Page 1 of 6 Exam 3 PS 306, Spring 2006 1. As clearly and carefully as you can, articulate the difficulties of removing deception by means of a debriefing. Then, using the studies discussed in the Ross et al. paper, describe the evidence that process debriefing may be useful in removing the effects of deception? [10 pts] Answer using the Ross et al. article. 2. Ethical considerations arise in at least three areas of psychological research: (1) in designing research, which may involve unethical treatment of human participants; (2) in fraudulent research, which may involve the wholesale creation of data; and (3) in determining the authorship on a publication that arises out of the research. Using all of the information you acquired at the end of the semester (articles you read, classroom discussions, textbook), craft an essay that outlines the sorts of concerns that face psychologists and the sorts of safeguards that have been introduced. Make your essay as concrete as possible, using specific examples from the various sources. [25 pts] Answer using notes and readings. 3. Noice and Noice (2006) recently published an article entitled “What studies of actors and acting can tell us about memory and cognitive functioning.” In their abstract they state: “The art of acting has been defined as the ability to live truthfully under imaginary circumstances…we first discuss how large amounts of dialogue, learned in a very short period, can be reproduced in real time with complete spontaneity.” In a 2x3 mixed design (Noice, Noice, & Staines, 2004), older adults (65 to 90 years of age) agreed to participate in a study involving instruction to improve cognition and were randomly assigned to one of three conditions. In the Theatre condition, participants were given acting lessons that didn’t focus specifically on memory. In the Visual Arts condition, participants were given an art appreciation class. In the Control condition, participants were given no treatment. Participants received a memory test before and after treatment. What effects would you expect to emerge from the analysis (main effects and interaction)? Interpret the results of the Word Recall test as though you were writing a Discussion section. [10 pts] To assess the main effect for time (Pre vs. Post), means are roughly: Pre-test (M = 13.3) and Post-test (M = 14.4). Thus, there could well be a main effect for time of assessment. To assess the main effect for type of experience (Control, Visual Arts, Theatre), means are roughly: Theatre (M = 15.9), Visual Arts (M = 13.25), Control (M = 12.5). Thus, there could well be a main effect of type of experience. The means are certainly consistent with an interaction. That is, for the Theatre condition, people solved more problems on the post-test (M = 17.3) than on the pre-test (M = 14.5). That’s also the case for the Control condition, though to a lesser extent, with people solving more problems on the post-test (M = 13) than on the pre-test (M = 12). However, for people in the Visual Arts condition, there was either no difference between pre- and post-test, or else there was a slight advantage for pre-test (M = 13.5) over post-test (M = 13).Page 2 of 6 People in the Control condition appear to show a slight practice effect, achieving higher recall scores on the post-test than on the pre-test. Thus, when looking at the increase in recall for people in the Theatre condition, some of the improvement could be attributed to a similar practice effect. However, the greater magnitude of the improvement may well suggest that simply learning lines in preparation for acting may lead to improvement in memory more globally. In contrast, people in the Visual Arts condition seem to have gotten worse on the post-test (relative to the Control group). It may well be that focusing on art (art appreciation) shifts the focus from cognition, leading people to focus on other aspects of the task and not showing any memory improvement. 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. [20 pts] 3 46.016 15.339 57.449 <.0001 172.346 1.0002 67.720 33.860 126.817 <.0001 253.634 1.0006 2.349 .391 1.466 .2099 8.798 .51048 12.816 .267DF Sum of Squares Mean Square F-Value P-Value Lambda PowerFrameAgeFrame * AgeResidualANOVA Table for Protect-Risk 5 6.080 .356 .1595 7.640 .297 .1335 8.220 .277 .1245 3.720 .370 .1665 6.060 .680 .3045 6.820 .402 .1805 5.820 .653 .2925 7.520 .311 .1395 7.800 .400 .1795 3.720 .487 .2185 6.020 1.023 .4585 6.320 .427 .191Count Mean Std. Dev. Std. Err.AEF, 1.YoungAEF, 2.MiddleAEF, 3.OlderAF, 1.YoungAF, 2.MiddleAF, 3.OlderEF, 1.YoungEF, 2.MiddleEF, 3.OlderNF, 1.YoungNF, 2.MiddleNF, 3.OlderMeans Table for Protect-RiskEffect: Frame * Age3.544.555.566.577.588.5Cell MeanAEF AF EF NFCell3.Older2.Middle1.YoungInteraction Line Plot for