Florida International University Affective Forecasting Essay

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STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 1 Instructions for Paper II: Study One Methods, Results, and Discussion (Worth 35 Points) Ryan J. Winter Florida International University STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 2 Paper II: Table of Contents Item Title Page Page # 1 Table of Contents 2 Purposes of Paper II – Study One Methods, Results and Discussion 1. The psychological purpose (Paper overview) 2. The APA formatting purpose 3. The writing purpose 3 3 3 3 Notes About Paper I – Study One Literature Review 4 The Title Page (1 point) 5 The Abstract (Not needed for this paper) 6 The Methods Section (15 points) 1. Formatting the methods section 2. The participant section 3. The materials and procedure section 5 5 5 6 The Results Section (10 points) 1. Formatting the results section 2. The results section content requirements 3. The results section and the chi square 4. The results section and the One-Way ANOVA 5. The results section and the t-Test 6. Statistics order recommendation for the results section 7 7 8 8 9 11 12 Tables (4 points) 1. Tables overview 2. Tables placement 3. How to copy table content 4. Table formatting 12 12 12 13 13 Discussion Study One (2 points) 13 Writing Quality (3 points) 14 Other Helpful Hints 14 STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 3 Purposes of Paper II: Study One Methods, Results, and Discussion 1. The psychological purpose (Paper overview) The psychological purpose behind Paper II is to make sure you can tell your reader what you did in your study, how you did it, and what you found. By now you have read several empirical studies in psychology, and you should be familiar with the Methods, Results, and Discussion sections. Now is your chance to write your own Methods, Results and Discussion! Like the studies you looked at for Paper I, you will provide information about your participants, materials, and procedure in your Methods section. Your participant section goes first, and it includes descriptive statistics about your sample (means and standard deviations for age as well as percentages for gender and race/ethnicity). Your materials and procedure sections include information about what you did and how you did it. You should write this section for an audience who is unfamiliar with your specific study, but assume that they do know research methods. Thus educate your reader about your materials and procedure, giving enough detail so they could replicate the study. This includes explicitly describing your independent and dependent variables and talking about how you presented those variables to your participants. My suggestion is to look over the articles that you summarized in Paper I and see how they wrote their Methods. This will give you a good idea regarding the level of depth and detail you need in your own Methods section. Your Results section follows. The purpose of this section is to make sure you can show how you analyzed the data and describe what you found. You will have a lot of help in this section from your lab materials (especially your lab powerpoint presentations). Finally, I want you to include a short discussion of your findings. Tell me if you supported or did not support your hypotheses and explain why you got those results (you can actually speculate here if you like, but make it “educated” speculation!) 2. The APA formatting purpose The second purpose of Paper II: Methods, Results and Discussion is to once again teach you proper American Psychological Association (APA) formatting for these sections. In the pages below, I will tell you how to format your paper using APA style. There are a lot of very specific requirements in APA papers (as specific as what to italicize), so pay attention to the instructions below as well as the APA formatting lecture presentation! 3. The writing purpose Finally, this paper is intended to help you figure out how to write a Methods, Results, and Discussion section. Many students find statistics intimidating, but my hope here is that writing this paper will help you understand both the logic and format of statistics in results sections. We will once again give you a lot of feedback and help in this paper, which will be able to revise for STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 4 your Papers IV and V later in the course. Make sure that you write this for an audience familiar with APA methods and results, but also for someone who needs you to tell them what you found. Notes About Paper II – Study One Methods, Results, and Discussion Note #1: The plagiarism limit is higher in this paper (up to 65%) since your classmates are doing the same design. Do not go higher than that, though! 65% is the maximum allowed! Note #2: You do NOT need to include your literature review / hypotheses in Paper II, as Paper II focuses just on your methods, results, and discussion. However, you will include those Paper I components later in Paper III, so do keep them handy! Note #3: Again, sorry for the length of the instructions! They are long, but take it one section at a time and you will get all of the content you need for your paper. It also increases your chances of getting a great grade! STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 5 Instructions for Paper II: Study One Methods, Results, and Discussion (Worth 35 Points) The Title Page (1 point) The title page for your Paper II is identical to the one you used for Paper I: Literature Review Study One. For proper APA formatting, either copy your title page from Paper I or review the title page instructions I gave you in Paper I. You can change your title if you like, but make sure it describes your study (much like a title in PsycInfo describes what the authors did in their paper) Abstract? You DO NOT need an abstract for Paper II: Methods, Results, and Discussion (Study One). You cannot write it until you run both study one and two, so omit it for now The Methods Section (15 points) 1. Formatting the methods section (Page 2). a. Write Methods at the top of this page, make it bold, and center it b. For Paper II, the methods section will come on page 2. But in Paper Three in a few weeks, the methods will come immediately after the study one literature review. 2. The participant section a. Formatting: The participants section comes next. The word Participants is bolded and left justified. b. Your participants: Tell me who your participants were (college students, family members, friends?) and how many there were. i. Numbers versus Letters 1. If a number starts a sentence, then spell out the number. That is, “Two-hundred and five participants participated in this study.” 2. If a number is mid-sentence, you can use numerals. “There were 205 participants in this study.” 3. Keep numbers consistent. If you spell out a number at the start of the sentence, carry it through and spell out all numbers in that sentence. ii. For statistics: 1. Always use numbers (M = 5.43, SD = 1.12, 67%, etc.) 2. Include a 0 before decimal places (SD = 0.12, not SD = .12), though a 0 is not needed in front of the p value (p = .003, not p = 0.003) 3. For p, always use the exact number (e.g. p = .003 or p = .34) unless your tabled value is .000. In that case, use p < .001 iii. For scales, always use numbers (1 = Strongly Disagree to 6 = Strongly Agree) c. Frequencies and/or descriptive statistics for relevant demographics. i. For some variables—like ethnicity and gender—you only need to provide frequency information (the number of participants who fit that category). “There were 100 men (49%) and 105 women (51%) in the study.” Or “The sample was 49% male (n = 100) and 51% female (n = 105).” STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 6 ii. Other variables—like age—are continuous (rather than categorical), so use descriptive statistics here (the range, mean, and the standard deviation). “Participants ranged in age from 18 to 77 (M = 24.01, SD = 3.50).” or “The average age of participants was 24.01 (SD = 3.50).” You can find out how to get this information by reading the lab powerpoint and the crash course quiz documents iii. Make sure to italicize the n, M, and SD (the letters, not the numbers) d. Tables: Make sure to include a “callout” to the table. That is, write “See Table 1” at the end of the participant section to direct readers to your demographics table. i. Note that the table comes immediately after the callout in-text (not at the end of the paper or in an appendix). 3. The materials and procedure section a. Formatting: Include the phrase Materials and Procedure in bold font. This title should be aligned on the left of the page. i. There is no set minimum or maximum on the length of the methods section, but I expect at least a page or two (but probably more. Your research script took up several pages – you should provide a similar level of depth and detail in your methods section). Missing important aspects of your IVs and DVs or presenting them in a confusing manner will lower your score. ii. Make sure that another researcher can replicate your study based on your methods section. If they cannot do so, then you may not have enough detail! b. Content: Provide information about your materials and your procedure. I suggest starting with the procedure and discussing the materials in the order in which participants saw them. That is, tell your reader what your participants did in the order that participants did them. Be specific here. i. First, talk about the oral informed consent procedure. ii. Second, talk about the three versions of the Affective Forecasting survey and the three “Expectation Conditions”: High, Middle, or Low. Provide enough detail so that your readers know how the three conditions differ. Imagine I do not know what you did, but I need to able to replicate your design. YOU need to give me enough detail so I can do so. 1. I want to stress this “detail” concept – Pretend that I have no idea what you did or what your materials look like, but I want to replicate your study. Thus, teach me your design and your procedures. Be VERY clear and detailed about what you did and how you did it so I can replicate your study design. a. If there are advertisements in your survey, describe them. If there are pictures, describe them. If these items are identical across all conditions, note that fact. 2. Importantly, describe how the surveys differ. That is, you have three versions of the affect survey, with the main difference being whether participants are told that the average person solves 8 out of 10, 5 out of 10, or 2 out of 10 anagrams. We manipulated these expectations in the instructions for Part One but also reinforced these three different levels in the phrasing of questions 1, 2, and 3. I am going to refer to this as the “Expectation Condition: High, Middle, or Low” 3. Note: At the end of the semester, someone other than your instructor / TA may grade your final paper. They may know NOTHING about STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 7 Affective Forecasting, but they do know methods. Write this section for that methodology expert (but topic novice). iii. Third, talk about your dependent variables (that is, your survey questions. For these dependent variables, once again provide enough detail so I know exactly what questions you asked. For example, “Participants provided their gender, age, and race”. For other dependent variables, tell me how the responses were recorded (yes/no, true/false, a scale of 1 to 6, etc.). If you used a scale, note the endpoints and descriptors. For example, “Participants were asked, ‘How frustrating was this task?’, and they responded on a scale from 1 (very frustrating) to 6 (not at all frustrating).’” 1. If you only tell me that the scale was from 1 to 6, I won’t know if a 1 is a good score a bad score. Similarly, if you say the scale ranged from “very frustrating” to “not at all frustrating”, I won’t know if the number 1 relates to the “very” end of the scale or the “not at all” end. Thus, I need BOTH numbers and descriptors. 2. Your study has a few important DVs (including the satisfaction and disappointment questions before the anagram task as well as the satisfaction and disappointment questions after the anagram task). For these DVs, you need to tell me what they are specifically! 3. Discuss the Part Two anagrams, too. Note how many can be solved. iv. Fourth, make sure to highlight which specific DVs you analyzed. If there are DVs participants completed but you did not analyze it, feel free to say those that participants completed them but since they were not analyzed, they are not discussed further. v. Fifth, make sure to be specific about your attention / manipulation check question! What did you specifically ask? How did you measure participant responses to the manipulation check? Was it multiple choice, true/false, fillin-the-blank, or a scale? If you don’t tell your reader, they won’t know how you measured that variable. vi. Finally, mention debriefing. You don’t need a lot of detail here since most researchers understand what goes into a generic debriefing statement c. Copying survey material: i. Guess what! You can copy and paste materials that participants saw in your survey directly into your materials and procedure section. These are not direct quotes since they are your materials, so feel free to copy instructions from the survey, specific questions you asked, or independent variable information. That gives the reader great insight into the materials that participants saw, so feel free to copy and paste! ii. As another option, you can refer the reader to an appendix with the actual surveys (though I prefer that you discuss the questions in the text, since going to an appendix disrupts the flow of information and forces the reader to flip through pages to find information). The Results Section (10 points) 1. Formatting the results section STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 8 a. Write Results at the top of this section, center it, and use boldface. This section comes directly at the end of the methods section, so the results section DOES NOT start on its own page. i. Note that some instructors may not do this Affect study at all, but the results section should follow the same guidelines regardless of your study topic. 2. The results section content requirements a. The results are the hardest part of this paper, and your lab powerpoints can help you (also refer to the crash course statistics quizzes, which walk you through similar analyses!). b. For Paper Two, include statistics about the most important variables in your study, including your IV (Expectation Condition – High, Middle, and Low) and the DVs you feel are most important to your hypotheses. I suggest focusing on both the preanagram and post-anagram scores for either satisfaction (Q4 and Q9) or the preanagram and post-anagram scores for disappointment (Q5 and Q10). c. So let me be VERY specific: You must run at least three different analyses on three different dependent variables. One analysis must be an ANOVA (again, I recommend looking at either question 4 or question 5 in Part One). The second analysis should also be an ANOVA (where I recommend looking at either question 9 or question 10 in Part Two). The final analysis must be a chi square for question 17 in Part IV of your survey (which asks participants to recall how many anagrams we told them the average participant solves – High (8 out of 10), Middle (5 out of 10), or Low (2 out of 10). This is our manipulation check, which looks at the three answer options in question 17). i. Note: Although you can run a t-Test rather than a second ANOVA, I do not recommend it. A t-Test only looks at two conditions, but there are three conditions in your study (High, Middle, and Low), so ignoring one of them does not make empirical sense. Why collect data for three conditions and ignore one of them? Just run ANOVAs on either the question pair 4 and 9 (one ANOVA for question 4, one ANOVA for question 9) OR on the question pair 5 and 10 (one for question 5; one for question 9). ii. If you do use a t-Test, just note that you cannot look at the same DV as your ANOVA. We count the number of DVs that you analyze – NOT the number of statistical tests you run! So, you cannot run an ANOVA on question 4 and then run a t-Test on question 4 again. That is only one DV. Still, I suggest not running a t-Test at all for this study. 3. The results section and the chi square a. Your first analysis will be a chi square, which is used for categorical DVs (yes / no; yes / no / maybe; male / female, or ... in our case, “How many anagrams did we tell you participants solve on average?” from question 17 in Part Four). So, let’s discuss the chi square, which does not look at mean scores but rather counts how many responses there are compared to how many you would expect. b. The specific question asked, “Without looking back, think about Part One: Potential Anagram Performance. How many anagrams did we tell you participants solve on average? (Mark one with an X):” The options were 8 out of 10 anagrams, 5 out of 10 anagrams, or 2 out of 10 anagrams. Here, you can run a chi square looking at the frequencies of the three answer options STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 9 c. We are interested in the chi square (χ2) and p value. We also provide percentages for each of our groups (we do not include means and SDs since you need interval data for those statistics). There are two ways to analyze a chi square: i. The easy way: Look at how many participants in each category accurately recall the expectation manipulation. 1. Significant finding: “Using Expectation Condition as our independent variable (High, Middle, or Low) and recall of how many anagrams participants were told the average person solves the event as the dependent variable, we saw a significant effect, χ2(4) = 4.49, p = .021. Most participants in the “High” condition recalled being told that the average person solves 8 out of 10 anagrams (78%); most participants in the “Middle” condition recalled being told that the average person solves 5 out of 10 anagrams (66%); and most participants in the “Low” condition recalled being told that the average person solves 2 out of 10 anagrams (90%). Cramer’s V was strong for this analysis. This indicates that participants saw our manipulation as intended.” 2. Non-significant finding: “Using Expectation Condition as our independent variable (High, Middle, or Low) and recall of how many anagrams participants were told the average person solves the event as the dependent variable, we did not see a significant effect, χ2(4) = 1.49, p = .065. Participants did not differ in their recall of how many anagrams the average person solves in the “High” condition (54%), “Middle” condition (53%) or “Low” condition (53%). Cramer’s V was weak for this analysis. This indicates that participants did not see our manipulation as intended.” ii. The hard way: You can also look at “overall correct” vs. “overall incorrect” recall. This is a bit trickier to run in SPSS, since you need to add up ALL those who correctly remembered the correct manipulation (those in the High condition who recalled 8 out of 10 + those in the Middle condition who recalled 5 out of 10 + those in the Low condition who recalled 2 out of 10) and compare them to ALL the people who were incorrect in their recall. 1. In this instance, you would not want the chi square to be significant. That is, you might conclude “There was no difference between those who got the manipulation check question correct across the three different conditions, χ2(4) = 1.49, p = .099.” (In other words, participants were equally correct in all conditions). 2. My advice is to go with the easy chi square (a. above) iii. Quick notes 1. Cramer’s V is required for 3 X 3 designs. Here, we have 3 study conditions and 3 answer options, so 3 X 3. Only use Phi if you have a 2 X 2 study (two conditions and two answer options) 2. Make sure to italicize the χ and p 4. The results section and the One-Way ANOVA a. Since your condition independent variable has three levels (e.g. High, Middle, or Low), the most appropriate test is a One-Way ANOVA if your DV is scaled (like a 0 to 10 scale or a 1 to 6 scale). Your lab and lecture powerpoints show you how to STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 10 conduct an ANOVA, but here are some guidelines I want to give you about how to write your results. Below I walk you through one analysis specific to this paper. i. First, there are several dependent variables to choose from. For my example analysis below, I want to focus on Part One in your survey (Potential Anagram Performance). Since each of these five questions are scaled variables that range from 0 to 10 (that is, each uses a least an interval scale) an ANOVA is the best statistical test to run. ii. Second, given that this study has one IV with three levels and we will look at one DV at a time, a One-Way ANOVA is the best test to use to see if there are significant differences among the three IV levels for that one DV. We look first at the ANOVA table (or F table) and focus on the between subject factor. We note the degrees of freedom, the F value itself, and the p value. (We will get into factorial ANOVAs later in this course, but here we only have one independent variable, so we can use a One-Way ANOVA. Yes, we have three levels to our IV, but it is still only one IV). iii. Third, if the p value is significant (less than .05), we have one more step to take. Since our IV has three levels, we need to compare mean A to mean B, mean A to mean C, and mean B to mean C. We do this using a post hoc test (try using Tukey!). Tukey will tell us which of the means differ significantly. You then write up the results. For example, let’s say I ran an ANOVA on the dependent variable #4 “Imagine you solved 5 of the 10 anagrams. Rate your level of satisfaction with this potential outcome (preanagram task)”. My write up would look like the one below (though note: I completely made up the data below, so do not copy the numbers!) … 1. Significant ANOVA: a. Using Expectation condition (High v. Middle v. Low) as our independent variable and ratings of “Rate your level of satisfaction with this potential outcome (pre-anagram task)” as the dependent variable, we found a significant condition effect, F(2, 203) = 4.32, p = .032. Tukey post hoc tests Note that the word “less” is showed that participants thought they would feel less very important here. Conditions satisfied in the High condition (M = 1.56, SD = 1.21) than do not simply differ. One is participants in both the Middle (M = 3.24, SD = 0.89) and LESS than the others (or Low (M = 3.23, SD = 0.77) conditions. The Middle and Low HIGHER, or LOWER, etc.) conditions, however, did not differ from each other. This supports our prediction that participants with high expectations think they will feel less satisfied if they perform below average on an anagram task than participants with middle or low expectations. i. Note there are lots of possible outcomes. The one above essentially says that the High condition differed from Middle and Low, but that Middle and Low did not differ from each other (In other words, H ≠ M = L). However, we might also find that none of the three conditions differ from each other (H = M = L) or we might find that all conditions differ from each other (H ≠ M ≠ L), so they all differ. Want to see an example of non-significance? Okay … STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 11 2. Non-Significant ANOVA. Think about this for the Part Three satisfaction variable, where we predict that satisfaction will not differ across conditions (since affective forecasting suggests that anticipated or predicted affect tends to be stronger than actual affect) a. Using Expectation condition (High v. Middle v. Low) as our independent variable and ratings of “I feel satisfied (postanagram task)” as the dependent variable, we failed to find a significant condition effect, F(2, 203) = 2.32, p = .232. Participant ratings of satisfaction did not differ between the High (M = 3.45, SD = 1.21), Middle (M = 3.24, SD = 0.89) and Low (M = 3.23, SD = 0.77) conditions. This shows that the actual affect the participants experienced did not differ. iv. Fourth, make sure to italicize the F, p, M, and SD (as in the example) b. Pretty simple, right! Again, I suggest using ANOVAs to look at both questions 4 and 9 (satisfaction). Alternatively, you could look at both questions 5 and 10 (disappointment). If you really want to impress us, try running all four ANOVAs (one for each dependent variable – questions 4, 5, 9, and 10)! c. As a quick note, we could run an ANOVA on question 1 from Part One as well. That question asked people to predict how many anagrams they think they can solve (though the question helps reinforce the manipulation that the average person can solve 2, 5, or 8 out of 10 anagrams). Since the scale ranged from 0 to 10 (a ratio scale), we can run an ANOVA. This actually makes for a good manipulation check! Those in the high condition should expect to solve more than those in the low condition. Feel free to try this “manipulation check”, but I still require a chi square as your official manipulation check for Paper Two d. Note that you could also run a t-Test on any of these dependent variables, looking at the High versus Low conditions only, or High versus Middle, or Middle versus Low. However, it makes more sense to look at all three conditions using an ANOVA this semester since you collected data for all three conditions. Still, let me give you some insight into the t-Test. 5. The results section and the t-Test: a. If you have only two IV levels (e.g. High v Low only), things are even more simple. However, I do NOT expect you to run a t-Test since you have three IV levels. i. Note once again that a t-Test looks at differences between only two groups. Again, your lab presentations tell you how to run this, but you can do it on your own as well (you can even run a t-Test if your study originally has three levels to the IV – when you go into the t-Test menu in SPSS, simply click “define groups” and select 1 and 2 (High = 1 and Low = 3). This lets you look at two of the groups! You could also select “2 and 3” or “1 and 3” where the Middle condition = 2). ii. Rather than an F value, there is a t value in the t-Test data output. There is one number for the degree of freedom, a t value, and a p value. iii. The nice thing about a t-Test is that because you only have two groups, you do not need a post hoc test like Tukey (you only need that if you need to compare three means. Here, we only have two means, so we can just look at them and see which is higher and which is lower when our t-Test is significant). Then just write it up … STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 12 1. Significant t-Test: “Using Expectation condition (High v. Low) as our independent variable and ratings of “Rate your level of satisfaction with this potential outcome (pre-anagram task)” as the dependent variable, we found a significant condition effect, t(203) = 7.12, p = .021. Participants thought they would feel less satisfaction in the High condition (M = 1.56, SD = 1.21) than in the Low condition (M = 3.23, SD = 0.77). a. A quick note here. Look at the means for this t-Test example and the ANOVA example at the bottom of page 9. The means and SDs are identical. That is because the t-Test and ANOVA both look at the means for the High and Low conditions for the same dependent variable. That is why you cannot run a t-Test and ANOVA on the same DV, as it is essentially the same statistical analysis. 2. Non-significant t-Test: “Using Expectation condition (High v. Low) as our independent variable and ratings of “Rate your level of satisfaction with this outcome (post-anagram task)” as the dependent variable, we failed to find a significant condition effect, t(203) = 1.12, p = .128. Participants felt equally satisfied in the High condition (M = 4.23, SD = 0.21) and the Low condition (M = 4.34, SD = 0.89).” iv. Repeat for other dependent variables v. Make sure to italicize the t, p, M , and SD (as in the example) 6. Statistics order recommendation for the results section a. For this paper, start your results section with the chi square (your manipulation check). After all, if your manipulation check shows participants did not pay attention, then there is no need to run any other analyses! Then talk about your main analyses (Your pair of questions: 4 and 9 on pre- and post-anagram satisfaction OR 5 and 10 on pre- and post-anagram disappointment). Make sure the analyses line up with your hypotheses. b. There is no page minimum or maximum for the results section, though I would expect it to be at least a paragraph for each dependent variable analysis. Tables (4 points) 1. Tables overview: I want to make sure you are including the correct numbers in your results section, so I want you to include all relevant SPSS tables for each of your analyses. a. Table 1 (Demographics): Include tables for age, gender, and ethnicity. b. Table 2 (Chi square): Include tables for your chi square and the crosstabs c. Table 3 (ANOVA): Include your tables for your first dependent variable (This must be an ANOVA table, the descriptive statistics table for that ANOVA, and the post hoc test) d. Table 4 (ANOVA or t-Test): Include your tables for you second dependent variable (If it is a t-Test, include t-Test tables here. This would involve both the descriptives for the t-Test and the t-Test output itself. Again, I prefer that your second analysis also be an ANOVA and NOT a t-Test) STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 13 e. Table 5 and beyond (If applicable): Not required, but feel free to run additional statistics if you like and add Table 5 or more! 2. Tables Placement: a. Although the 7th Edition of the APA Publication manual allows you to place your tables at either the end of the manuscript (in a series of appendices) or embed them within the text itself, we require the latter placement option. That is, include your table(s) immediately after your table callout. i. Participant tables: Include your participant tables (for age, gender, and ethnicity) immediately after the participant section (and before the methods / procedure section). ii. Chi square tables: You will include your chi square tables (including the crosstabulation table, chi square table, and symmetric measures table) right after the callout. iii. ANOVA tables: For the ANOVA, once again use a table callout. Then copy the ANOVA tables (descriptive statistics, ANOVA table, and post hoc tables) from SPSS and paste them immediately after the callout. b. See the example paper for a visual aide. 3. How to copy table content: a. The best way to get tables is to copy them directly from SPSS. In the SPSS output, right click on the table, copy it, and then paste it into your paper after the callout. (If you double click the table in SPSS, you can adjust the width of cells or even delete some of the columns). b. Another alternative is to use a “snipping” tool (search “snipping tool” in Microsoft Word to find it). You can highlight an area on any computer page and save it as a picture. Copy the picture and paste it into your table pages. Easy! 4. Table formatting a. Make sure to give a proper name to each table (e.g. Table 1) followed by a good description of what is in the table in italics (e.g. Study One Demographics) b. Each table is flush left, as is the title. See the example paper for a visual aide c. I am not worried if your table spills over onto multiple lines. If it spills over, that is fine. I just need to see the full table and the numbers need to be readable Discussion Study One (2 points) 1. Discussion overview a. In this section, tell me about your results and if they did or did not support your predictions. It will help to refer back to your hypotheses “We expected to find A, but instead we found B” or “We predicted A, and results supported this hypothesis.” Explain using plain English why you think your study turned out the way it did. Avoid just copying and pasting the hypotheses from your literature review. Give me the gist of your predictions to avoid being overly repetitive b. IMPORTANT – Do NOT give me statistics here. I can find those in your results section. Here, all I want is a plain English summary of your findings. c. Also, do not give me results for a DV if you did not run an analysis on that DV. Only tell me about the results you actually looked at in the results section. d. There is no length requirement for this section, but I recommend at least four or five sentences STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS 14 Writing Quality (3 points) 1. Writing quality overview a. Make sure you check your paper for proper spelling and grammar. The FIU writing center is available if you want someone to look over your paper (an extra eye is always good!) and give you advice. I highly recommend them, as writing quality will become even more important on future papers. I also recommend visiting the FIU Research Methods Help Center if you need additional guidance with writing or statistical analyses. Also, remember to upload this paper through the Pearson writer before uploading to Canvas! i. Use a spell checker and the grammar checker to prevent errors. Proofread everything you write. I actually recommend reading some sentences aloud to see if they flow well, or getting family or friends to read your work. b. Make sure to use the past tense throughout your paper. You already did the study, so do not tell me what participants are going to do. Tell me what they already did! Other Helpful Hints 1. Page size: Use 8 1/2 X 11” with all 4 margins should be one inch. You must use a 12-point font in Times New Roman. 2. Supporting documents: Make sure to look at the supporting documents for this paper. Like Paper I, there is a checklist, a grade rubric, and an example paper for Paper II. (Definitely use the Paper II Checklist before you turn in your paper to make sure it is the best paper you can write!, but all will give you more information about what we are specifically looking for as well as a visual example of how to put it all together in your paper). Good luck! Checklist – Paper Two: Study One Methods, Results, and Discussion Use the check sheet below to make sure your paper is the best it can be! Make sure you answer “Yes” to all questions before submitting your paper! The first two sections duplicate the Paper I checklist, but those elements in purple are unique to you Methods / Results / Discussion Paper II Please note that the 7th Edition of the American Psychological Association Publication Manual has some flexibility in terms of language, font, spacing, and other items, but that papers in this course MUST adhere to the guidelines listed before. General Paper Format (This section is identical to the Paper I Checklist) Yes No 1. Is everything in your paper (including headers, the main body of your study one literature review, and references) in 12 point Times New Roman font? 2. Is everything in your paper double spaced, including references (here I mean the spacing above and below each line, not the spaces following a period)? 3. Do you have one inch margins on all sides of the paper (one inch from the top of the page, one inch from the bottom, and one inch from each side) 4. Are the first lines of all paragraphs indented roughly ½ inch? 5. Are your paragraphs aligned left? (That is, text should be flush left, with lines lining up on the left of the page, but text should NOT line up on the right side of the page – it should look ragged) 6. Do you need help figuring out how to configure a word document in APA format (inserting headers, page numbers, indents, etc.)? If YES or NO, I recommend watching this video which walks you through setting up an APA formatted paper! https://www.youtube.com/watch?v=Kt4HdjyvZBs Yes No Title page (This section is nearly identical to the Paper I Checklist) Header 1. Is your header title in ALL CAPS, and is it a shorter version of your real title? 2. Is your Running head in 12 point Times New Roman font? 3. Do you have a page number that is flush right (also in 12 point Times New Roman font)? 4. Is your header title 50 characters or less (including spaces and punctuation)? Title / Name / Institution 1. Is your title focused and short, avoiding unnecessary words and abbreviations that serve no purpose (as recommended by the APA)? 2. Does your title describe your general paper theme (while avoiding something bland like “Paper Two: Methods Results, and Discussion”)? Note that your header should be a shorter version or your title (For example, the first few words are fine) 3. Do all title words with three letters or more start with a capital letter? 4. Is your title in bold? 5. If your title is longer than one line, is it double-spaced (like everything else in your paper)? 6. Are your name and institution correct? 7. Are your title, name, and institution elements centered and in 12 point Times New Roman font? 8. Does your title start three or four lines under the margin at the top of the page? 9. Are there two spaces between your paper title and your name? General Paper Format (This section is identical to the Paper I Checklist) Yes No Yes No Methods Section (New Information in this section) Header 1. Is your header title present and identical to your header title on the title page? 2. Is your header title in ALL CAPS and 12 point Times New Roman font? 3. Does your header on this second page omit the phrase “Running head” 4. Do you have a page number starting on page 2 Title for the methods section 1. Is the word “Methods” centered and in bold at the top of your methods page? Participants 1. Do you have the word “Participants” flush left and in bold, and below the word “Methods”? 2. Did you list out your demographic characteristics, including gender, age, and ethnicity / race? 3. Did you provide the descriptive statistics for (means and standard deviations) for age and italicize the letters M and SD? 4. Did you provide frequencies for gender and ethnicity/race and italicize the N? 5. Did you refer readers to Table 1 for the full listing of demographic tables? Materials and Procedure 1. Is the phrase “Materials and Procedure” flush left and in bold? 2. Did you mention informed consent? (Most likely oral consent for study one) 3. Did you discuss any instructions the participant may have read? 4. Did you thoroughly describe any stimulus material that might have occurred before your actual independent variables (and photos, descriptions, profiles, questions, puzzles, etc.) that are a part of your study? 5. Did you thoroughly describe your independent variable (IV) in enough depth and detail that another researcher could recreate your materials? 6. Did you give your IV a name that matches up with the name you refer to in the results section? 7. Did you describe all of your most relevant dependent variables, noting the scales you used (e.g. “Yes / No”, “A scale ranging from 1 (not at all likely) to 9 (very likely))” for EACH of your DVs? 8. Did you fully describe what participants went through in the study, noting the order in which they received study materials (e.g. first informed consent, then IVs, DVs, and debriefing)? 9. Did you fully describe your attention check (manipulation check) with enough detail that a reader unfamiliar with your study could recreate it, and did you include the scale for that attention check question? 10. Did you use the past tense when describing your methods (seeing how you already collected the data, and therefore do not discuss what participants will do)? Results Section (New Information in this section) Yes No 1. Do you have the word “Results” centered and in bold, immediately following the methods section? Is it in bold? 2. Was the first dependent variable you looked at your manipulation check question, and did you make sure you analyzed the correct DV? 3. Did you analyze at least two different dependent variables for your other two 4. 5. 6. 7. 8. Results Section (New Information in this section) analyses? a. Note: Often your instructors prefer that you run two different ANOVAs. Ask them if they want a t-Test as one of the analysis. Did you mention both the IV and the DV by name when talking about your analysis? Did you include means and standard deviations within parentheses for each level of your independent variable? Did you italicize the letters F, t, p, M, SD, and X2 (where appropriate)? If your ANOVA was significant, did you include post hoc tests? Did you round ALL numbers to two decimal places (with the exception of the p value, which can go as low as p < .001 or p = .001). Discussion Section (New Information in this section) Yes No 1. Do you have the word “Discussion” centered and in bold, immediately following the results section? 2. Did you remind your reader of your hypothesis? 3. Did you mention whether you supported or did not support your hypothesis? Tables Section – Study One (New Information in this section) Yes No 1. Do you have the word “Table” left justified for each Table (followed by the next sequential number). Is this followed by a description of the table content, and does it come immediately after the table callout? 2. In Table 1 (Demographics), do you have SPSS tables for gender, ethnicity, and age? (Note: Age might be in a general “statistics” table, but you should have specific frequency tables for both gender and ethnicity) 3. In Table 2 (Chi Square), do you have the crosstabs table (with percentages) plus the chi square test (with Pearson)? 4. In Table 3 (ANOVA), do you have the descriptives table, the ANOVA table, and the post hoc table for your first dependent variable? 5. In Table 4 (ANOVA or t-Test), do you have the descriptives table, ANOVA (or t-Test) table, and post hoc table (for the ANOVA) for your second dependent variable? 6. Do the analyses in Tables 3 and 4 focus on DIFFERENT dependent variables? (Make sure you answer YES on this one!) Yes No Writing Quality 1. Did you proofread your paper, go to the writing center, go to the research methods help center, or use the Pearson writer to make sure your paper flows well? 2. Did you use the past tense (which is recommended, since your papers in this class will reflect work you already did rather than work you will do)? 3. Did you use a scientific / objective terms like “people”, “participants”. “users”, “readers”, etc. (as opposed to subjective words like “you”, “we”, “me”, “I”, or “us”, etc.)? Note that you can use the word “I” when referring to your own work. AFFECT 1 Analyzing Affective Forecasting Yanilec Sosa Florida International University AFFECT 2 Analyzing Affective Forecasting Affective forecasting is also called hedonic forecasting. It can be described as predicting how a person will feel in the future. At the beginning of the 1990s, Kahneman and Snell started researching hedonic forecasts and examined their effect on decision-making. Later on, affective forecasting was coined by two psychologists, namely Timothy Wilson and Daniel Gilbert. In their research, the two psychologists discovered that individuals surprisingly make poor judgments concerning their future emotional states. People have difficulty seeing through the current filter. Additionally, the two psychologists found out that how individuals feel in their present moments blind them, thus affecting any decision made down the road. For that reason, affective forecasting is not reliable when it comes to decision-making. Several cognitive biases connected to systematic inaccuracies in affective forecasts include focalism, impact bias, and immune neglect. Focalism is whereby individuals usually think about an event’s effect in isolation instead of other factors that could counterbalance the emotion. Secondly, impact bias is when people overestimate the enduring effect of emotion-causing experiences. Lastly, immune neglect is whereby people fail to consider self-serving biases when predicting their feelings. Our study controlled participants' expectations concerning their performance on an anagram task. We told a few participants that the average participant solves 8 out of 10 anagrams, a high expectation. We then told a few other participants that the average participant solves 2 out of 10 anagrams, which is a low expectation. Lastly, we informed the final group that the average participant solved 5 out of 10 anagrams. After that, we asked every participant to imagine they cracked 5 out of 10 anagrams and report their expected satisfaction and AFFECT 3 disappointment with that outcome. Afterward, all participants tried to solve ten anagrams, but only 5 out of 10 had a solution. The first article is “Immune Neglect: A Source of Durability Bias in Affecting Forecasting.” As per the article’s study, individuals are generally not aware of the cognitive system's operation of cognitive mechanism that improves their negative effect's experience, which is the psychological immune system (Gilbert et al., 1998). As a result, individuals usually overestimate their affective reactions' duration to negative occurrences. Therefore, the experiments conducted in the article's study suggest that individuals disregard the psychological immune system every time they make affective forecasts. For that reason, the article’s study supports my study since ignoring the psychological immune system results in people overestimating how they will feel concerning future occurrences, thus making them anticipate feeling stronger emotions before a circumstance, which later turns out differently. The second article is named “Predicting with your head, not your heart: Forecasting errors and the impact of anticipated versus experienced elements of regret on well-being.” As per the article, research proposes that affective forecasting inaccuracies become frequent when people predict what they will feel. According to Buchanan et al, individuals commonly forecast longer lasting and even highly intense regret feelings than they, in fact, experience. Such errors in future emotion prediction can have an extreme effect on behavior, motivation, and decisionmaking. Therefore, the idea that people expect to have heightened regretful feelings after negative situations than they, in reality, do has implications for day-to-day decision-making (Buchanan et al., 2019). Generally, the article's study also supports that affective forecasting cannot be relied on when it comes to decision-making since it results in overestimating what one will feel, thus predicting wrong regret feelings. AFFECT 4 The third article is "Affective forecasting in a negative feedback task." The main aim of the article's study was to look at the relative and absolute accurateness of affective forecasts. The study’s outcome confirmed that people predict feelings correctly in the relative sense and incorrectly in the absolute sense (Cotet & Veresezan, 2015). Relative sense is when people make judgments in connection to various things. On the other end, the absolute sense is when people make judgments independently without comparisons to other things. Therefore, the article supports my hypothesis since it shows how individuals have overestimated and erroneous predictions before an occurrence. However, the article states that these erroneous predictions can be improved when judgments are made in the relative sense compared to in the absolute sense. The fourth article is titled “Self-affirmation and affective forecasting: Affirmation reduces the anticipated impact of negative events.” As per the article, when people forecast how they will feel, they overestimate the effect of an imagined negative occurrence on their affective position partly since they underestimate their psychological resiliency. Therefore, two studies are carried out, and the outcomes are that self-affirmation can lessen the affective forecasting’s extremity for off-putting anticipated occurrences. According to Pauketat et al. (2016), the affective forecasting pattern and the total mediation of the event's cognitive appraisals by those who participated proposed that self-affirmation set in motion coping psychological resources. The psychological resources influenced the way individuals perceived the threatening occurrence. It is stated in the article that when individuals were self-affirmed, their perception regarding a situation was less disturbing, which in return made them anticipate a more excellent feeling in response to the occurrence (Pauketat et al., 2016). Therefore, the article study still supports my study hypothesis in that it demonstrates that affective forecasting makes people overestimate how they will feel before the occurrence of an event. However, the article study AFFECT 5 attempts to prove that self-affirmation helps to improve individuals’ outlooks regarding threatening situations. The fifth and last article is titled “Cognitive determinants of affective forecasting errors.” It is stated in the article that often, to the disadvantage of people's decision-making, individuals are likely to suffer from an impact bias when they make affective forecasts, thus misjudging the future event's emotional results (Hoerger et al., 2010). The study's outcomes in the article showed that the impact bias is highly connected to the perceived essentiality of the occurrence. According to Hoerger et al. (2010), supporters of one of the presidential candidates in the study demonstrated the customary effect bias by overestimating how miserable they would feel a few weeks following the election. Therefore, the article study supports my study in that it shows that individuals often expect to feel intense emotions before an occurrence, which could be the wrong prediction. In conclusion, most of the above-summarized articles attempt to demonstrate how anticipated effects of depressing events can be lessened through self-affirmation. Also, they try to show how the preciseness of predicted feelings can be improved through relative sense and how negative effects’ experiences can be improved by considering the psychological immune system. Nevertheless, all the articles support my research hypothesis since they all touch and agree on the impact bias, which is a significant cognitive bias connected to systematic inaccuracy in affective forecasts. The articles agree and demonstrate that individuals have a tendency to expect to feel stronger emotions before a situation, but their predictions are proven wrong after the occurrence occurs. For that reason, the articles highly support my study hypothesis. In our study, we manipulated participant expectations regarding their performance on an anagram task. We told some participants that the average participant solves 8 out of 10 anagrams AFFECT 6 (high expectations). We told other participants that the average participant solves 2 out of 10 anagrams (low expectations). We told a final group of participants that the average participant solved 5 out of 10 anagrams. We then asked all participants to imagine that they solved 5 out of 10 anagrams and to report their expected satisfaction and disappointment with that result. Then all participants attempted to solve 10 anagrams. However, only 5 of the 10 anagrams had a solution! We have two basic predictions. First, when they were told to imagine the average participant solved 5 out of 10 anagrams, we predicted that if participants were told that most people solved 8 out of 10 anagrams (high expectation condition), then they would expect to feel less satisfied and more disappointed than participants who were told that most people solved 2 out of 10 anagrams (low expectation condition), with those participants who were told that most participants solve 5 out of 10 anagrams (middle expectation condition) falling in between the high and low expectation groups. However, for our second hypothesis, we predicted that there would be no differences in participant satisfaction and disappointment scores between the high, low, and middle expectation conditions after participants completed the anagram task. In other words, participants will expect to feel stronger emotions before the anagram task (in line with their expectations) than after the anagram task. AFFECT 7 References Buchanan, T. M., Buchanan, J., & Kadey, K. R. (2019). Predicting with your head, not your heart: Forecasting errors and the impact of anticipated versus experienced elements of regret on well-being. Motivation and Emotion, 43(6), 971-984. Cotet, C. D., & Veresezan, E. A. (2015). Affective forecasting in a negative feedback task. Journal of Evidence-Based Psychotherapies, 15(2), 237. Gilbert, D. T., Pinel, E. C., Wilson, T. D., Blumberg, S. J., & Wheatley, T. P. (1998). Immune neglect: a source of durability bias in affective forecasting. Journal of personality and social psychology, 75(3), 617. Hoerger, M., Quirk, S. W., Lucas, R. E., & Carr, T. H. (2010). Cognitive determinants of affective forecasting errors. Judgment and decision making, 5(5), 365. Pauketat, J. V., Moons, W. G., Chen, J. M., Mackie, D. M., & Sherman, D. K. (2016). Self -affirmation and affective forecasting: Affirmation reduces the anticipated impact of negative events. Motivation and Emotion, 40(5), 750-759. Paper II: Study One Methods, Results, and Discussion – Grading Rubric (35 points) 1). Title Page (1 points – 1 page) Items of relevance: Proper APA formatted Running head in header with page numbers Student name and Institution 2). Methods Section (15 points) Items of relevance: a). Psychological Purpose: Your methods section will meet the psychological objectives for this section, including: 1). presenting all participant data 2). providing enough detail in your materials / procedure sections to help a reader who is unfamiliar with your methods know exactly what you did and how you did it. The reader should be able to replicate your study b). APA Formatting Purpose: Your methods section will meet the APA formatting objectives for this section, including: 1). proper APA formatting for headings and subheadings, header, and page numbers. Statistics in the participant section are in APA format 3). Results Section (10 points) Items of relevance: a). Psychological Purpose: Your results section will meet the psychological objectives for this section, including: 1). presenting results in a clear manner by focusing on which independent and dependent variables are used in each analysis and which analysis is most appropriate for the data b). APA Formatting Purpose: Your results section will meet the APA formatting objectives for this section, including: 1). proper reporting of statistical tests (including t-Test and/or ANOVA values as well as means and standard deviations where appropriate) 4). Discussion – (2 points) In this section, tell me about your findings and if they did or did not support your results. It might help to refer back to your hypotheses. No minimum length. 5). Tables – (4 points) You should include four tables, one for the demographics information, one for the chi square, one for the first dependent variable (an ANOVA is required), and one for the second dependent variable (An ANOVA is preferred, but a t-Test acceptable as long as it uses a different dependent variable than your first ANOVA) 6). Writing Quality (3 points) Items of relevance: a). Writing Purpose: Your methods section will meet the writing objectives for this section, including: 1). proper grammar and spelling, clearly describing your methods / results 2). providing methods information that is not repetitive Note: Use the Paper Checklist, too! It is much more detailed then this grading rubric! Research Study – Florida International University – Spring, 2022 – Covid Alternative Thank you for participating in this study, which looks at participant’s ability to solve anagrams (that is, their ability to rearrange scrambled letters to form real words. For example, the letters OCEKPT can be rearranged to spell the word POCKET, and TOORM can be rearranged to spell the word MOTOR). Please take 10 seconds to glance at the 10 anagrams in Part Two, but do NOT solve them yet! After your 10 second glance, read and complete the information in Part One. Part One: Potential Anagram Performance In Part One, we want you to think about your potential performance in solving anagrams. The 10 anagrams in Part Two are often used in research studies, with participants solving an average of 8 out of 10 of them. Given this information, circle the number in the questions below that best fit your performance expectations. 1). While most participants correctly solve 8 of 10 anagrams, how many do you think you can correctly solve? 0 1 2 3 4 5 6 7 8 9 10 2). How do you think you would feel if you solved fewer anagrams than average (less than 8 out of 10)? 0 1 I would feel bad 2 3 4 5 6 7 8 9 10 I would feel good 3). How do you think you would feel if you solved more anagrams than average (more than 8 out of 10)? 0 1 I would feel bad 2 3 4 5 6 7 8 9 10 I would feel good 4). Imagine you solved 5 of the 10 anagrams. Rate your level of satisfaction with this potential outcome. 0 1 2 I would not feel satisfied 3 4 5 6 7 8 9 10 I would feel satisfied 5). Imagine you solved 5 of the 10 anagrams. Rate your level of disappointment with this potential outcome. 0 1 2 I would not feel disappointed 3 4 5 6 7 8 9 10 I would feel disappointed Part Two: Anagrams 6). Please solve as many of the anagrams below as you can. You can go in any order. There is no time limit, and you may stop whenever you like regardless of how many you complete and move to Part Three. 1). LUKSL 2). WTALE 3). WISHDO 4). GPURO 5). IDVIE SKULL 6). ANEPL 7). TERLA 8). ALVNO 9). ATHWIG 10). BATIH GROUP H PLANE HABIT Part Three: Actual Anagram Performance In this section, think about your actual performance in solving the 10 anagrams. (Circle the best fitting number for each of the following questions) 7). Of the 10 anagrams in Part Two, how many did you correctly solve / rearrange into a new word? 0 1 2 3 4 5 6 7 8 9 7 8 9 10 8). How do you feel about the number of anagrams you solved? 0 I feel bad 1 2 3 4 5 6 10 I feel good 9). Consider the number of anagrams you solved. Rate your level of satisfaction with this outcome. 0 1 2 I do not feel satisfied 3 4 5 6 7 8 9 10 I feel satisfied 10). Consider the number of anagrams you solved. Rate your level of disappointed with this outcome. 0 1 2 I do not feel disappointed 3 4 5 6 7 8 9 10 I feel disappointed 11). How difficult did you find the anagram task? 0 1 2 3 4 5 6 7 8 9 10 It was more difficult than I expected It was less difficult than I expected ______________________________________________________________________________________ Part Four: Demographic Information 12). What is your gender (Mark one with an X)? __X___ Male _____ Female 13). What is your age? ____24______ 14). What is your race/ethnicity? (Mark one with an X): ___ Caucasian _X__ Hispanic American ____ Native Indian ___ African American ___ Asian American Other: __________________ (Please Indicate) 15). Is English your first language? (Mark one with an X): __X___ Yes _____ No If no, what is your first language? __________________ 16). Are you a student at FIU (Mark one with an X): __X___ Yes ______ No 17). Without looking back, think about Part One: Potential Anagram Performance. How many anagrams did we tell you participants solve on average? (Mark one with an X): _X_ 8 out of 10 Anagrams ____ 5 out of 10 anagrams ____ 2 out of 10 anagrams Research Study – Florida International University – Spring, 2022 – Covid Alternative Thank you for participating in this study, which looks at participant’s ability to solve anagrams (that is, their ability to rearrange scrambled letters to form real words. For example, the letters OCEKPT can be rearranged to spell the word POCKET, and TOORM can be rearranged to spell the word MOTOR). Please take 10 seconds to glance at the 10 anagrams in Part Two, but do NOT solve them yet! After your 10 second glance, read and complete the information in Part One. Part One: Potential Anagram Performance In Part One, we want you to think about your potential performance in solving anagrams. The 10 anagrams in Part Two are often used in research studies, with participants solving an average of 2 out of 10 of them. Given this information, circle the number in the questions below that best fit your performance expectations. 1). While most participants correctly solve 2 of 10 anagrams, how many do you think you can correctly solve? 0 1 2 3 4 5 6 7 8 9 10 2). How do you think you would feel if you solved fewer anagrams than average (less than 2 out of 10)? 0 1 I would feel bad 2 3 4 5 6 7 8 9 10 I would feel good 3). How do you think you would feel if you solved more anagrams than average (more than 2 out of 10)? 0 1 I would feel bad 2 3 4 5 6 7 8 9 10 I would feel good 4). Imagine you solved 5 of the 10 anagrams. Rate your level of satisfaction with this potential outcome. 0 1 2 I would not feel satisfied 3 4 5 6 7 8 9 10 I would feel satisfied 5). Imagine you solved 5 of the 10 anagrams. Rate your level of disappointment with this potential outcome. 0 1 2 I would not feel disappointed 3 4 5 6 7 8 9 10 I would feel disappointed Part Two: Anagrams 6). Please solve as many of the anagrams below as you can. You can go in any order. There is no time limit, and you may stop whenever you like regardless of how many you complete and move to Part Three. 1). LUKSL 2). WTALE 3). WISHDO 4). GPURO 5). IDVIE SKULL 6). ANEPL 7). TERLA 8). ALVNO 9). ATHWIG 10). BATIH GROUP L PLANE Part Three: Actual Anagram Performance In this section, think about your actual performance in solving the 10 anagrams. (Circle the best fitting number for each of the following questions) 7). Of the 10 anagrams in Part Two, how many did you correctly solve / rearrange into a new word? 0 1 2 3 4 5 6 7 8 9 7 8 9 10 8). How do you feel about the number of anagrams you solved? 0 I feel bad 1 2 3 4 5 6 10 I feel good 9). Consider the number of anagrams you solved. Rate your level of satisfaction with this outcome. 0 1 2 I do not feel satisfied 3 4 5 6 7 8 9 10 I feel satisfied 10). Consider the number of anagrams you solved. Rate your level of disappointed with this outcome. 0 1 2 I do not feel disappointed 3 4 5 6 7 8 9 10 I feel disappointed 11). How difficult did you find the anagram task? 0 1 2 3 4 5 6 7 8 9 10 It was more difficult than I expected It was less difficult than I expected ______________________________________________________________________________________ Part Four: Demographic Information 12). What is your gender (Mark one with an X)? _____ Male __X___ Female 13). What is your age? ___19_______ 14). What is your race/ethnicity? (Mark one with an X): ___ Caucasian _X__ Hispanic American ____ Native Indian ___ African American ___ Asian American Other: __________________ (Please Indicate) 15). Is English your first language? (Mark one with an X): __X___ Yes _____ No If no, what is your first language? __________________ 16). Are you a student at FIU (Mark one with an X): ___X__ Yes ______ No 17). Without looking back, think about Part One: Potential Anagram Performance. How many anagrams did we tell you participants solve on average? (Mark one with an X): ____ 8 out of 10 anagrams ____ 5 out of 10 anagrams _X__2 out of 10 anagrams Research Study – Florida International University – Spring, 2022 - Covid Alternative Thank you for participating in this study, which looks at participant’s ability to solve anagrams (that is, their ability to rearrange scrambled letters to form real words. For example, the letters OCEKPT can be rearranged to spell the word POCKET, and TOORM can be rearranged to spell the word MOTOR). Please take 10 seconds to glance at the 10 anagrams in Part Two, but do NOT solve them yet! After your 10 second glance, read and complete the information in Part One. Part One: Potential Anagram Performance In Part One, we want you to think about your potential performance in solving anagrams. The 10 anagrams in Part Two are often used in research studies, with participants solving an average of 5 out of 10 of them. Given this information, circle the number in the questions below that best fit your performance expectations. 1). While most participants correctly solve 5 of 10 anagrams, how many do you think you can correctly solve? 0 1 2 3 4 5 6 7 8 9 10 2). How do you think you would feel if you solved fewer anagrams than average (less than 5 out of 10)? 0 1 I would feel bad 2 3 4 5 6 7 8 9 10 I would feel good 3). How do you think you would feel if you solved more anagrams than average (more than 5 out of 10)? 0 1 I would feel bad 2 3 4 5 6 7 8 9 10 I would feel good 4). Imagine you solved 5 of the 10 anagrams. Rate your level of satisfaction with this potential outcome. 0 1 2 I would not feel satisfied 3 4 5 6 7 8 9 10 I would feel satisfied 5). Imagine you solved 5 of the 10 anagrams. Rate your level of disappointment with this potential outcome. 0 1 2 I would not feel disappointed 3 4 5 6 7 8 9 10 I would feel disappointed Part Two: Anagrams 6). Please solve as many of the anagrams below as you can. You can go in any order. There is no time limit, and you may stop whenever you like regardless of how many you complete and move to Part Three. 1). LUKSL 2). WTALE 3). WISHDO 4). GPURO 5). IDVIE SKULL 6). ANEPL 7). TERLA 8). ALVNO 9). ATHWIG 10). BATIH GROUP M PLANE ALERT HABIT Part Three: Actual Anagram Performance In this section, think about your actual performance in solving the 10 anagrams. (Circle the best fitting number for each of the following questions) 7). Of the 10 anagrams in Part Two, how many did you correctly solve / rearrange into a new word? 0 1 2 3 4 5 6 7 8 9 7 8 9 10 8). How do you feel about the number of anagrams you solved? 0 I feel bad 1 2 3 4 5 6 10 I feel good 9). Consider the number of anagrams you solved. Rate your level of satisfaction with this outcome. 0 1 2 I do not feel satisfied 3 4 5 6 7 8 9 10 I feel satisfied 10). Consider the number of anagrams you solved. Rate your level of disappointed with this outcome. 0 1 2 I do not feel disappointed 3 4 5 6 7 8 9 10 I feel disappointed 11). How difficult did you find the anagram task? 0 1 2 3 4 5 6 7 8 9 10 It was more difficult than I expected It was less difficult than I expected ______________________________________________________________________________________ Part Four: Demographic Information 12). What is your gender (Mark one with an X)? _____ Male __X___ Female 13). What is your age? ____21______ 14). What is your race/ethnicity? (Mark one with an X): _X__ Caucasian ___ Hispanic American ____ Native Indian ___ African American ___ Asian American Other: __________________ (Please Indicate) 15). Is English your first language? (Mark one with an X): __X___ Yes _____ No If no, what is your first language? __________________ 16). Are you a student at FIU (Mark one with an X): __X___ Yes ______ No 17). Without looking back, think about Part One: Potential Anagram Performance. How many anagrams did we tell you participants solve on average? (Mark one with an X): ____ 8 out of 10 anagrams _X_ 5 out of 10 anagrams ____ 2 out of 10 anagrams Subject 1 4 7 10 13 16 19 22 25 28 31 33 36 39 42 45 48 52 55 58 61 64 67 70 73 76 79 82 84 87 90 93 96 101 104 107 110 112 114 2 5 8 11 14 17 20 IVConditionPartIQ1Think PartIQ2FewerThanAverage PartIQ3MoreThanAverage PartIQ4Satisfaction PartIQ5Disappointment PartIIQ6ActualAnagrams PartIIIQ7AnagramsSolved 1 3 3 5 3 6 4 4 1 5 2 6 4 7 5 5 1 8 4 5 5 5 5 5 1 7 4 7 4 5 7 5 1 7 3 6 4 7 4 4 1 6 2 4 5 3 5 5 1 8 2 4 4 8 3 3 1 8 3 6 3 7 3 4 1 8 4 5 4 6 7 4 1 4 3 6 4 8 3 3 1 7 2 4 5 5 5 5 1 9 4 5 4 8 5 5 1 3 3 8 5 5 4 4 1 7 4 6 7 7 5 5 1 10 3 5 4 6 6 5 1 6 0 4 5 5 5 5 1 3 3 5 6 6 4 4 1 3 3 4 4 5 4 4 1 7 4 7 4 8 2 5 1 7 3 6 4 7 4 4 1 3 2 6 5 8 5 5 1 6 2 6 4 8 3 3 1 4 3 6 4 8 3 3 1 7 2 6 5 8 5 5 1 8 3 5 3 7 4 4 1 4 4 6 2 4 2 3 1 9 4 5 4 8 5 5 1 3 3 8 2 8 4 4 1 #NULL! 0 8 1 9 5 5 1 3 3 5 3 6 4 4 1 5 2 6 3 7 5 5 1 8 4 5 4 8 5 5 1 7 3 6 5 7 4 4 1 3 2 6 2 8 5 5 1 8 2 6 6 8 3 3 1 8 3 6 3 7 3 4 1 8 4 8 4 6 4 4 1 5 2 4 3 7 5 5 1 4 3 6 4 8 3 3 2 5 3 6 5 5 4 4 2 6 2 5 3 7 2 3 2 5 2 6 3 6 3 3 2 5 3 5 5 7 4 4 2 6 5 4 7 5 5 5 2 4 5 5 7 5 4 4 2 5 4 6 5 5 4 4 23 26 29 34 37 40 43 46 49 53 56 59 62 65 68 71 74 77 80 85 88 91 94 97 99 102 105 108 111 115 3 6 9 12 15 18 21 24 27 30 32 35 38 41 44 47 50 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 5 6 5 6 6 6 7 2 5 4 5 6 6 5 5 3 7 6 5 6 5 3 5 4 6 6 7 5 6 5 3 4 7 3 7 4 3 3 2 7 2 3 4 4 4 5 3 3 2 4 3 3 3 2 4 3 3 3 5 5 4 4 3 4 4 3 4 3 2 2 4 5 5 4 3 2 4 3 4 2 3 3 4 4 3 4 3 3 4 3 4 3 5 3 8 5 6 6 8 6 7 6 6 4 5 4 5 6 6 5 5 4 6 6 6 5 6 6 4 5 6 8 5 6 5 5 8 5 6 5 6 5 8 8 9 5 5 5 10 10 5 4 5 4 4 5 4 5 4 6 3 5 4 5 7 4 5 7 5 4 4 3 6 3 5 4 5 5 4 5 4 5 4 4 5 8 7 7 4 3 5 4 6 5 6 5 8 5 5 8 6 4 4 8 8 8 5 6 7 5 5 5 6 5 6 6 4 8 5 7 6 6 5 5 5 5 8 6 8 7 5 5 8 3 7 2 9 3 6 7 5 6 4 5 8 5 4 3 3 4 4 4 4 4 4 4 5 4 4 3 4 4 5 3 4 4 3 3 2 5 4 4 5 4 3 5 4 3 2 2 3 2 5 5 4 4 5 4 5 5 5 5 5 4 3 4 4 4 4 4 4 4 4 5 4 4 3 4 4 5 4 4 4 3 3 4 5 4 4 5 4 3 5 4 4 2 2 3 4 5 5 4 4 5 4 5 5 5 5 51 54 57 60 63 66 69 72 75 78 81 83 86 89 92 95 98 100 103 106 109 113 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 4 7 3 4 6 3 3 4 6 3 6 6 5 4 3 5 3 4 6 7 5 3 2 3 3 4 4 3 4 3 3 4 3 5 3 4 3 3 3 4 4 3 4 4 8 5 6 5 6 8 5 8 9 5 10 10 5 5 5 4 6 5 6 5 8 7 4 5 8 6 7 5 3 5 7 3 5 4 5 7 4 6 7 7 4 4 6 5 5 5 8 3 7 3 3 5 6 7 4 5 8 7 5 5 8 3 7 2 9 7 3 2 2 3 2 4 4 3 4 5 5 5 5 4 4 6 2 3 4 5 5 3 4 2 2 3 4 4 4 3 4 5 5 5 5 4 4 3 2 3 4 5 5 PartIIIQ8FeelingAnagram PartIIIQ9SatisfactionSolved PartIIIQ10DisappointmentSolved PartIIIQ11Difficult PartIVQ12Gender PartIVQ13Age PartIVQ14aRace PartIVQ14bRaceOther PartIVQ15aEnglish 3 5 5 4 2 23 2 1 2 4 6 4 1 22 2 1 2 5 6 5 1 22 2 1 2 4 5 4 1 21 4 1 4 5 4 2 1 21 2 1 5 5 6 5 2 28 1 1 3 5 6 5 1 25 2 1 5 6 6 3 1 19 2 2 2 5 5 4 2 23 1 1 3 5 6 5 1 32 2 1 4 6 4 3 2 #NULL! #NULL! Mixed 1 4 5 3 5 2 22 2 1 5 5 5 5 1 22 2 2 5 6 5 4 2 18 4 1 5 4 4 3 2 43 2 2 3 5 4 5 1 27 1 1 5 5 5 7 2 23 2 1 3 4 6 2 1 18 1 1 2 4 5 6 1 21 2 1 2 5 4 2 1 21 2 1 2 5 6 2 2 23 4 1 3 5 6 5 1 25 2 1 3 5 6 2 1 32 2 1 2 6 4 3 2 22 6 Mixed 1 3 5 5 5 1 59 1 1 2 4 6 2 2 18 2 1 4 5 3 3 2 22 2 1 3 5 5 5 1 22 2 2 5 5 4 2 1 27 1 1 6 5 5 4 2 33 2 1 2 4 6 4 1 22 2 1 2 5 6 2 1 22 2 1 3 5 5 3 1 21 1 1 2 5 6 2 2 23 4 1 3 5 6 5 1 25 2 1 2 6 6 3 1 19 2 2 2 5 5 4 2 23 1 2 2 4 6 4 1 22 2 1 3 5 6 2 1 32 2 1 1 4 4 4 2 20 2 2 2 6 4 4 2 23 1 1 2 6 6 3 2 21 4 1 2 5 6 4 1 23 2 1 3 6 6 5 2 27 2 2 2 5 5 3 1 33 2 1 2 5 4 5 2 27 2 1 2 3 5 4 3 2 2 2 1 6 5 3 2 2 4 5 1 2 2 5 1 2 4 3 3 2 5 2 3 4 2 4 5 3 2 2 2 3 2 2 6 3 6 2 1 3 2 5 6 5 5 5 4 5 5 4 5 5 6 5 5 5 6 5 5 5 5 4 6 6 5 6 5 5 5 6 5 5 5 5 6 5 5 4 5 6 5 5 6 5 5 5 6 5 6 6 6 5 7 6 5 4 4 5 6 6 5 4 6 6 6 5 5 4 4 4 6 5 6 5 4 6 6 6 6 7 5 4 5 5 6 5 4 5 4 5 5 6 5 6 6 5 4 5 4 4 5 6 3 4 6 4 5 3 5 5 3 5 5 4 3 4 4 3 4 5 3 5 5 4 5 5 4 5 6 5 5 8 4 5 3 8 8 5 4 5 5 5 2 2 1 1 1 2 1 1 2 1 1 2 1 2 1 2 1 2 1 1 2 2 2 1 2 1 2 2 2 1 #NULL! 1 2 #NULL! 2 1 2 1 2 2 1 2 2 1 1 1 #NULL! 53 24 31 21 21 23 27 18 20 18 23 27 33 27 31 21 43 19 21 18 20 23 21 20 27 33 27 17 24 31 #NULL! 26 19 #NULL! 43 #NULL! 21 18 45 23 20 24 20 22 29 21 #NULL! 2 4 2 2 1 6 Pacific Islander 2 1 2 6 Mixed 4 2 5 2 2 1 4 1 2 1 2 1 4 2 2 5 2 2 4 2 6 Mixed 1 1 1 2 1 2 1 2 3 2 2 2 1 1 2 #NULL! Mixed 1 2 2 1 1 2 1 1 2 2 1 2 1 1 2 1 1 1 1 1 2 1 1 1 2 1 1 1 2 2 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 2 2 3 2 6 2 2 5 2 2 3 1 3 6 5 1 5 2 2 2 3 5 5 5 6 5 5 4 5 5 4 5 6 5 6 5 5 4 5 5 5 4 5 6 5 5 4 5 5 6 5 6 5 4 5 5 6 6 7 6 5 5 5 6 5 4 5 5 6 5 5 8 3 5 4 5 8 5 5 5 4 4 5 3 5 3 4 3 2 2 #NULL! 2 1 2 2 1 1 1 2 1 1 #NULL! 1 2 2 2 1 2 1 2 19 19 25 43 32 21 23 25 23 20 24 29 21 17 26 24 19 43 32 21 18 45 1 1 1 2 1 2 3 2 4 2 2 2 2 #NULL! Mixed 1 5 2 2 1 2 1 5 1 1 1 2 1 1 1 2 1 1 1 1 1 1 1 1 1 2 1 1 1 1 PartIVQ15bOtherEnglish PartIVQ16FIUStudent PartIVQ17AttenCheck 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 1 2 1 2 1 2 1 1 1 1 1 1 2 1 1 1 1 1 2 1 2 1 1 1 1 1 2 1 2 1 1 2 1 2 1 2 2 2 1 2 1 2 1 1 1 1 1 1 2 1 2 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 2 1 1 1 1 1 1 1 1 2 3 2 2 2 2 2 1 1 2 2 2 2 2 2 2 2 1 2 1 1 2 2 2 1 2 2 2 3 2 2 3 3 3 2 3 3 3 3 3 3 3 3 3 3 1 2 1 1 1 1 2 1 1 2 1 2 2 1 2 1 1 1 1 2 2 2 1 2 3 3 3 2 3 3 3 3 3 3 3 3 3 2 3 3 3 2 3 3 3 3
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Explanation & Answer

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Outline

Topic: Affective Forecasting

Thesis statement: The survey is comprised of a cross-sectional research approach that evaluates

the connection between human conceptions and affective forecasting. The research has recruited

60 students and offered questionnaires that have predetermined questions. The questions ask the

students to answer and rewrite anagrams of ten which would later be evaluated within the

process.

1. Methodology

2. Results

3. Discussion

4. Tables


Running head: AFFECTIVE FORECASTING

Affective Forecasting

Name

Institution

1

AFFECTIVE FORECASTING

2
Affective Forecasting

Methods


Design and Data Collection

This study aimed at evaluating the impacts of affective forecasting. The research utilized a
cross-sectional descriptive design whereby, data was collected by a self-report survey
questionnaire. The questionnaire ensured confidentiality of the participants and only used age,
ethnic origin, language, and school institution of the volunteers. The survey was reviewed and
approved by the school board of Florida International University.


Participants and Demographics

A sample of 60 participants was recruited in the research study with a success response rate
of 84% (50). The participants comprised different ethnic groups such as Caucasians, Hispanics,
Native Indians, African Americans, and Asian Americans. 40% were Caucasians (20), 20% were
native Indians (10), 20% were African Americans (10), 10% were Hispanics (5) and 10% were
Asian Americans (5). All the participants were students in Florida International University (FIU)
taking different courses and from different age groups. However, most of them were aged
between 18-26 years. The survey utilized a questionnaire f...


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