STUDY ONE METHODS, RESULTS DISCUSSION INSTRUCTIONS
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Instructions for Paper II: Study One Methods, Results, and Discussion (Worth 35 Points)
Ryan J. Winter
Florida International University
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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
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3
3
3
Notes About Paper I – Study One Literature Review
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The Title Page (1 point)
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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
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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
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Tables (4 points)
1. Tables overview
2. Tables placement
3. How to copy table content
4. Table formatting
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13
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Discussion Study One (2 points)
13
Writing Quality (3 points)
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Other Helpful Hints
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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
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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!
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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).”
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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
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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
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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
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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
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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 …
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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 …
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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)
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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
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2
3
3
4
4
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4
3
3
4
3
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6
6
8
6
7
6
6
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5
4
5
6
6
5
5
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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
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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
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4
4
3
4
4
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3
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4
3
3
2
5
4
4
5
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4
3
2
2
3
2
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5
4
4
5
4
5
5
5
5
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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
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6
2
1
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1
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5
6
1
21
2
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2
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2
1
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2
1
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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
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5
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2
33
2
1
2
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6
4
1
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2
1
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2
1
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2
1
3
5
5
3
1
21
1
1
2
5
6
2
2
23
4
1
3
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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
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6
2
1
32
2
1
1
4
4
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2
20
2
2
2
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4
4
2
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1
1
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6
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2
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1
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6
4
1
23
2
1
3
6
6
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2
27
2
2
2
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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
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5
1
2
2
5
1
2
4
3
3
2
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2
3
4
2
4
5
3
2
2
2
3
2
2
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6
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6
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5
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4
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4
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3
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5
3
5
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4
3
4
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3
4
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5
5
4
5
5
4
5
6
5
5
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4
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3
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4
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2
2
1
1
1
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1
1
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1
1
2
1
2
1
2
1
2
1
1
2
2
2
1
2
1
2
2
2
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1
2
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2
1
2
1
2
2
1
2
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53
24
31
21
21
23
27
18
20
18
23
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33
27
31
21
43
19
21
18
20
23
21
20
27
33
27
17
24
31
#NULL!
26
19
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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
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1
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1
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2
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2
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6 Mixed
1
1
1
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1
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1
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1
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2
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1
2
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1
1
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1
1
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2
1
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1
1
2
1
1
1
1
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2
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1
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1
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8
3
5
4
5
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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
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1
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1
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3
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