Distraction and Pedestrian Safety: How Talking On the Phone Discussion

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This is lab 6 and it is the final lab.

This is the labs informations to help you on how to write it right.

There is more upload that can help you to do the final report.

You will be writing Abstract, Intro, Method, Results, and Discussion. Each one will be a paragraph.

Last thing is to put reference.

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Lab 2: Introduction 1 Welcome Back! – Game Plan:  Lab 1 Review  Lab 2 Overview  Formatting / Tips  Pass back papers / Check Pre-labs 2 Handout Overview  Handout Questions  Handout Answers  How do you refer to other authors?  Last name and year only! (Carter, 2017).***  What can you put in the references section?  Only primary sources, articles you yourself have read!  What is the current or present study?  Your study, the one you are writing.  When should we use we?  Never! Data is the plural form of datum! Review for Paraphrasing Exercise  Common Notes on your Papers    Cite! Use your own words Paraphrase, do not summarize    Include all relevant pieces of information Only discuss what is in the original paragraph Handing Papers In   Your FULL name and my name (do not write other TA’s name) Make sure to turn your paper in to our locker  I can only grade papers that are turned in hard copy to the locker. 4 LAB 2: INTRO 5 Lab 2: Introduction  This is the first section of your paper – catch the reader’s eye!  Three Important Parts: 1. Literature Review: Introduce the subject of your paper and the previous research that is associated with it 2. The Current Study: Introduce and explain the current study (your study) 3. Hypothesis: State your hypothesis - your expectations for your study based on your literature review  Rationale- connecting why you came up with your hypothesis  Usually from previous research Remember that all of this is in PAST TENSE. 6 Where to Start  Start off with a general sentence to set the scene  Talk about why studying this phenomenon is interesting and valuable  Transition into your lit review  Ex: Researchers evaluated ….  Ex. Schwebel et al. (2012) explored…  Page 115-117 in WWS, also on the back cover for more info. Follow along with your pre-lab outline. Take those ideas and make them into 2-3 correctly cited paragraphs. Part 1 of Intro: Lit Review  Literature Review (Review of previous research – Schwebel et al., 2012 article)  Methodology: How did the researchers investigate their variables?  Findings: What did they find? Conclusions: What does that mean in general?    Discuss the parts of the article that relate to your study   EX: people who use cell phones while walking did not notice unusual behavior– why is that important? Unlike the paraphrasing activity, you do not have to explain every detail! Make it interesting!   Engage the reader Explain why your research is necessary, how it fits into field or how it is filling a gap You are only responsible for reviewing the Schwebel article for this paper. Remember that all of this is in PAST TENSE. 8 Part 2 of Intro: Your Study  The Current Study (your study)  Methodology: How did (will) YOU collect your data.   You haven’t collected it yet, but you’re writing as if you have already. Variables: What are your variables of interest? (IV and DV)  Avoid using the terms ”independent”, “dependent” and “variable”.  Ex: Cell phone use and stopping at stop signs Remember that all of this is in PAST TENSE. 9 Part 3 of Intro: Hypothesis  Four Requirements for the hypothesis: 1. “It was hypothesized that…” 2. Mention both variables (distraction/ & safety) 3. Mention dependency (since we are running a Chi-square test of independence) 4. Past tense. *You can elaborate if you want to (or not)* Rationale  Rationale: Why do you think this, based on your literature review.  In psychology you can’t jump to conclusions, need to cite why you think one thing will be related or affect the other based on previous research  This can be a separate, new sentence OR it can be combined with the hypothesis (if done correctly) 12 Citing Primary Sources For when there are more than two and less than six authors:  The first time you cite the article in your paper, you need to list all the authors’ last names and the year of publication  Ex: In a study by Schwebel, Stavrinos, Byington, Davis, O’neal, and De Jong (2013)  The next time you refer to an article you just need to provide the first authors’ last name followed by et al., and the year of publication  You can do this in two ways:  Most common way: Research on cell phones and walking behavior… (Schwebel et al., 2012)  Also correct: In a study by Schwebel et al. (2012)… PAY ATTENTION TO FORMATTING!  Formatting is crucial in APA style.  I will be looking at formatting for every assignment, and points will be deducted for incorrect formatting. For each formatting mistake, 0.5 points will be deducted from your final grade. Data Collection Distraction  Question: Is cell phone use/distraction related to safety (at a cross-road)?  Traffic intersection  Only need to watch one corner (not all 4) – but you may  Note time of day & location  Note length of observation (ex: 20 min)  Make chart → Yes Safe Street Crossing Unsafe Need at least 5 in each cell!! No Final Notes 1. Follow the grading rubric, make sure you get it stamped. (That indicates that you did your pre-lab). 2. Make sure you follow the formatting instructions on pages 1-2 of your lab manual.  3. No heading, besides your name and my name The printed copy is due by tomorrow (Tuesday) at 4:00 pm in my locker. Make sure to attach your grading rubric to the top. 15 Final Notes Next week, we will be covering The Method Section Please read over the lab manual and prelab outline in advance – this will make it a lot easier to get everything done Make sure you are on time!! Lab 3 1 Lab 3 Game Plan:  Lab 2 Review  Lab 3 Overview  Formatting / Tips  Pass back papers / Check Prelabs 2 General Notes:  Questions on the comments that I made on your papers? See me!  APA is tricky and it takes practice!  I expect that you are able to apply my comments to your next paper   Hang onto your papers! You’re going to have to combine them into a complete paper, so don’t lose them.  The comments will help you write your second set of papers.  You’ll notice each mark isn’t a deduction, many are just tips  Check Blackboard to make sure that grades are inputted correctly. If not, please send me your grading rubric or talk to me directly, as soon as possible  3 General Notes:  Attach Rubrics to assignments   I will not be able to give you credit for your prelab if you do not attach the rubric. Watch Formatting rules—They’re extremely important!  We will deduct .5 points for every formatting error listed on the bottom of the grading rubric. 4 Clarifications* Therefore...  Always use Schwebel et al. (2012)  If citing at the end of a sentence:  ....(Schwebel et al., 2012) Lab 2 Notes:  Past Tense   Writing Handout Reminders      Spells authors names correctly 6+ author rule clarification Hypothesis     Absolutely no use of we, you, our, I, etc.!! Also no contractions No Quotations – all in your own words Do not use the word “variable” Citation Reminders    You are writing this one step a time, but need to write it like you have already fully completed the research (minus your results) Variables Comparing groups Direction of relationship vs dependency Findings versus Conclusions 6 LAB 3: METHOD 7 Lab 3: Method  This is the second section of your paper:  Most people finish this one in class  The purpose is to describe what you did in your study so that others can replicate  Three sections  Participants  Apparatus (NA)/Materials  Procedure 8 Lab 3: Method  Participants – Who were they? How many did you observe? This can be one or two sentences.  The researcher observed…  No one sentence paragraphs! If Participants section is only one sentence, then combine Participants & Procedure sections.  You do not know anything about the people you study    Do not include age, gender, or say that they are students! Keep it generalizable (don’t say SDSU students) Apparatus – Not needed since our collection is so simple (yay!) 9 Lab 3: Method  Procedure – What you did?  Define your variables (you can use the definition in the lab manual). (Do not use the word variable)  How did you collect your data? When? For how long?  This doesn’t need to be extremely detailed, just the basics is fine.  Do not give building names or exact time of day here → keep it general (AM/PM, urban/rural, campus) Lab 3: Tips  Headings    Method is bold & centered Participants and Procedure sections are bold aligned left If you combine the two sections, write Participants/Procedure and use subheading rules (WWS)  Keep everything in the right section, follow your lab manual and grading criteria  Make sure you attach your grading rubric sheet on top  Your name and my name (Chandler)  Watch Formatting Rules and remember guidelines on Writing Handout. ☺ 11 Lab 3: Tips   IMPORTANT:  You are writing up the method of the current study (the one you did!), NOT the Schwebel et al. (2012) study  Triple check formatting and tense requirements → -.25 for each tense error  Times New Roman, Size 12, double space 0pt before + after, no extra space between text (including header) TIPS:  Read along with the PowerPoint slides and follow what they say  Ask a classmate to proof read your paper  Not too specific = generalizable + replicable  APA Rules for writing numbers  Be clear and concise in your writing  Use your resources 12 13 Quick Activity Write down on a piece of paper: 1. What do you want to learn or take from this class? 2. Why are you taking this class? 3. How can I help you succeed in this lab (within reason)? Your feedback is appreciated! (constructive or positive) → https://sdsu.co1.qualtrics.com/jfe/form/SV_bQuBADX2iPGgERf Lab 4: Results 1 Lab 4 Game Plan:  Lab 3 Methods Review  Lab 4 Results Overview  How to input and analyze data in SPSS  How to write up findings  Tips and Formatting  Check Pre-labs/Hand back papers 2 Lab 3 Review:  Heading: Method not Methods (we just had 1)  Researchers vs researcher  Do not assume anything about your participants  Use your resources → pre-lab outlines, slides, grading rubric, lab manual  APA format – using numbers in text  Use text if the number is between 0-9 and/or if it is the first word in a sentence  Use digits if the number is 10 or above and NOT the first word in sentence Check your grammar and proofread! 3 Lab 3 Review:   You need to operationally define your variables.  2 variables with two levels each:  Texting/Cell Phone Use: What is texting, what is not texting?  Safe Behavior: What is safe behavior and what is risky behavior? Describe type of intersection   Bikes and pedestrians only? Automobiles? Four-way? Do not define unsafe behavior as looking at phones/texting → They are separate measures  Ps can be demonstrate unsafe walking Bx and not be on a cell phone 5 Your Responses 1. 2. 3. What do you want to learn or take from this class? 1. How to write an APA style paper and collect/analyze data 2. How to be a good producer and consumer of research Why are you taking this class? 1. To be a better writer and researcher 2. Build skills for graduate school and/or a future career How can I help you succeed in this lab? 1. Detailed and constructive feedback on papers 2. Answering questions (in person and through email) and proof reading 3. Provide clear grading guidelines and expectations 4. Provide clear pre-lab expectations LAB 4: RESULTS 6 Lab 4: Results  Today…     Input your data into SPSS Run a Chi-Square test Report your results in your paper To start this lab off you’re going to be inputting data. There are detailed instructions in your lab manual, and I’m going to go over everything you need to do right now.  If you miss something, don’t worry, the power point will be available on blackboard as always (in addition to your lab manual)  Going to go through this somewhat quickly so you can get started  Ask specific questions, will not have time to read over your papers today 7 SPSS Entering Variables  Make sure you’re in variable view.  Create two new variables (Cell, Cross)  Assign values to each cell variable   Value = 0, Label = no  Value = 1, Label = yes Assign values to cross variable  Value = 0, Label = safe  Value = 1, Label = unsafe 8 Note: You need to input labels for BOTH “Cell” and “Cross” SPSS Data Entry  Make sure you’re in data view.  Each row represents data about one pedestrian   So if you have 20 observations, you’ll have 20 rows. Input the correct sequence of 0’s and 1’s for each participant/driver/subject. Cell Cross 0 0 1 1 1 0 1 0 No cell/text (0), Unsafe Crossing (1) No cell/text (0), Safe Crossing (0) Cell phone (1), Unsafe Crossing (1) Cell phone (1), Safe Crossing (0) 12 SPSS Data Entry Ex.  This is an example of what your data might look like: 6 No Cell (0), Unsafe Cross (1) 5 No Cell (0), Safe Cross (0) 6 Cell (1), Unsafe Cross (1) 5 Cell (1), Safe Cross (0) 13 ç 17 This tells us if there are any missing data Of those who stopped safely (16), 6 drivers (28.6%) had a cell phone. Chi-Square value and significance value 18 This tells us if there are any missing data EXAMPLE: Of those who crossed safely (10), 5 pedestrians (50%) had used a cell phone Chi-Square value Significance value Results: Writing it Up  First, restate your hypothesis   Report your statistics:   If I did not make any comments on your hypothesis from your introduction then just use that. If I did, please make the necessary changes. Format: χ2(degrees of freedom) = chi square, p-value  χ2(1)_=_ .03, p_=_.032.  Little details matter (-.25 for each statistics errors!)  Insert chi symbol (not an X)  Insert a ‘2’ and then superscript it (to make it squared)  p needs to be lower case and italicized  Round to two decimals for χ2 , and three decimals for p-value  Note the spacing This needs to be in the body of a sentence (aka not in parenthesis 19 Writing it Up cont'd  Sample write up including your statistics:    χ2 is a test of dependency, NOT correlation Finally, explicitly state whether your hypothesis was supported or not. This seems redundant, but you do need a separate sentence explicitly stating this.   Ex: “Results suggested that teaching evaluations were dependent on the teaching assistant, χ2(1) = 3.03, p = .032”. Just because you found significant results does not mean they supported your hypothesis! (It could be the case that texting was related to safer crossing!!!) → need to look at % or bar graph to determine this So now let’s talk about significant vs. non-significant results! 20 If Findings are Significant…  If p < .05 (SIGNIFICANT), you’re going to need to give some descriptive information about your sample (#,%).  Of the 40 students in Shelley’s class, 36 (90%) provided good teaching evaluations while 4 (10%) provided bad teaching evaluations.  Of the 40 students in Zach’s class, 25 (62.5%) provided good teaching evaluations while 15 (37.5%) provided bad teaching evaluations.  The % you use is the valid percent! Check your bath  Yes – you need both the number and the valid percent  If significant....Copy/paste your graph onto a separate page and add a figure caption. You’ll also need to reference this in your paper. 21 If Findings are Significant…  Separate page!  Needs to be referenced in the text.   Figure 1. Frequency of crossing behavior and texting behavior.  Pedestrians were more likely to cross safely if they were texting than if they were not texting (Figure 1). Caption is italicized justified left below. The description is NOT italicized. Do not do this if your p > .05 (non-significant) 22 Wrap Up: Significant Findings Restate hypothesis It was hypothesized that teaching evaluations would be dependent on TA. State findings of chi square written up correctly Results suggested that teaching evaluations were dependent on TA, χ2(1) = 3.03, p = .032 State whether it supports or does not support hypothesis The hypothesis was supported. Include descriptive information  Of the 40 students in Shelley’s class, 36 (90%) provided good teaching evaluations while 4 (10%) provided bad teaching evaluations.  Of the 40 students in Zach’s class, 25 (62.5%) provided good teaching evaluations while 15 (37.5%) provided bad teaching evaluations. Reference As your graph/figure in the body of the paragraph seen in Figure 1, … Include Figure on a separate page with caption (watch formatting) 23 If Findings aren't Significant…  p > .05 – findings are not statistically significant Chi square tests analyze whether one variable depends on (or is independent from) another variable. If the test is not significant, than knowing about cell phones tells you nothing about stopping behaviors.  You don’t need to describe %’s and #’s. You don’t need to attach a figure, make a figure caption, or reference it in text.   Your paper is going to be pretty short (~3-5 sentences) 24 Wrap Up: Non-significant Findings Restate It hypothesis was hypothesized that teaching evaluations would be dependent on TA. State findings of chi square written up correctly Results suggested that teaching evaluations were independent from TA, χ2(1) = .026, p = .833.  State it does not support hypothesis The hypothesis was not supported. **Do not include descriptive info, turn in a bar graph, or reference any figures** 25 Formatting and Grading  Your heading (Results) should be bold and centered  Make sure to indent, double space all the way through, Times New Roman, size 12.  -.5 for each formatting error  -.25 for each past tense error  Half credit if late (due 24 hours from the end of lab)  Chi square (χ2):  Insert → Symbol → Greek Small Letter Chi small curvy (χ) or insert 03c7 in the character code.  Squared symbol → Type the number “2” → it → Format Font → Superscript Highlight 26 Tips Non-significant ≠ insignificant → Do not mix these up, the proper term is non-significant   You need to turn in:  Grading Rubric  Results Lab  Figure (if applicable)  SPSS output (will not be able to grade paper without it)  If p = .343, you can either state p > .05 OR the exact p value  If p < .05, state the exact p value  If p = .000 (on your SPSS output), state p < .001 27 28 Final Comments Feedback? ☺ Lecture too fast or too slow? Confusions? Comments? → https://sdsu.co1.qualtrics.com/jfe/form/SV_bQuBADX2iPGgERf Lab 5: Discussion 1 Lab 5 Game Plan:  Lab 4 Review  Lab 5 Overview  Tips / Final Comments  Pass back papers / Check Prelabs 2 Lab 4 Review  p should be in Italics; χ2 as a Greek letter; spacing      Yes: χ2 (1) = 4.04, p = .044 No: x2 (1)=4.043,P=.04 Check your hypotheses! (again ☺) Significant: Include descriptive information & figure Non-significant: Variables were independent of each other Purpose: 3. Practice declaring stats in APA Need to restate hypothesis Must explain in words what the test means 4. State whether or not your hypotheses were supported 1. 2. 3 LAB 5: DISCUSSION 4 Lab 5: Discussion Overview  Discussion Section has five components: 1. Restate Hypothesis 2. Restate Study Findings 3. Link Findings to Broader Research 4. Limitations of the Study 5. Further Research  Pay close attention as you will be using both PAST tense and PRESENT tense in this section. 5 Parts 1 and 2: Restate Hypothesis and Findings  Restatement of Hypothesis:     Please use same hypothesis that you used in your Results section (as long as I didn’t make any comments or corrections) Restatement of findings:  State whether or not your hypothesis was supported and what you found  Mention dependency Two sentences Past tense 6 Part 3: Link to Broader Research  Some questions to address:     How do your findings relate to the findings from Shwebel et al. (2012)?  Are they the same? Different? What does that mean?  Could differences in methodology explain your results? Think about some alternative explanations (especially if your findings were non-significant)  Justify and explain why you may have found the results you did  Is there something else that could explain your findings? Think about this in terms of the constructs you are studying (and not your design/method) What does this mean in the bigger picture? Does this say anything about society? Do you have any suggestions based on your study? Past tense 7 Part 4: Limitations  Limitations: Our study was one study (methodologically)  Design – (you did not have control over this) what did we do, how could it be done differently?  Participants – who did we study, how could you study someone else?  Variables – how did we define ours and how could you define them differently?  Look at Shwebel et al.’s (2012) study and what their limitations were for examples – do NOT copy  Limitations are in PAST TENSE. Your study already happened, so anything that was flawed already happened too  Don’t forget to explain why the things mentioned were limitations, just stating them is not enough!   Think of at least TWO different limitations and state them firmly “A limitation in this study  DO NOT USE SAMPLE SIZE AS A LIMITATION was…” not “A limitation may/could have been...” Past Tense 8 Part 5: Future Research  Questions to Consider: How can the study be improved? What do we do next? You can be a little creative with this, but nothing ridiculous or bizarre. This has to be reasonable and feasible.  Given your limitation(s), what is the next logical step in the research process? What study would you want to see conducted next? Assume you have a grant of some sort ($$), but not an unlimited amount of money.      We were limited by X, so future research should look at Y. ALL limitations mentioned must be addressed in your ideas for future research Present Tense 9 Tips  Cite correctly Take a look at the back inside cover of your WWS book. Use et al. for all of your citations in this section (because we already did the full citation in the introduction). Don’t forget the year!  -.5 for citation errors   Format correctly! (-.5 for formatting errors)  ”Data were” not “data was”  If you had non-significant findings you will need to go more in depth in this section and explain WHY this might have happened  Make sure everything that is on your grading rubric is addressed and that your grading rubric is stapled to the front of your homework.  Watch your tenses! (-.25 for tense errors) 10 Other Stuff  Qualtrics  If you are not signed up for Qualtrics, come talk to me.  Need to be present in the lab you signed up for and turn in stamped rubric in order to receive pre-lab points  Check your grades  Next week we will be combining all the sections! Make sure you know where your paper sections are saved so you’ll be ready to combine them  Ask specific questions  Feedback: https://sdsu.co1.qualtrics.com/jfe/form/SV_bQuBADX2iPGgERf 11 LAB 6: PUTTING IT TOGETHER Lab 6 Game Plan • Lab 5 Review • Lab 6 Overview • Pass back papers / Check Prelabs Lab 5 Discussion Review  Apply my comments to all sections of your paper and make appropriate corrections – Talk to me if you are unsure  Limitations are in PAST TENSE. Your study already happened, so anything that was flawed already happened too  Firmly state your limitations. “A limitation in this study was…” not “A limitation may/could have been...”  Back to the basics…  NO contractions (doesn’t = does not)  NO first person (we/our = the researchers/the data )  Data WERE (plural) Lab 5 Review  Make sure you elaborate on WHY (why findings were inconsistent, why something was a limitation)  Explain HOW inconsistencies between current study and Schwebel et al. (2012) do or do not explain the findings  Note: possessive citations → Schwebel et al.’s (2012) finding...   NOT Schwebel’s finding Work on making your writing as clear and concise as possible – hit all points on rubric explicitly LAB 6: PUTTING IT TOGETHER Lab 6: Putting it All Together  In this section you’re going to be finishing up your paper with your Title Page, Abstract, and Reference sections  These are relatively short, but (extremely) detail-oriented sections  This is the easiest lab but it will be very easy to lose points for silly formatting mistakes  Look at WWS, slides, and manual for format rules! Checklist for Formatting       Highlight EVERYTHING (Ctrl & A): ALL FONT (including page numbers, headers, title, etc.) is Times New Roman, 12pt font, double spaced “Layout” spaces must be set to “0” for ”before” and “after” All text is “Left Aligned” All paragraphs must have indents except Abstract 1 inch margins Make sure there are no extra spaces between the top of the page and each header 1. 2. 3. 4. 5. 6. 7. 8. Title Page Abstract Introduction Method Results Discussion Reference Figures Order When Putting Together  Title Page  Abstract (don’t indent)  (Body)  Introduction (have the title of your paper instead of “Introduction” as heading)  Method  Results  Discussion  References (make sure to format correctly w/ hanging indent)  Figure (if applicable – only if results were significant) **Ones in blue have to be own separate pages Title Page  APA style calls for:       Running Head Page Number (IN TIMES NEW ROMAN) Title Author (that’s you) Affiliation (San Diego State University) TA (That’s me –NAME) – this is not APA, but we need it!  Different first page, “Running head:” only goes on the first page, delete for all other pages Title Page Coming up with your title..  A great title...  Is said in 12 words or less  Summarizes main ideas and findings  Only includes words that contribute meaning  Gives away ending Running head:  Only R on “Running” is capitalized, h in “head” is not  Shortened title is all capitalized Format:  Need Page number in header also (top right)  All text is centered and double spaced  Important words in title capitalized  Title should start between 1/3 and ½ way down (Approximately 8 “enters” from the top of the page) ► No longer include “Running head,” just the ALL CAPS TITLE ► Abstract needs to be NOT BOLD and centered ► Do not indent first sentence of abstract, all left justified ► Double check page number font Abstract  Abstract = summary of the key points in 150 – 250 words  Touch on your intro, hypothesis, methods (participants and procedure), results, and discussion/implications (2 sentences each)  Can also lead in similar to the way you did your intro with why your study is important to the field  About one/two sentences per section of the paper  Don’t indent this section Abstract USE THE GRADING RUBRIC AND POWERPOINTS AS A CHECKLIST  Summary statement of literature, rationale, and hypothesis  Summary statement of participants and procedure  Summary statement of results  Summary statement of conclusion, implications/applications * 2 sentences each Introduction (aka Title of your Paper)  Page Break after the Abstract  Header is centered and not bold  Title is the same title on the first page (not Introduction)  Indent each new paragraph Method  Starts right after the Introduction (no extra spaces in between the last sentence of the Introduction and header of Method section  Method is centered and bold  Participant/Procedure is bold and “left aligned”  Indent each paragraph Results  Starts right after the Method Section (no extra spaces)  Results is centered and bold  Indent each paragraph Discussion  Starts right after the Results Section (no extra spaces)  Discussion is centered and bold  Indent each paragraph References  You only have one reference so it should say “Reference”  Centered and not bold  Hanging indent: First line of text should be left aligned and every line after that is tabbed  Typically you would alphabetize your references by first author last name References  Use your resources to do this correctly – Ch. 8 in WWS, lab manual, APA manual, Purdue OWL site https://owl.english.purdue.edu/owl/resour ce/560/05/ →  Please include DOI number (look this up online by typing in article title)  Remember: Hanging Indent, Italics, spacing, indentation, and including all of the relevant information  Schwebel et al. (2012) has 6 authors  Spell their names correctly References Hanging Indents Figures  Only if you had significant results  Only include the Bar Graph  Include your caption  Figure 1. The best caption describes what the graph shows.  NO OUTPUT → do not hand in any SPSS output  On its own page TIPS  After this, you will have completed a full APA style paper! YAY!  Read chapters 7, 8, and 9 in your WWS book. Those will answer a lot of your questions.  Remember that the title, abstract, and references are all on their own separate pages.  Make sure your references are formatted correctly, pay attention to detail.  Double check your work: This is more about formatting than it is about content.  -.5 for formatting errors  Staple everything in the correct order  Staple your grading rubric to the top.  If you are unsure how to format something or think something looks incorrect, ask you TAs to check. Ask specific questions. For Next Week • Starting the survey projects • Pay attention to your prelab 1. Learning Qualtrics – look for instructions in our lab folder and find the link in your lab manual. Watch tutorials to learn what we will be doing. 2. Create a survey – You must email me your prelab link before class next Monday! 3. No WWS but there is still a prelab section in the lab manual. Read your lab manual! Grad School? Extra Time after Lab:  Want to talk about grad school?  Talk to me after class or email us! ☺ Check-in Take out a piece of paper and write down:  Was the lecture to fast, too slow, or just right?  What topics did not make sense? What would you like clarified?  Additional comments/questions/concerns about lab? Anything? Do not write your name on this and put it in the locker ☺
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Attached.

Running Head: PEDESTRIAN SAFETY

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Distraction and Pedestrian Safety: How Talking On the Phone, Texting,
And Listening To Music Impact Crossing the Street
Name
Instructor
Institutional Affiliation
Date

PEDESTRIAN SAFETY

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Abstract
The current study studied on crossing behaviour among campus students who were
crossing the road either while texting, talking or listening to music. It was hypothesized that
pedestrians who are distracted from by use of their phones put themselves at great risk when
crossing roads. The main features of methodology include: participants, covariate measures,
pedestrian behaviour and analysis plan. The third methodology concerns pedestrian
behaviour in a virtual environment and how they behave. . The statistics were collected by
way of observation. . Those pedestrians that were distracted picked breaks that permitted
them to cross the motorway in one piece with as ample time to spare as did the undistracted
striders, and all of them observed left as well right beforehand crossing at roughly alike rate. .
Also, those listening to music as well as texting were more likely to be smashed by a car
equalled to the control group that was not texting or listening to music. This can be
expounded by the point that pinning your ears back to music as well as texting involved more
mental processes than did a phone conversation. Texting which involve...


Anonymous
Really useful study material!

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