Exam 11: Factorial Design: I Lost My Phone Number, Can I Borrow Yours Do Pickup Lines Really Work

Which of the following is an example of a third-party introduction?

In a 2006 study conducted in Scotland researchers asked 200 college students to read a series of vignettes describing a man approaching a woman and using different conversation starters. The researchers found:

A main effect hypothesis focuses on the effect of _____independent variable(s) on the _____ variable, ignoring all other independent variables.

Dr. Wilomena was describing what makes a successful researcher in her methods course. The students were surprised to hear her say that ______ is a key characteristic in a good researcher.

A within-subjects factorial design would control for:

Dr. Raqui computed a two-way factorial analysis of variance with types of aggression (relational or overt) and the type of communication method (email, phone, or in-person) as the independent variables and level of self-esteem as the dependent variable. The relational aggression main effect was significant, F(1, 222) = 4.2, p = .001, eta² = .031. Which of the following represents the number represents the between-subjects degrees of freedom?

In a 2010 study examining the effectiveness of pick-up lines from an evolutionary perspective researchers asked 70 female college students to imagine a male approaching them and using one of three different types of pick-up lines: cute, innocuous, or direct. The female participants were told whether the male was attractive, unattractive, or were given no information regarding level of attractiveness. The female participants than rated the male on several traits. The results suggested:

In a 1986 study examining preferences for opening lines among men and women researchers found:

Dr. Malkin described the _____ as the sum being less than parts.

A 2002 study involving sex differences in response to physical and social factors in relation to the importance of smell indicated:

Use the following to answer questions Scenario II Scenario II is presents fabricated data inspired by the following study: Greimel, E., Wanderer, S., Rothenberger, A., Herpertz-Dahlman, B., Konrad, K. & Roessner, V. (2011). Attentional performance in children and adolescents with tic disorder and co-occurring attention-deficit/hyperactivity disorder: new insights from a 2×2 factorial design study. Journal of Abnormal Child Psychology, 39, 819-828. Effect of Tic Disorder and ADHD on Children's Attention This study examined the extent to which tic disorder (TD) and attention-deficit/hyperactivity disorder (ADHD), both individually and combined, affects attention in children and adolescents. To that end, the researchers recruited children with and without TD, and children with and without ADHD. This 2 × 2 (TD × ADHD) design resulted in four conditions: children with no diagnosis (control), children with TD only, children with ADHD only, and children with TD+ADHD. The Child Behavior Checklist (CBCL) was used to quantify three components of attentional behavior: internalizing, externalizing, and attention. The results revealed that children with ADHD+TD had significantly more internalizing than those with TD alone. In addition, children with ADHD+TD as well as children with only ADHD had more externalizing than those with TD alone. Lastly, ADHD+TD children had more attention problems than those with only TD and those with only ADHD. The results of this study suggest that children with ADHD+TD have more behavioral problems than those with single diagnoses and those with no diagnoses. -(Scenario II) Suppose the results of Scenario II were that kids with ADHD had more behavioral problems when they did not have TD, and that kids with high TD had more behavioral problems when they did not have ADHD. This would indicate what type of relationship between the two independent variables?

In a 5 × 3 × 2 × 2 × 4 × 4 factorial design how many levels does the first independent variable have?

In a 2 × 2 factorial design how many possible combinations of the independent variables exist?

Use the following to answer questions Scenario II Scenario II is presents fabricated data inspired by the following study: Greimel, E., Wanderer, S., Rothenberger, A., Herpertz-Dahlman, B., Konrad, K. & Roessner, V. (2011). Attentional performance in children and adolescents with tic disorder and co-occurring attention-deficit/hyperactivity disorder: new insights from a 2×2 factorial design study. Journal of Abnormal Child Psychology, 39, 819-828. Effect of Tic Disorder and ADHD on Children's Attention This study examined the extent to which tic disorder (TD) and attention-deficit/hyperactivity disorder (ADHD), both individually and combined, affects attention in children and adolescents. To that end, the researchers recruited children with and without TD, and children with and without ADHD. This 2 × 2 (TD × ADHD) design resulted in four conditions: children with no diagnosis (control), children with TD only, children with ADHD only, and children with TD+ADHD. The Child Behavior Checklist (CBCL) was used to quantify three components of attentional behavior: internalizing, externalizing, and attention. The results revealed that children with ADHD+TD had significantly more internalizing than those with TD alone. In addition, children with ADHD+TD as well as children with only ADHD had more externalizing than those with TD alone. Lastly, ADHD+TD children had more attention problems than those with only TD and those with only ADHD. The results of this study suggest that children with ADHD+TD have more behavioral problems than those with single diagnoses and those with no diagnoses. -(Scenario II) If the researchers also wanted to examine whether having ADHD+TD affected boys and girls differently, they would have had to use which test to analyze the data?

Use the following to answer questions Scenario III Scenario III is based on fabricated data inspired by the following study: Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28. Effect of Stereotype Threat on Math Study The myth that men outperform women in math is widely believed by many individuals. The purpose of the study described in Scenario III was to determine if a sample of women whose math abilities equaled a sample of men would fall victim to this threat. To that end, 28 adult men and 28 adult women were administered an easy math test or a difficult math test. The performance of men and women on both the easy and hard test was quantified. A two-factor ANOVA revealed a significant main effect for test, with participants scoring significantly better on the easy test. The analyses also revealed a main effect for sex, with men performing significantly better than women. The interaction between test difficulty and sex was also statistically significant. Further inspection of the data revealed that although men and women did not differ on the easy math test, women performed significantly less well than men on the difficult math test. Given that the screening criteria for participants including earning a grade of B or better in college calculus, and scoring in at least the 85^th percentile on the math subsection of the ACT, the current study indicates that women do succumb to math stereotype threat but only when the math challenge is great. The data are presented in Figure 2. Figure 2. Although women and men performed equally on an easy version of the math test, women performed significantly worse than men on the difficult version. -(Scenario III) The study described in Scenario III examined the effect of two independent variables on math performance. Based on this design, which of the following is true?

In the study developed throughout Chapter 11, what was the interaction hypothesis?

Main effect hypotheses focus on the effect of _____ independent variable(s) on the _____ variable.

Based on the following information identify what type of factorial design is being described and how you reached your conclusion: Dr. Scoggins is examining the influence of consumption of alcohol (10 ounces, 16 ounces, or 24 ounces) on a timed attention task (1 minute, 5 minutes, or 10 minutes) and eye tracking (focused or unfocused) to determine the cognitive effects of alcohol on the brain.

What is a main effect hypothesis?

Based on the following information identify what type of factorial design is being described and how you reached your conclusion: Dr. Ames is interesting in examining the role of sex (male and female) and social interest (introvert, extravert, and ambivert) in matching romantic partners.