Instructions
General instructions: You will have two hours (120 min) to complete this exam. Once you have started the clock with start. In other words, it will not save for you. I am expecting that you have spent the normal time preparing for this exam as you would have for an in-class exam. While you may use notes, you will not have the time to complete the exam and use your notes for every question–in other words, treat this like you would an in-class exam.
Attempt History
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|---|---|---|---|
| LATEST | Attempt 1 | 77 minutes | 80 out of 100 * |
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In addition to assessing whether each of your independent variables has an effect on the dependent variable, a factorial ANOVA also allows you to:
A researcher is interested in whether circadian rhythms influence participants’ performance on different kinds of memory tests. The researcher first classifies participants according to whether each is a morning person or an evening person. The researcher then randomly assigns participants to receive either an implicit memory test or an explicit memory test. The researcher then tests everyone’s memory at 8 A.M. How would you label the ANOVA used to analyze these data?
Main effects refer to the:
An interaction occurs when:
The following figure reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were next instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water. Answer the next 3 questions in relation to this image.
Does this figure reflect a main effect of coping style? If so, what best describes that main effect?
Does the figure reflect a main effect of cognitive strategy? If so, what best describes that main effect?
Does this figure reflect an interaction between coping style and cognitive strategy? If so, what best describes that interaction?
The following data show the means for four treatment conditions as well as the overall means for the columns and the rows. For these data, what numbers are compared to assess the main effect of factor B?
| A1 | A2 | ||
| B 1 | M = 20 | M = 60 | M = 40 |
| B2 | M = 30 | M = 70 | M = 50 |
| M = 25 | M = 65 |
The following data represent the means for each treatment condition in a two-factor experiment. What pattern of results is shown in the data?
| A1 | A2 | |
| B1 | M = 10 | M = 40 |
| B2 | M = 20 | M = 50 |
The following data represent the means for each treatment condition in a two-factor experiment. What pattern of results is shown in the data?
| A1 | A2 | |
| B1 | M = 30 | M = 20 |
| B2 | M = 30 | M = 20 |
The following data represent the means for each treatment condition in a two-factor experiment. What pattern of results is shown in the data?
| A1 | A2 | |
| B1 | M = 20 | M = 40 |
| B2 | M = 40 | M = 20 |
Match the analysis on the left to the study design on the right by selecting the matching value on the right from a drop down. Note that you will not use all of the analyses.
- Multiple regression
- One-way within-subjects ANOVA
In class we discussed data in which participants were randomly assigned to drink caffeine (coffee), a 5 hour energy drink, or a placebo. They were then tested on how many words they remembered on a test. Assume that researchers were also interested in if education matters for these effects and categorized people into high school degree, college degree, or graduate degree. The resulting study design was a 3 (drink type: caffeine, 5 hour energy, placebo) × 3 (education: high school, college, graduate) between-subjects design. The output follows:
What kind of analysis is this?
Using correct reporting of numbers and language, write out the results of this analysis in full sentence form like you would in a results section of a paper. Make sure to explain the nature of the effect(s).
Ratings of perceived attractiveness were submitted to a 3 (drink type: caffeine, 5 hour energy, placebo) x 3 (education: high school, college, graduate) factorial ANOVA. There was a significant main effect of drink type F(2, 60)=6.19, p=.004 such that the participants in college remembered more words when they drank a caffeinated drink (M=21.71, SD=2.98) than when they drank a 5 hour energy drink (M=22.33, SD=1.63). They also remembered more words when they took the 5 hour energy drink (M=22.33, SD=1.63) than when they drank the placebo (M=18.71, SD=3.15), p<.001. There was no main effect of education, F(2,60)=.377, p=.683, high school participants (M=20.71, SD=3.93), college participants (M=20.85, SD=3.05), and graduate participants (M=21.34, SD=3.74) remembered the same amount of words. There was no significant interaction between drink type and education (4, 60)=.807, p<.526. High school, college and graduate participants did not differ after drinking a 5 hour energy drink (M=22.96, SD=3.19). There was no significant difference between high school, college or graduate students in the number of words they remembered after drinking a caffeinated drink, p=.896, 5 hour energy drink, p=.536, or placebo. p=.628.
Answer:
Number of words remembered was submitted to a 3 × 3 between-subjects factorial ANOVA and produced a significant main effect of drink type, F( 2, 51) = 6.19, p = .004. Specifically, participants who drank 5 hour energy (M = 22.95, SD = 3.19) remembered significantly more words than those who drank caffeine (M = 20.70, SD = 3.19; p = .037) or a placebo (M = 19.25, SD = 3.39; p = .001). There was no difference between number of words remembered when drinking a placebo or no caffeine, p = .173. No other significant effects emerged, ps > .52.