Empirical Direction in Design and Analysis

By Norman H. Anderson | Go to book overview

EXERCISES FOR CHAPTER 6
1. You are TA in the undergraduate honors class on research method. The instructor asks you for a two-paragraph writeup to be given to the class to show advantages and disadvantages of repeated measures design. What do you write?2. In your undergraduate class on research method, one pair of students worked together to develop person descriptions consisting of a photograph of a male college student (the row factor) and a pair of his personality traits (the column factor) for a study on person cognition. Each factor is varied across three levels: low, medium, and high attractiveness.Female college students judge how much they would be interested in a date with each of these males. Both students perform the same experiment using the same person descriptions, but each runs a separate group of 16 subjects from the standard pool. Each subject judges all nine person descriptions twice in randomized order. Their mean responses are as follows.
a. Plot the factorial graph for each student. In what way do the two sets of data agree? In what way do they disagree?
b. The two graphs presumably should show the same pattern. Hence the cited disagreement raises suspicion about one or the other set of data.
 i. What is suspicious about the data of Student 2, and why? What feature of the Anova would shed light on this question? ii. Argue instead that Student 2 shows the true picture. What feature of the Anova would shed light on this question?
3. a. Show that FA = 7.50 for the data of Table 6.1 by hand calculation.
 b. What does this tell you?
4. Assume sphericity for the data of Table 6.1. Using your analysis from the previous exercise, get a confidence interval for difference between A1 and A2.5. Intuitive physics of 5-year-olds is shown in the following table for two tasks. Right panel shows judgments of amount of liquid in glasses as a function of the height of liquid and diameter of glass (cm).Left panel shows judgments by same 5-year-olds of area of rectangles as a function of height and width (cm). Equivalent response scale in both tasks.
 a. Graph these data and get the main implications by visual inspection. See

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