition a1 were a control group that received no drug. Those in condition a2 recei
CSU Northridge - PSY - 420
Chapter 24. Exercise Questions Name (Please print): _ Date: _1. A student was interested in determining the effects of two kinds of verbal reinforcement on childrens performance on a simple motor-coordination task. Children were assigned randomly to
CSU Northridge - PSY - 420
Chapter 24. Exercise Questions Part 1 Name (Please print): _ Date: _1. A student was interested in determining the effects of two kinds of verbal reinforcement on childrens performance on a simple motor-coordination task. Children were assigned rand
CSU Northridge - PSY - 420
Chapter 24. Exercise Questions Part 2 Name (Please print): _ Date: _A student was interested in determining the effects of two kinds of verbal reinforcement on participants performance on a simple motor-coordination task. There were two groups; chil
CSU Northridge - PSY - 420
1Chapter 24. Exercise Questions Part 2 SolutionsA student was interested in determining the effects of two kinds of verbal reinforcement on participants performance on a simple motor-coordination task. There were two groups; children and adults. T
CSU Northridge - PSY - 420
CSU Northridge - PSY - 420
Last four digists of Student ID exam1 542 92 1079 46 1321 63.5 1994 72 2221 87.5 2672 72.5 2808 33 2932 62.5 3580 42.5 3938 61 4271 67.5 5278 85 5856 50 7301 53 8395 65 9021 79 9098 80 9314 80 9440 49
CSU Northridge - PSY - 420
ID 542 1079 1321 1994 2221 2672 2808 2932 3580 3938 4271 5278 5856 7301 8395 9021 9314 9440Exam 2 98.5 48.5 32.5 84 95 100 48.5 74 65 89 59.5 90 97 32.5 89 91 100 93
CSU Northridge - PSY - 420
Student ID 0223 0522 0619 0845 1016 1047 1048 1606 3096 3099 3364 3482 3686 4025 4207 5041 5384 6193 6585 6674 6720 7073 7365 7704Exam1 69 100 99 78 100 78.5 98 100 95 84 100 94 91 95.5 99 95 97 89 83 97.5 95 73 100 100Mean SD92.10 9.42
CSU Northridge - PSY - 420
ID 252 313 430 1608 1756 1986 5773 6063 8783 8817 9239 9701Exam 1 89 98 99 86 95 96 88 97 95 100 98 84Extra points33 3
CSU Northridge - PSY - 420
Student IDExam 20223 0522 0619 0845 1016 1047 1048 1606 3096 3099 3364 3482 3686 4025 4207 5041 5384 6193 6585 6674 6720 7073 7365 770450.5 81.75 90.5 87.5 100 86 85 97.5 97 86.5 100 79 98 98 96 99 74 87.5 81 91.25 78 86 93 92Mean SD88.13 1
CSU Northridge - PSY - 420
ID 252 313 430 1608 1756 1986 5773 6063 8783 8817 9239 9701Exam2 91 100 88 100 96 100 81 98 100 94 98 87Extra3 3 3 3 3
CSU Northridge - PSY - 420
10/30/02 Exam 2 Practice Questions SolutionsPart I. Dr. Smith hypothesized that there should be cultural differences in emotional expressions due to cultural practice. To test her hypothesis, she collected data with college students from Italy, US,
CSU Northridge - PSY - 420
Exam 2 Review 1. Single-factor 2-level designVocabulary test Mean Sum a=2 s = 12 (1) ANOVA approach 1) t-test: t2 = F 2) F-test 3) Hypothesis H 0 : 1 = 2 H a : 1 2 A [ A] = s2Physics 40 A1 = 480Social 26 A2 = 312[Y ] = YSource A2T2
CSU Northridge - PSY - 420
Student ID Exam 3 0223 75.5 0522 99 0619 85.5 0845 84 1016 94.5 1047 91 1048 92 1606 99 3096 83 3099 65.5 3364 98 3482 94.5 3686 62.5 4025 96 4207 100 5041 98.5 5384 99 6193 93 6585 81 6674 100 6720 85 7073 72.5 7365 94 7704 87 Mean SD 88.75 10.92
CSU Northridge - PSY - 420
ID 252 313 430 1608 1756 1986 5773 6063 8783 8817 9239 9701 Mean SDExam 3 76 97 91 76 92 84 81 90 100 91 94 92 88.67 7.76extra 3 3 3 3 33 33
CSU Northridge - PSY - 420
Chapter 13 Factorial design Factor A (lecture) Social History 40 38 12 31 26 34Factor B (Presentation methods) a = 3, b=2, s = 6computer standard overallPhysics 46 34 40Overall 44.33 25.67(1) How to identify main and interaction effects fro
CSU Northridge - PSY - 420
1Possible conceptual questionsEach answer should be short, clear, logical, and concise. Points will be deducted if your answer is long, ambiguous, and poorly structured. 1. Explain why the ANOVA is a special case of MRC. 2. Explain the logic of nu
CSU Northridge - PSY - 420
Homework #1Name: _ Date: _ First, download the dataset (Homework1 data) from the course webpage (www.csun.edu/~skang/psy420.html). This dataset contains scores on the Rosenberg Self-Esteem Scale and the Satisfaction with Life Scale from 20 students.
CSU Northridge - PSY - 420
Homework #1Name: _ Date: _First, download the dataset (HW1 data) from the course webpage (www.csun.edu/~skang/PSY420.html). This dataset contains scores on the Rosenberg Self-Esteem Scale and the Satisfaction with Life Scale from 20 students. Usin
CSU Northridge - PSY - 420
Self-esteem Life satisfaction 5.00 4.00 3.00 3.00 7.00 7.00 4.00 2.00 7.00 7.00 4.00 3.00 6.00 7.00 7.00 6.00 6.00 4.00 6.00 6.00 4.00 5.00 7.00 6.00 4.00 6.00 7.00 7.00 4.00 4.00 4.00 2.00 4.00 3.00 7.00 5.00 5.00 3.00 5.00 4.00
CSU Northridge - PSY - 420
Last four digists ofHomework 1 Homework 2 Homework 3 Student ID Homework 4 542 10 10 10 10 1079 6 5 9.5 1321 10 9 7 8.5 1994 10 10 9.5 9.5 2221 9 10 9.5 10 2672 10 10 9.5 9.5 2808 8 7 2932 10 9 9.5 10 3580 10 7 9.5 9.5 3938 3 10 9.5 10 4271 9 5 10 10
CSU Northridge - PSY - 420
2/17/04 Homework #1 solution Self-esteem(X) 5.00 3.00 7.00 4.00 7.00 4.00 6.00 7.00 6.00 6.00 4.00 7.00 4.00 7.00 4.00 4.00 4.00 7.00 5.00 5.00 5.30 1.91 1.38 1.78 33.80 14.24 0.75 0.71 0.93 -0.25 y'=-.25+.93x 0.75 Life satisfaction(Y) (x-xbar) (y-yb
CSU Northridge - PSY - 420
student Height (X) cm 1 149 2 153 3 167 4 161 5 151 6 154 7 177 8 162 9 172 10 178 11 173 12 164 13 181 14 182 15 159 sum 2483 SD 11.18 mean 165.53Weight (Y) kg 54 52 53 57 47 62 69 60 55 73 78 58 73 68 58 917 9.07 61.13(x-xbar) -16.53 -12.53 1.4
CSU Northridge - PSY - 420
Homework #3Name: _ Date: _ This data set is based on the two questions below. 1. Are you currently in a romantic relationship? (circle one) Yes No 2. Compared to the average student, how happy do you think you are? (rate on 7-point scale ranging fro
CSU Northridge - PSY - 420
Homework #4Name: _ Date: _ Note. Use SPSS to do this homework. Submit your SPSS output with this page. 1. In this hypothetical experiment, students are introduced to a set of vocabulary words presented in the context of one of the following lectures
CSU Northridge - PSY - 420
Homework #4 (due on 3/25/04)Name: _ Date: _ Part I. Dr. Smith hypothesized that there should be cultural differences in emotional expressions due to cultural practice. To test her hypothesis, she collected data with college students from Italy, US,
CSU Northridge - PSY - 420
Homework #5Name: _ Date: _ Part I. Dr. Smith hypothesized that there should be cultural differences in emotional expressions due to cultural practice. To test her hypothesis, she collected data with college students from Italy, US, and Japan. The 36
CSU Northridge - PSY - 420
Homework #5 solutionsName: _ Date: _ Part I. Dr. Smith hypothesized that there should be cultural differences in emotional expressions due to cultural practice. To test her hypothesis, she collected data with college students from Italy, US, and Jap
CSU Northridge - PSY - 420
Homework #6Name: _ Date: _ A major research technique in the field of behavioral genetics is to breed animals selectively on the basis of particular characteristics exhibited by the animals and then observe the relative performance of the offspring.
CSU Northridge - PSY - 420
1 A. Overall F tableTests of Between-Subjects Effects Dependent Variable: NTRIAL Source Corrected Model Intercept IQ ENV IQ * ENV Error Total Corrected Total Type III Sum of Squares 320.250a 3072.000 171.500 10.083 138.667 423.750 3816.000 744.000 d
CSU Northridge - PSY - 420
1 A. Overall F tableTests of Between-Subjects Effects Dependent Variable: NTRIAL Source Corrected Model Intercept IQ ENV IQ * ENV Error Total Corrected Total Type III Sum of Squares 320.250a 3072.000 171.500 10.083 138.667 423.750 3816.000 744.000 d
CSU Northridge - PSY - 420
Homework #7Name: _ Date: _ A student was interested in determining the effects of two kinds of verbal reinforcement on participants performance on a simple motor-coordination task. There were two groups; children and adults. The participants were as
CSU Northridge - PSY - 420
1Homework #7 SolutionsA student was interested in determining the effects of two kinds of verbal reinforcement on participants performance on a simple motor-coordination task. There were two groups; children and adults. The participants were assig
CSU Northridge - PSY - 420
Homework #8 (due on 11/19/03)Name: _ Date: _ To satisfy a course requirement, an instructor in a computer literacy course wanted to measure progress in learning to use a versatile word-processing program. His intention was to encourage students to u
CSU Northridge - PSY - 420
1Homework #8 SolutionsTo satisfy a course requirement, an instructor in a computer literacy course wanted to measure progress in learning to use a versatile word-processing program. His intention was to encourage students to use the variety of for
CSU Northridge - PSY - 420
11/19/03Homework #9 (due on 11/24/03)Name: _ Date: _ A researcher was interested in the effects of two drugs (I and II) on speed of learning in nonhuman primates. Subjects in condition a1 were a control group that received no drug. Those in condit
CSU Northridge - PSY - 420
11/26/03Homework #10 (due on 12/1/03)Name: _ Date: _ A student was interested in determining the effects of two kinds of verbal reinforcement on participants performance on a simple motor-coordination task. There were two groups; children and adul
CSU Northridge - PSY - 420
1Homework #10 SolutionsA student was interested in determining the effects of two kinds of verbal reinforcement on participants performance on a simple motor-coordination task. There were two groups; children and adults. The participants were assi
CSU Northridge - PSY - 420
HOMEWORK Last 4 digits 394 681 968 1421 2208 3129 3309 3587 4803 6181 6489 6854 7418 8301 8860 9501 MEAN SD HIGH LOW COUNT 1 98.0 73.0 100.0 95.0 97.0 85.0 81.0 87.0 95.0 90.0 91.0 100.0 65.0 100.0 89.8 10.7 100.0 65.0 14.0 2 97.0 75.0 30.0 100.0 100
CSU Northridge - PSY - 420
ID 542 1079 1321 1994 2221 2672 2808 2932 3580 3938 4271 5278 5856 7301 8395 9021 9098 9314 9440HW1 10.0 6.0 10.0 10.0 9.0 10.0 8.0 10.0 10.0 9.5 9.0 10.0 10.0 8.0 10.0 10.0 10.0 10.0 8.0HW2 10.0 5.0 9.0 10.0 10.0 10.0 7.0 9.0 7.0 10.0 5.0 10.0 1
CSU Northridge - PSY - 420
ID 542 1079 1321 1994 2221 2672 2808 2932 3580 3938 4271 5278 5856 7301 8395 9021 9098 9314 9440Homework 1 Homework 2 Homework 3 10 10 10 6 5 9.5 10 9 7 10 10 9.5 9 10 9.5 10 10 9.5 8 7 5 10 9 9.5 10 7 9.5 9.5 10 9.5 9 5 10 10 10 10 10 10 9.5 8 8 7
CSU Northridge - PSY - 420
student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15height 149 153 167 161 151 154 177 162 172 178 173 164 181 182 159weight 54 52 53 57 47 62 69 60 55 73 78 58 73 68 58
CSU Northridge - PSY - 420
Steps in the Research ProcessAdvanced Statistical MethodsOverview of Research DesignGet an ideaAnalyze dataReview the literatureWrite a paperPlan a study Conduct the study Present the studySteps in the Research ProcessObservation Theo
CSU Northridge - PSY - 420
8/23/04Outline of Lecture 1 (Chap 1 and 2) Experimental vs. Non-Experimental designs4 basic components of experimental designs o Random selection o Random assignment o Experimental manipulation o Experimenter controlVariable o Independent
CSU Northridge - PSY - 420
Outline of Lecture 2 (Chap 3 and 4)1. Mean (Y ) =YN 2. Variance 2 =()SS = df (Y Y )N 123. Standard deviation ( ) = SS = df (Y Y )N 124. Standard score ( Z ) =Y Y 5. Covariance ( XY ) = ( X X )(Y Y )N 1
CSU Northridge - PSY - 420
Outline of Lecture 3 (Chap 5)1. Correlation (r ) = [( X X )(Y Y ) ] ( X X ) (Y Y )22=Cov ( X , Y ) SD X SDY2. Regress weight ( b ) =Definition: Change of Y per unit increase in X [( X X )(Y Y )] = Cov( X , Y ) Var ( X ) (X X
CSU Northridge - PSY - 420
Outline of Lecture 5 (Chap 7)1. Contrast coding (p. 86)2. Decomposition of Variance (Y Y ) = (Y Y ) + (Y Y )2 22SSY = SS regression + SS residual3. ANOVA TableSource Regression SSreg = (r2 )(SSY) Residual Total SSres = (1-r2 )(SSY)
CSU Northridge - PSY - 420
Outline of Lecture 6 (Chap 8)1. Hypothesis testing and decision ruleIn ANOVA H 0 : 1 = 2 H a : 1 2 Decision rule: Reject H0 when F observed F critical value Otherwise, do not reject H0 2. F ratio F= MS A MSbetween = MS S / A MS within = = betwe
CSU Northridge - PSY - 420
Outline of Lecture 7 (Chap 9 & 10)1. Overall analysis of data with more than 2 groups: ANOVAappraoch 2. Hypothesis testingH 0 : 1 = 2 = 3 H a : Not all the means are the same2. Basic Ratio[Y ] = Y2A [ A] = s2[T ] =T2 as3. ANOV
CSU Northridge - PSY - 420
Last 4-digits Hmk1 0445 0937 1285 1396 1522 1645 1719 2493 2654 2721 3009 3027 3798 4910 4947 5429 5637 6823 7347 7579 7705 8007 8708 9952Hmk2 7.00 10.00 9.00 10.00 9.00 9.00 9.00 9.00 10.00 10.00 9.00 9.00 8.00 9.00 9.00 7.00 9.00 9.00 10.00 10.00
CSU Northridge - PSY - 420
How to analyze data from a mixed factorial design with the SPSS 1. Set up the data2. Analyze General Linear Model Repeated Measures3. Name the within-subject factor (e.g., time) and define the number of levels (e.g., 3) 4. Click Add and then cl
CSU Northridge - PSY - 420
CSU Northridge - PSY - 420
Practice question #1To satisfy a course requirement, an instructor in a computer literacy course wanted to measure progress in learning to use a versatile word-processing program. His intention was to encourage students to use the variety of formatt