SPSS project need help

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Statistics in Psychology homework.

The assignment requires to use the SPSS.

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67. Data Analysis Project 3: Distracted Driving Study Use the description below of this study and the data set indicated to answer the research questions listed. You will need to use both descriptive and inferential statistics to complete this project. You can download the SPSS data file Analysis_project_3.sav from http://psychology.illinoisstate.edu/jccutti/StatsDataFiles/Analysis_project_3.sav for the analyses. Write an APA-style results section based on the analyses you conducted. Research Project Description This study investigated the effects of distractions while driving. Participants were asked to drive a car around a test track of orange cones. Two types of distracting activities were tested: One group of drivers conducted a conversation on a cell phone while driving the course, the other group were asked to eat a Big Mac value meal (Big Mac, fries, and a drink) while driving the course. Both the average driving speed and the number of orange cones knocked over were measured. The researchers (pretend that’s you) are interested in several questions: • • • Is there a difference between eating and talking on a cell phone for average speed? Is there a difference between eating and talking on a cell phone for the number of cones knocked over? Is average speed related to number of cones knocked down? Data Set Details • • • • subject: This refers to the subject number assigned to each subject. Each row corresponds to one subject’s data. distrac: This variable refers to which condition each subject was in (1 = eating, 2 = cell phone). speed: This variable refers to the average driving speed. cones: This variable refers to the total number of cones knocked over. 68. Data Analysis Project 4: Temperature and Air Quality Study Use the description below of this study and the data set indicated to answer the research questions listed. You will need to use both descriptive and inferential statistics to complete this project. You can download the SPSS data file Analysis_project_4.sav from http://psychology.illinoisstate.edu/jccutti/StatsDataFiles/Analysis_project_4.sav for the analyses. Write an APA-style results section based on the analyses you conducted. Research Project Description The Environmental Protection Agency is investigating claims that global temperatures are higher and air quality is worse now than they were in 1950. They sample the temperature on a single day in several random cities. They also measure the air quality index for these cities. Data were collected in a similar manner from random cities in 1950. The researchers (pretend that’s you) are interested in several questions: • • • Is there a difference between 1950 and 2003 temperatures? Is there a difference between 1950 and 2003 air quality? Is temperature related to air quality? Data Set Details • • • • city: This refers to the subject number assigned to each city. Each row corresponds to one city’s data. year: This variable refers to which condition each subject was in (1 = 1950, 2 = 2003). temp: This variable refers to the temperature in the city when sampled. quality: This variable refers to the air quality in the city when sampled (higher scores mean better air). 79. Interpreting Results Exercise: Sproesser, Schupp, and Renner (2014) • • • The researchers in this study were interested in how social situations can influence stressinduced eating. They grouped subjects according to self-reported stress-induced eating habits: consistently eating more (hyperphagics) or less (hypophagics) when stressed. Each subject was then exposed to one of three social situations: (1) a social inclusion condition in which subjects were told that a confederate partner had approved of a video they had made answering some questions and was looking forward to meeting them, (2) a neutral condition in which they were told their partner could not meet them because they had to cancel their participation, or (3) a social exclusion condition in which they were told that their partner had decided not to meet them after viewing their video. Subjects were then given an ice cream taste test and the amount of ice cream consumed was measured. A portion of the results section from this article appears below. Using the study summary above, describe what the results for this study mean in your own words. We conducted an analysis of variance (ANOVA) with condition (social inclusion, social exclusion, neutral) and eating style (stress hyperphagia, stress hypophagia) as independent variables and food consumption in grams as the dependent variable. The main effects were not significant, which indicates that neither condition (exclusion: M = 108 g, SE = 9.6; neutral: M = 112 g, SE = 7.9; inclusion: M = 120 g, SE = 8.5), F(2, 135) = 0.11, p = .893, nor eating style (stress hyperphagics: M = 119 g, SE = 9.1; stress hypophagics: M = 110 g, SE = 5.9), F(1, 135) = 0.47, p = .493, affected food intake during the taste test. However, as predicted, a significant Condition × Eating Style interaction emerged, F(2, 135) = 7.71, p = .001. In the neutral condition, both stress hyper- and hypophagics consumed a comparable amount of ice cream; hyperphagics consumed a mean of 111 g (SE = 14.1), and hypophagics consumed a mean of 112 g (SE = 9.6), F(1, 135) = 0.01, p = .928. As expected, in the social-exclusion condition, stress hyperphagics ate significantly more ice cream (M = 147 g, SE = 13.7) than did stress hypophagics (M = 86 g, SE = 10.5), F(1, 135) = 12.40, p = .001. The mean difference of 61 g between the two types of eaters corresponds to a difference of 120 kcal. Conversely, in the social-inclusion condition, a reversed pattern emerged: Stress hyperphagics ate significantly less ice cream (M = 92 g, SE = 16.3) than did stress hypophagics (M = 130 g, SE = 10.0), F(1, 135) = 3.95, p = .049, a difference of approximately 74 kcal. 80. Interpreting Results Exercise: Ravizza, Uitvlugt, and Fenn (2017) • • • The researchers in this study were interested in the relationship between Internet use during class and learning. The participants in the study logged in to an Internet server during class on their laptops; the researchers monitored the time spent online and the type of site (academic and nonacademic) that the students viewed during class time. They also measured the students’ scores on the cumulative final exam in the class, ACT scores, and interest in the course material. A portion of the results section from this article appears below. Using the study summary above, describe what the results for this study mean in your own words. Nonacademic Internet use, composite ACT scores, motivation to do well, and interest in the class were all significant predictors of the score on the cumulative final exam (Table 2). Academic Internet use was not related to final exam score, r(82) = .09, p = .43. Neither ACT scores nor motivation was significantly related to laptop Internet use for class-related or non-class-related purposes. Interest in the class approached significance, r(76) = −.19, p = .096; that is, there was a trend for greater interest in the class to be related to lower laptop Internet use for nonacademic purposes. Motivation and interest were also related such that greater interest in the class material predicted higher motivation to do well. Table 2 Correlations Among Cumulative Final Exam Score, Actual Internet Use, Composite ACT Score, Motivation to Do Well in Class, and Interest in Class Variable Actual Academic Internet Use Actual Nonacademic Internet Use ACT Score Motivation Interest Final Exam Score 0.09 −0.25* 0.36* 0.33* 0.26* Interest 0.09 −0.19† −0.10 0.43* – Table 2 Correlations Among Cumulative Final Exam Score, Actual Internet Use, Composite ACT Score, Motivation to Do Well in Class, and Interest in Class Variable Actual Academic Internet Use Actual Nonacademic Internet Use ACT Score Motivation Motivation 0.15 0.01 0.00 – ACT Score −0.06 0.07 – • • † p < 0.10 p < 0.05 * Interest
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Date:
Data analysis project 3

Report
speed
Distraction

Mean

N

Std. Deviation

task
Eating

26.9333

30

9.61297

cell phone

31.2667

30

8.40744

Total

29.1000

60

9.21623

The table above tells us that there is a bit of difference between eating and talking on a cell
phone for average speed. This is indicated by the mean values. We can also see that the average
speed for people using a cell phone while driving is slightly higher than for the people who eat
while driving. We can safely say that there is a high likelihood that a person driving at a higher
speed is likely to be talking on a cellphone.

Report

Surname: 2

cones
Distraction

Mean

N

Std.

task

Deviation

Eating
cell phone
Total

13.63

30

7.976

7.10

30

5.148

10.37

60

7.426

According to the table above, there is a difference between the number of cones knocked down
and the distracting factor. This means that people who are eating are more likely to knock down
more cones on average than people who talk on a cell phone while driving.
Correlations
con...