PSY 223 Scenarios and Data Sets Scenario 1 (Child and Adolescent Development)* The question was investigated of whether (a) age at which infants start to crawl is related to (b) seasonal temperature six months after birth. “Six months after birth” was targeted as the period in which babies typically first try crawling. For a large sample of babies, (a) time at which crawling actually began and (b) average monthly temperature six months after the birth month were collected. The data are shown below (also found in the Data Set Scenario 1 Excel file). Month Average Age Starting to Crawl (weeks) January February March April May June July August September October November December 29.84 30.52 29.70 31.84 28.58 31.44 33.64 32.82 33.83 33.35 33.38 32.32 Average Temperature 6 Months After Birth Month (in units Fahrenheit) 66 73 72 63 52 39 33 30 33 37 48 57 * Adapted from this study: Benson, J. B. (1993). Season of birth and onset of locomotion: Theoretical and methodological implications. Infant Behavior and Development, 16, 69–81. Scenario 2 (Forensic Psychology) Levels of groups’ certainties about their eyewitness testimony to a simulated crime were compared. The first group was set up to be “right” in its eyewitness accounts and the second group was set up to be “wrong”; the desire was to see if confidence differed across groups. Thirty-four participants were recruited from a college campus and randomly divided into two groups, both of which were shown a video of a crime scenario (length: 58 seconds) in which the perpetrator’s facial characteristics (with respect to the camera) were clearly visible at two separate points and sporadically visible at others. Half the participants then were shown a five-individual lineup that contained the perpetrator in the video (“Group A”), and half the participants were shown a five-individual lineup that did not contain the perpetrator (“Group B”). Participants were asked to (a) identify if and where the perpetrator was in the lineup and (b) provide a rating of confidence on a scale from 1 to 10 (10 being highly confident) that the selection was the same as the person seen in the video committing the crime. All participants signed consent forms, were told they could leave the study at any time, and were told they would be debriefed. Data on the confidence ratings are shown below (also found in the Data Set Scenario 2 Excel file). Group A Confidence Group B Confidence 07 10 10 05 09 05 10 10 08 07 05 06 10 10 10 09 01 03 10 06 05 04 06 10 07 10 06 10 04 03 05 07 10 08 Scenario 3 (Mental Health) The efficacy of two kinds of cognitive-behavioral therapy (CBT) in relation to a clinical population were compared. The therapies differed on the dimension of how wedded they were to the rational-emotive behavioral therapy (REBT), a subtype of CBT that emphasizes a directive, confrontational approach to encourage a patient to recognize the irrationality of specific thought patterns. Forty adolescents at an inpatient clinic for treatment of self-destructive behaviors were randomly divided into two groups of equal size, one of which received the less challenging type of CBT (Treatment A) and one of which received the more challenging kind of CBT (Treatment B). All patients were treated by trained therapists in one-on-one sessions for 1.5 hours per day (broken down into 45-minute sessions) for six weeks. All participants were apprised that they were part of a study, all participants signed consent forms, and all were told they would be informed of the results at its conclusion; participants exhibiting any behaviors that required critical intervention were promptly treated outside the plan of the study. Outcome data on the Revised Behavior Problem Checklist (RBPC)-PAR Edition* collected at the conclusion of six weeks as shown below (also found in the Data Set Scenario 3 Excel file). Treatment A Treatment B 74 80 50 82 70 49 60 44 30 60 37 65 34 77 40 45 39 51 70 70 19 53 43 16 25 38 15 44 20 29 55 51 48 54 42 46 60 18 27 61 * Instrument has been validated for use with the population under consideration. Scenario 4 (Addictions) The efficacy of a new addiction medication was evaluated in a randomized, placebo-controlled, doubleblind study. The medication in question, Antaquil, is intended to moderate the symptoms of alcohol withdrawal and craving with minimum side effects. Over the course of three weeks, a sample of 36 individuals who were recovering from alcohol addiction were randomly assigned to two groups: one administered the medication and one administered a placebo. At the end of the designated period, participants were administered the Obsessive Compulsive Drinking Scale (OCDS), an instrument that provides a global measure of thoughts about alcohol during nondrinking periods. Scores can range from 0 to 40 with higher scores signaling higher levels of rumination about alcohol. Prior to participation participants were all informed of the nature of Antaquil and were told they could leave the study at any time. Outcome data on the OCDS are shown below (also found in the Data Set Scenario 4 Excel file). Treatment Gp Placebo Gp 40 37 35 35 27 34 18 24 30 29 28 14 11 23 23 25 30 32 13 37 16 30 17 30 26 29 22 22 19 23 17 31 29 28 10 20 Scenario 5 (Social Psychology) The question of whether Friday the 13th is an unusually unlucky day or whether this idea is just superstition was evaluated. Researchers in the United Kingdom examined the relation between (a) numbers of traffic accidents on past Friday the 13ths versus (b) numbers of accidents occurring on Friday the 6ths (all between July 1990 and November 1992).* The data shown below were collected (also found in the Data Set Scenario 5 Excel file). Friday the 6th Friday the 13th 139,246 138,548 134,012 132,908 137,055 136,018 133,732 131,843 123,552 121,641 121,139 118,723 128,293 125,532 124,631 120,249 124,609 122,770 117,584 117,263 * Adapted from this study: Scanlon, T. J., Luben, R. N., Scanlon, F. L., & Singleton, N. (1993). Is Friday the 13th bad for your health? BritishMedical Journal, 307, 1584–1586. Scenario 6 (Applied Psychology)* The question was investigated of whether pleasant aromas help a student learn better. All 21 participants learned both under a condition of smelling nothing and under a condition of smelling a floral scent. Counterbalancing was followed so that some participants learned without the scent first and some learned with the scent first. All participants were apprised that the scents were “safe” and that if they wished they could leave the study at any time. Data in terms of “time (in seconds) to complete a pencil and paper maze” are shown below (also found in the Data Set Scenario 6 Excel file). Unscented-Trial Scented-Trial 38.4 53.1 46.2 54.7 72.5 74.2 38.0 49.6 82.8 53.6 33.9 51.3 50.4 44.1 35.0 34.0 32.8 34.5 60.1 59.1 75.1 67.3 57.6 75.5 55.5 41.1 49.5 52.2 40.9 28.3 44.3 74.9 93.8 77.5 47.9 50.9 75.2 70.1 46.2 60.3 56.3 59.9 * Adapted from a study by Hirsch & Johnston at the Smell & Taste Treatment and Research Foundation: The Data and Story Library. (1996). Retrieved from http: //lib. stat.cmu.edu/DASL/ PSY 223 Scenarios and Data Sets Scenario 1 (Child and Adolescent Development)* The question was investigated of whether (a) age at which infants start to crawl is related to (b) seasonal temperature six months after birth. “Six months after birth” was targeted as the period in which babies typically first try crawling. For a large sample of babies, (a) time at which crawling actually began and (b) average monthly temperature six months after the birth month were collected. The data are shown below (also found in the Data Set Scenario 1 Excel file). Month Average Age Starting to Crawl (weeks) January February March April May June July August September October November December 29.84 30.52 29.70 31.84 28.58 31.44 33.64 32.82 33.83 33.35 33.38 32.32 Average Temperature 6 Months After Birth Month (in units Fahrenheit) 66 73 72 63 52 39 33 30 33 37 48 57 * Adapted from this study: Benson, J. B. (1993). Season of birth and onset of locomotion: Theoretical and methodological implications. Infant Behavior and Development, 16, 69–81. Scenario 2 (Forensic Psychology) Levels of groups’ certainties about their eyewitness testimony to a simulated crime were compared. The first group was set up to be “right” in its eyewitness accounts and the second group was set up to be “wrong”; the desire was to see if confidence differed across groups. Thirty-four participants were recruited from a college campus and randomly divided into two groups, both of which were shown a video of a crime scenario (length: 58 seconds) in which the perpetrator’s facial characteristics (with respect to the camera) were clearly visible at two separate points and sporadically visible at others. Half the participants then were shown a five-individual lineup that contained the perpetrator in the video (“Group A”), and half the participants were shown a five-individual lineup that did not contain the perpetrator (“Group B”). Participants were asked to (a) identify if and where the perpetrator was in the lineup and (b) provide a rating of confidence on a scale from 1 to 10 (10 being highly confident) that the selection was the same as the person seen in the video committing the crime. All participants signed consent forms, were told they could leave the study at any time, and were told they would be debriefed. Data on the confidence ratings are shown below (also found in the Data Set Scenario 2 Excel file). Group A Confidence Group B Confidence 07 10 10 05 09 05 10 10 08 07 05 06 10 10 10 09 01 03 10 06 05 04 06 10 07 10 06 10 04 03 05 07 10 08 Scenario 3 (Mental Health) The efficacy of two kinds of cognitive-behavioral therapy (CBT) in relation to a clinical population were compared. The therapies differed on the dimension of how wedded they were to the rational-emotive behavioral therapy (REBT), a subtype of CBT that emphasizes a directive, confrontational approach to encourage a patient to recognize the irrationality of specific thought patterns. Forty adolescents at an inpatient clinic for treatment of self-destructive behaviors were randomly divided into two groups of equal size, one of which received the less challenging type of CBT (Treatment A) and one of which received the more challenging kind of CBT (Treatment B). All patients were treated by trained therapists in one-on-one sessions for 1.5 hours per day (broken down into 45-minute sessions) for six weeks. All participants were apprised that they were part of a study, all participants signed consent forms, and all were told they would be informed of the results at its conclusion; participants exhibiting any behaviors that required critical intervention were promptly treated outside the plan of the study. Outcome data on the Revised Behavior Problem Checklist (RBPC)-PAR Edition* collected at the conclusion of six weeks as shown below (also found in the Data Set Scenario 3 Excel file). Treatment A Treatment B 74 80 50 82 70 49 60 44 30 60 37 65 34 77 40 45 39 51 70 70 19 53 43 16 25 38 15 44 20 29 55 51 48 54 42 46 60 18 27 61 * Instrument has been validated for use with the population under consideration. Scenario 4 (Addictions) The efficacy of a new addiction medication was evaluated in a randomized, placebo-controlled, doubleblind study. The medication in question, Antaquil, is intended to moderate the symptoms of alcohol withdrawal and craving with minimum side effects. Over the course of three weeks, a sample of 36 individuals who were recovering from alcohol addiction were randomly assigned to two groups: one administered the medication and one administered a placebo. At the end of the designated period, participants were administered the Obsessive Compulsive Drinking Scale (OCDS), an instrument that provides a global measure of thoughts about alcohol during nondrinking periods. Scores can range from 0 to 40 with higher scores signaling higher levels of rumination about alcohol. Prior to participation participants were all informed of the nature of Antaquil and were told they could leave the study at any time. Outcome data on the OCDS are shown below (also found in the Data Set Scenario 4 Excel file). Treatment Gp Placebo Gp 40 37 35 35 27 34 18 24 30 29 28 14 11 23 23 25 30 32 13 37 16 30 17 30 26 29 22 22 19 23 17 31 29 28 10 20 Scenario 5 (Social Psychology) The question of whether Friday the 13th is an unusually unlucky day or whether this idea is just superstition was evaluated. Researchers in the United Kingdom examined the relation between (a) numbers of traffic accidents on past Friday the 13ths versus (b) numbers of accidents occurring on Friday the 6ths (all between July 1990 and November 1992).* The data shown below were collected (also found in the Data Set Scenario 5 Excel file). Friday the 6th Friday the 13th 139,246 138,548 134,012 132,908 137,055 136,018 133,732 131,843 123,552 121,641 121,139 118,723 128,293 125,532 124,631 120,249 124,609 122,770 117,584 117,263 * Adapted from this study: Scanlon, T. J., Luben, R. N., Scanlon, F. L., & Singleton, N. (1993). Is Friday the 13th bad for your health? BritishMedical Journal, 307, 1584–1586. Scenario 6 (Applied Psychology)* The question was investigated of whether pleasant aromas help a student learn better. All 21 participants learned both under a condition of smelling nothing and under a condition of smelling a floral scent. Counterbalancing was followed so that some participants learned without the scent first and some learned with the scent first. All participants were apprised that the scents were “safe” and that if they wished they could leave the study at any time. Data in terms of “time (in seconds) to complete a pencil and paper maze” are shown below (also found in the Data Set Scenario 6 Excel file). Unscented-Trial Scented-Trial 38.4 53.1 46.2 54.7 72.5 74.2 38.0 49.6 82.8 53.6 33.9 51.3 50.4 44.1 35.0 34.0 32.8 34.5 60.1 59.1 75.1 67.3 57.6 75.5 55.5 41.1 49.5 52.2 40.9 28.3 44.3 74.9 93.8 77.5 47.9 50.9 75.2 70.1 46.2 60.3 56.3 59.9 * Adapted from a study by Hirsch & Johnston at the Smell & Taste Treatment and Research Foundation: The Data and Story Library. (1996). Retrieved from http: //lib. stat.cmu.edu/DASL/ PSY 223 Final Project Guidelines and Rubric Overview The final project for this course is the creation of a statistical analysis report. The two research courses (PSY 223 and PSY 224) will demystify statistics and research methods in order to show that they are based on simple principles that apply to situations in the social sciences. In psychology, we need to distinguish what is “real” from what is “not real but looks real.” Is this patient really depressed? Does this form of group treatment of adolescents work better than a different form of treatment? In this summative assessment, you will choose a scenario from a given set to be the basis for your statistical analysis report. Within the scenario, you will be given a data set based on two groups. You will apply the statistical analysis skills you have learned in this course to interpret the data and write up a report of the results. You will be evaluated not only on your computations but also on your explanation of the interpretation of the data. The project is divided into three milestones and a final product. The milestones will be submitted at various points throughout the course to scaffold learning and to ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Five. The final project will be submitted in Module Seven. In this assignment, you will demonstrate your mastery of the following course outcomes:      Analyze descriptive and inferential statistics for preparing statistically accurate psychological research Utilize appropriate statistical techniques for computing descriptive statistics and generating graphs regarding statistical analyses of psychological research Select appropriate statistical procedures for use in statistical analyses regarding psychological research Interpret the results of statistical analyses of psychological research data for drawing informed conclusions regarding the implications of psychological research Assess scenarios involving statistical procedures for ensuring alignment with the expectations of the APA Ethical Principles of Psychologists Prompt Select a scenario from the Scenarios and Data Sets document to be the basis of your statistical analysis report. When deciding on which scenario to choose, determine which one is the most beneficial for your area of concentration in psychology. This statistical analysis report will inform stakeholders about the analysis and interpretation of the data presented in the scenario. Microsoft Excel is the recommended statistical software for this course, and the data sets are already placed into Excel files. You will first summarize your chosen scenario and discuss ethical issues. You will then begin your data analysis, determining the appropriate procedures in testing your hypothesis. Finally, you will summarize and interpret your results, making appropriate conclusions based on those results. Specifically, the following critical elements must be addressed: I. Introduction A. Summarize the scenario you have chosen, including participants, the data set presented, and the question that can be answered by the data. B. Discuss why the scenario exemplifies a study that agrees with APA’s Ethical Principles of Psychologists. C. Discuss ethical issues that may potentially arise when analyzing and reporting statistical data. D. Explain what you will do in your data analysis and reporting to ensure alignment with the expectations of APA’s Ethical Principles of Psychologists. II. Data Analysis A. Identify the sample size and explain how it will inform your analysis. In other words, what is the sample size? How will the size of the sample inform your analysis? B. Select what statistical procedures should be implemented in your analysis, and justify why you feel these are appropriate. C. Explain how statistical procedures can help you determine whether the data is attributable to chance factors. D. Compute the mean and the standard deviation for each set of data using appropriate abbreviations and terminology. E. Prepare an appropriately labeled histogram for each set of data. F. Evaluate the shape of each distribution using your created histograms. In other words, what does the shape of each distribution tell us about the data? III. Hypothesis A. Determine whether one mean is higher, showing how you made the determination. B. Identify the null hypothesis and alternative hypothesis using appropriate statistical symbols and language based on what you are comparing. IV. Results A. Based on your results, determine whether the data provide evidence for a valid effect. B. Explain whether or not the results are statistically significant. Support your response with results from the data analysis. C. Present properly labeled graphs representing the data analysis results detailed clearly for ease of stakeholder interpretation. V. Conclusion A. Explain your interpretation of the data. In other words, based on your results, what do you think the data mean? What are the potential implications of this data for the stakeholders? What do these results mean for future research into the topic area? B. Justify the data analysis procedures you used to reach your interpretation. C. Discuss whether it would be appropriate to conduct more statistical procedures to further interpret the data. Milestones Milestone One: Are Things Okay Ethically? In Module Two, you will submit the Milestone One Worksheet. In this milestone, you will address the following: (1) Indicate what data set you have chosen and why. If you chose a particular d ...
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