Page 1 of 5 ID# Exam 2 PS 306, Spring 2008 As always, the Skidmore Honor Code is in effect, and at the end of the exam I’ll have a sheet on which you will indicate your adherence to the Honor Code. Read each question carefully and answer completely, showing all your work. Good Luck! 1. As you know, when designing a repeated measures experiment, or an experiment with a repeated measures factor, one must counterbalance. Why? In other words, if one did not counterbalance, why would the experiment be confounded? Be very explicit! An example might help. [5 pts.] 2. Well, of course you expect to tell me about the impact of various designs on the number of participants needed. For this problem, assume that we want to have a minimum of 25 pieces of data in each cell/condition. [10 pts] Design # of participants # of pieces of data A 4x7 completely between (independent groups) design A 4x7 completely within (repeated measures) design A 4x7 mixed design, with the first factor between (independent groups) and the second factor within (repeated measures) A 4x7 mixed design, with the first factor within (repeated measures) and the second factor between (independent groups) A 5x6 mixed design, with the first factor within (repeated measures) and the second factor between (independent groups)Page 2 of 5 3. In a study of early ability to detect a fear-relevant stimulus (a snake), LoBue and DeLoache (2008) presented 3-year-old children and adults (Age: 3-year old vs. adult) a series of 3x3 matrices of pictures. The subject’s task was to point out a target by touching one of the nine pictures on a touch-screen (Target: either a snake among eight non-snake distractors or a non-snake animal, such as a caterpillar, among eight snake distractors). Thus, we can think of this study as a 2x2 independent groups design. Below is a partially completed source table that is consistent with their results (Experiment 3). Complete the source table and interpret the results as completely as you can. Be sure to talk about the results as you might in a Discussion section (i.e., how would you make sense of these results). [15 pts]Page 3 of 5 4. One area of psychology looks at factors that influence decision-making. One factor that people have studied is how a decision is influenced by the way in which the information is delivered. Even though the information is identical, people’s decisions will differ when the information is placed in a different context (frame). Suppose that a researcher was interested in looking at the impact of four different frames on people’s willingness to engage in risky behavior (or to be more protective). One scenario involves the participant’s willingness to smoke cigarettes. The four frames are: NF = No Frame (so it just asks the participant to imagine that he or she has been smoking for a while and enjoys doing so), AF = Analytical Frame (with statistical information about the scenario, such as how many people die of lung cancer each year), EF = Experiential Frame (which attempts to make the scenario personally relevant by asking the participant to think about a family member dying from lung cancer), and AEF = Analytical + Experiential Frames (which puts the two types of information together). Participants read a series of scenarios and then gave a response that indicated their willingness to engage in risky behavior. The dependent variable is called Protect-Risk, where a positive score indicates a more protective response and a negative score represents a willingness to engage in riskier behavior. Suppose that the researcher is also interested in looking at the impact of age (Young 18-23, Middle 38-43, and Older 58-63). Complete the source table below and interpret the results as completely as you can. Finally, discuss the results as you might in a Discussion section. [15 pts]Page 4 of 5 5. In independent groups ANOVAs, such as the one in Problem #3: [10 pts.] a. Using just the information provided in the Descriptive Statistics, how could you have arrived at MSError? What is the function of MSError in the analysis? That is, what population parameter is it intended to estimate? b. Again, looking solely at the information in the Descriptive Statistics, what would contribute to the MSFrame main effect? (point out the specific scores involved) c. Suppose that you re-computed the ANOVA as a single-factor analysis on the Frame factor. What would that source table look like? SOURCE SS df MS F d. Looking at the effect size (partial eta squared) and the power for the interaction (Frame x Age), what might you say about why the interaction is not significant? 6. Dr. Jones decides to test the effectiveness of two different experimental methodology textbooks. He gets two of his colleagues to agree to use the texts (Colleague A uses Text A in Methodology Class Section A, Colleague B uses Text B in Methodology Class Section B) and to give the same exams throughout the term. At the end of the term, he finds that there was no difference in mean performance between the two classes (Mean = 94% and 96% for Class A and Class B, respectively). He concludes that there is no difference between the two texts. Would you agree? [5 pts]Page 5 of 5 7. Ghetti (2008) published an article in Current Directions in Psychological Science called “Rejection of false events in childhood.” Her abstract reads: Knowing how to identify events that we never experienced is an important skill: This ability enables us to reject such events as part of our past and thus reduces the risk of creating false memories. Recent research highlights the involvement of metamemory processes in this domain. I review empirical evidence pertaining to the functioning and development of the memorability-based strategy, a specific mechanism rooted in metamemory. The substantial development of this mechanism during childhood can provide an account for children’s vulnerability to false-memory formation. Suppose that you saw data such as those below. One IV would be age (with four levels) and one IV would be memorability. Some events (i.e., trials in a memory experiment) may occur more frequently than others, which should make them more memorable. Let’s assume that there is a memorability-based strategy (MBS) that allows one to reject events as unlikely to have actually occurred. Such a strategy would involve using