B_J_Study_instructions_and_materials

B_J_Study_instructions_and_materials - Lab Assignment #2:...

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Lab Assignment #2: Bransford and Johnson Context Study Purpose: 1) Conduct multiple group experiment (aka, one factor w/ MORE than two groups) 2) Introduce results and drawing conclusions from data, working with SPSS, and reading SPSS output (note, stress the importance that computers play in research, and how it might differ from focus on hand calculations in 210) 3) Introduce how to graph and summarize the outcome of an experiment 4) Provide experience for the second writing assignment: Method, Results, Figure, Figure Caption, and Title Page And, second opportunity to continue to build/practice on goals of first project: - Practice and improve writing a method section - Practice using terminology (IV/DV/Control variable and Between/Within-subject design) - Again, provide experience of being a research participant - Model proper experimental materials (e.g., consent form, written stimulus materials, debriefing) and how to conduct a study (also provide students with a copy of all materials at the end of the session). Design: Single factor, with three levels (between subjects) IV: Context provided for passage (No Context, Context Before, Context After) DVs: Number of ideas recalled and Comprehension rating Control Variables: Passage that was played was taped (so consistent in how presented across conditions), Time (controlled for Distractor Task (2 min) and Recall Task (5 min) and how long the picture was viewed (30 secs), OTHERS_________________??? Expected Results: Participants who receive context (the appropriate pre-requisite knowledge to put into context what they are about to hear) should be able to comprehend the passage quite easily and recall it relatively well. On the other hand, Ps who do not have appropriate context (No Context Condition) should find the passage both difficult to understand and recall. Also, B & J predicted that contextual information is necessary for the ongoing process of comprehension (i.e., before encoding), so predicted that the Context After Condition should also have difficulty understanding and recalling the passage. *See made by Becky Addington for ideas on Discussion and Hypotheses that could be tested. Attached later in packet.
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Basic Procedure: I. “Setting the stage” for the experiment ( a couple of potential ideas) 1) As before, let students know the purpose of the project and its goals (i.e., if B & J are right, give them context BEFORE, so they know what things to attend to and to remember): So, in order write a method/results section, tell them to pay careful attention to ALL of the study’s details and the type of data that are being collected. II. Conducting the experiment 1) Like Experiment #1, be clear when the roles as student/TA shift to participant/experimenter. (NOTE: We need to decide on whether to run ONE condition per section to save time or to
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This note was uploaded on 04/21/2008 for the course PSYC 213 taught by Professor Barron during the Spring '08 term at James Madison University.

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B_J_Study_instructions_and_materials - Lab Assignment #2:...

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