Lab Presentation
Week 4 Lab
Getting to know SPSS
Overview of The Lab
In this lab, you will start to learn how to use SPSS, a statistical
software program that makes those calculations you did by hand
in your statistics class seem like they come from the dinosaur age!
Do you have your data from your three Sexuality Priming
surveys handy! If so, then let’s begin!
– Part One: Opening SPSS
– Part Two: Creating a new file in SPSS
– Part Three: Working with variables in SPSS
– Part Four: Working with YOUR variables in SPSS
– Part Five: An Eye Toward The Future!
Overview of The Lab
Just a quick note: I am going to use some pictures and diagrams
that can also be found in a PDF file on blackboard in the folder
called “Getting to know SPSS” (in the “Resources folder”).
This folder includes the following
– “Creating a new file in SPSS”
– “Entering data in SPSS”
– “Working with variables in SPSS”
I recommend looking at those documents as well as this lab
presentation as you begin working with SPSS. The word
documents will have a lot more detail than I present here
Part One
Opening the SPSS Software
Opening the SPSS Software
Working with SPSS
1. If you are working on a computer on campus, there is a good
chance you can access SPSS already.
– IF you are on campus, then click your start button on your
computer, go into programs, and click on IBM SPSS
Statistics. Open up IBM SPSS Statistics Version 19 or 20
(there may be other versions, but 20 is the most current at
FIU. You can use any version)
– It might take a while to load, so please be patient!
Opening the SPSS Software
Working with SPSS
2. If you bought the course textbook bundle from FIU, then you
should have received a flash drive or CDRom with SPSS on it.
(There is a windows version and a Mac version).
Opening the SPSS Software
Working with SPSS
3. If you are not on campus (or your book did not come with
SPSS), I HIGHLY suggest that you download SPSS. There is a
fee of $39 plus $4.99 for a six month license. If you have not
already done so, please download the software at:
http://www.onthehub.com/spss/
– The cheapest version is the basic 6 month license, which
works for this course. Go into IBM SPSS Statistics 22 and
download the IBM® SPSS® Statistics Base GradPack 23
for Windows (06-Mo Rental)
– You can download for either Mac or Windows
Part Two
Creating a new file in SPSS
(Hint: Print this powerpoint so you can work in SPSS)
Creating a new file in SPSS
Have you opened up the SPSS software yet? If so, you probably
saw this …
Select “Type in data”
Then click “Okay”
Creating a new file in SPSS
Your next screen looks like this, or what I call a data view screen
Part Three
Working With Variables in SPSS
Working With Variables in SPSS
Your data view screen
The data view screen is where we will start to enter our data,
but first we must set up our SPSS for our specific variables
By default, data view present a grid (similar to Excel) that has
numbers down the first column. The word “var” repeated over
and over along the top row. We will come back to this screen
soon, but I want you to click on the button “variable view” at the
bottom, left side of your screen
– This will change the grid, allowing allow us to create brand
new variables. That is …
Working With Variables in SPSS
Your data view screen
Click “Variable View”
Working With Variables in SPSS
Your next screen has a different look … variable view screen
There are a few things to notice here
Working With Variables in SPSS
Variable view screen
Name refers to the VERY SHORT name of your variable. You
will have names for both independent and dependent variables,
and no two names can be the same. Names cannot include
spaces or special characters (like $%#@*&^!).
Working With Variables in SPSS
Variable view screen
Type refers to the type of variable we have. The default is a
“numerical” type, which means it uses numbers. This will be the
one we use most frequently. If a person answers “4” on a scale
of 1 to 6, the number “4” will be numerical
Working With Variables in SPSS
Variable view screen
However, we might also use a variable that is “string” oriented.
For string variables, we can type in whole words. This will come
in handy if we need to type in words (like a person’s name or
their ethnicity)
Working With Variables in SPSS
Variable view screen
Width and decimals help you control how the numbers look.
Width allows you to show more number or letter characters in
each grid box; decimals allows you to view decimals. We will
leave the width default at 8 and decimal default at 2.
Working With Variables in SPSS
Variable view screen
Names
Remember when I said “Names” cannot have spaces? “Labels”
can have spaces! It can be long, too: It allows more characters,
special symbols, and spaces than “Names”, so it can be a lot
more descriptive (“Independent Variable One: Task”).
Working With Variables in SPSS
Variable view screen
Values are important. They let us assign numbers to values,
which act as a guideline to help us run analyses. If we have a
scale from 1 to 6 where 1 is “disagree” and 6 is “agree”, then
we simply assign that value of 1 to “disagree” and 6 to “agree”
Working With Variables in SPSS
Variable view screen
Our next columns involve Missing, Columns, Align, Measure,
and Rule. Generally, we will leave these alone and keep them
on their default, so ignore them for now.
Working With Variables in SPSS
Variable view screen
Before talking more about your specific study, let’s get to know
a little more about SPSS using a different set of materials. Let’s
say we want to input a few different variables from a study that
looks at height and weight.
– First, let’s enter some important variables:
1. Subject Number
2. Height
3. Weight
Working With Variables in SPSS
Variable view screen
Stay in the variable view screen and create three variables:
Subject number, height, and weight
– 1. Subject number is just our participant number, and this
goes in row 1, column 1. Since we cannot have “Subject
number” as a Name (remember, names cannot have any
spaces), we will simply use the Name “Subject”.
We will keep the “Type” as numeric, keep width and
decimals at their default 8 and 2, and we can type in
“Subject number” as our label. We don’t assign values
for this variable. In variable view, it looks like this …
Working With Variables in SPSS
Variable view screen
Stay in the variable view screen and create three variables:
Subject number, height, and weight
– 1. Subject number is just our participant number, and this
goes in row 1, column 1. Since we cannot have “Subject
number” as a Name (remember, names cannot have any
spaces), we will simply use the Name “Subject”.
Working With Variables in SPSS
Variable view screen
Stay in the variable view screen and create three variables:
Subject number, height, and weight
– 2. Height will be our second variable, so we will add this in
row two (named “Height” in column 1). We keep everything
else at default (ignore “values” for this variable)
– 3. Weight is our third variable, which goes in the third row,
and we will keep all defaults and ignore values
Working With Variables in SPSS
Variable view screen
Stay in the variable view screen and create three variables:
Subject number, height, and weight
– You can see, though, that I added the labels “Participant
Height” and “Participant Weight” here. Again, with Labels
you can add in spaces, making the label longer (and more
informative) than Name
– When we switch back to “data view”, it looks like this …
Working With Variables in SPSS
Data view screen
You now see your new
variables created!
– Subject
– Height
– Weight
Now we fill in our data grid,
starting with the Subject # …
Working With Variables in SPSS
Data view screen
I know you don’t know the subject numbers yet. Well, these are
easy! Just assign a different number to each participant until
you reach the last participant …
– The first person to complete the survey is Subject 1
– The second person to complete the survey is Subject 2
– The third person to complete the survey is Subject 3, etc.
Next, we enter the height and weight for subject 1, and then
repeat this procedure for subject 2, and then for subject 3, and
for all subsequent participants …
Working With Variables in SPSS
Data view screen
I put in 7 subjects here
– Subject 1 has a height of
1.78 and a weight of 78
– Subject 2 has a height of
1.82 and a weight of 92
– Etc. (My subjects happen
to be family pets, with
their height in feet and
their weight in pounds!)
Working With Variables in SPSS
Variable view screen
Let’s say that we have another variable of interest: Gender
– Going back into our variable view screen, we can enter
Gender as the name of the variable, keep it numeric, keep
our width and decimal places the same, and have a label of
“Gender” or even “Gender of participant” if we want.
– Here, though, it might be helpful to add “Values” to our label
After creating Gender in variable view, click on “Values”
and the little blue box. Then enter “1” for male and “2” for
female (note that this is arbitrary – We could easily have
“1” for females and “2” for males. Either way is fine).
Working With Variables in SPSS
Variable view screen
If you click anywhere in the box in the values column, you will
see a small blue box on the right side appear. Clicking on that
blue box will open the following screen …
Working With Variables in SPSS
Variable view screen
We are going to assign values to some of our variables. Above,
notice I typed in the value “1” and the label “Male”. This means
that males are coded as 1. Then click “Add”
Working With Variables in SPSS
Variable view screen
I can continue with this variable by inputting the value “2” and
the label “Female” and then clicking “Add”. Then click “Ok” to
return to the variable view page. However, go to data view
Working With Variables in SPSS
Data view screen
When we go back into data view, gender will now be in our
grid, but we still need to enter values for this new variable.
Since we have gender as a “numeric” value, we cannot type in
“male” and “female”. Instead, we assign them values. If our
subject is a male, we type in the value “1”. If female, we will
type in the value “2”
– Note that we could type in words if we selected “string”
instead of “numerical”, but you cannot do statistics on
words, so let’s stick with the numerical “Type” instead!
Working With Variables in SPSS
Data view screen
Once again, type in gender
values for the subjects. It may
look like this, with three males
and four females
If you forget which number
refers to which gender, just
hit the
button, and it will
show you your value labels.
For example …
Working With Variables in SPSS
Data view screen
Part Four
Working With YOUR Variables in SPSS
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
Make sure to have a your Sexuality Priming surveys with you
for these next set of slides. We will refer to them a lot!
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
1. Open a new SPSS document and set up your variables in
variable view. You should have one independent variable and
several dependent variables
– A. First, set up a “Subjects” variable in variable view. You
can leave the rest of the columns in their default form
Remember, at the bottom of your screen you will see
these two options: Choose variable view
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
1. Open a new SPSS document and set up your variables in
variable view. You should have one independent variable and
several dependent variables
– A. First, set up a “Subjects” variable in variable view. You
can leave the rest of the columns in their default form
– B. Second, type in your independent variable. I suggest a
name like “IVCondition” – that way you will know that this
variable is your IV and involves the condition. We’ll use
“IVCondition” later to set up all three of our IV values (where
1 = Sexuality , 2 = Romance , 3 = Education)
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
1. Open a new SPSS document and set up your variables in
variable view. You should have one independent variable and
several dependent variables
– This is how your first two variables (Subject / IVCondition)
will look in variable view
Note that IVCondition is all one word (SPSS won’t allow
a variable name with spaces in it!). Leave the width and
decimal in their default values of
8 and 2
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
1. Open a new SPSS document and set up your variables in
variable view. You should have one independent variable and
several dependent variables
– C. Set up your dependent variables.
Start with the question in Part II (Riley Impressions). For
now, we are just setting up the SPSS file, so all we need
is the name
I like to include a pretty specific name in my SPSS
files so I always know what the variable is. So I will
name it PartIIEducated (all one word)
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
1. Open a new SPSS document and set up your variables in
variable view. You should have one independent variable and
several dependent variables
– C. Set up your dependent variables.
Start with the question in Part II (Riley Impressions). For
now, we are just setting up the SPSS file, so all we need
is the name
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
1. Open a new SPSS document and set up your variables in
variable view. You should have one independent variable and
several dependent variables
– C. Set up your dependent variables.
While the “Name” in SPSS cannot include spaces or any
special characters, the “Label” can. So you can include a
longer description for the variable under “Label”.
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
1. Open a new SPSS document and set up your variables in
variable view. You should have one independent variable and
several dependent variables
– C. Set up your dependent variables.
These are first five variables (with Part II DVs):
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
1. Open a new SPSS document and set up your variables in
variable view. You should have one independent variable and
several dependent variables
– C. Set up your dependent variables.
And here are my next few dependent variables
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
This is what my first 14 variables look like in variable view. The
Names can be the same as the Labels (e.g. Subject), or labels
can expand on the Names (and include spaces / symbols)
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
2. Values: In your SPSS document, you can set up your values
in variable view. That is, you specify values for each category
– Values give the range for variables.
For my IV, I just clicked the
blue box and entered values for
each IV level. The Sexuality level
of my IV is “1”, Romance is “2”, and
Education is “3”
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
2. Values: In your SPSS document, you can set up your values
in variable view. That is, you specify values for each category
– Now, assign numbers (or values) to the levels of your other
dependent variables (for scales, 1 = Strongly Disagree etc.).
For me, I like to add a little “clue” to my Label to remind
myself what values I assigned to the levels, like 1 = S,
2 = R, and 3 = E
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
2. Values: In your SPSS document, you can set up your values
in variable view. That is, you specify values for each category
– And YES, you can add labels to variables that are scaled
– Here are the values for my
“PartIIEducated” variable
question
Note: I can use these
values and
labels / values for all
questions in Part II
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
2. Values: In your SPSS document, you can set up your values
in variable view. That is, you specify values for each category
– Here are my 1/6 values for
“Riley seems educated”
So what about values
2, 3, 4, 5? Well …
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
2. Values: In your SPSS document, you can set up your values
in variable view. That is, you specify values for each category
I didn’t list any values for 2, 3, 4, and 5 for Riley seems
educated. Why?
To be honest, SPSS doesn’t care about the names
we give to values. SPSS only cares about numbers
(labels are only useful to humans).
As a result, we don’t need to put in value labels for
every number / value. I’ll explain why shortly. For
now, consider our full variable view …
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
This is what most of my variables look like in variable view.
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
Here are others, including demographics (in variable view)
String
So you might notice some weird “Types” for PartIVRaceOther
and PartIVEnglishOther, with both being “String”
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
Here are others, including demographics (in variable view)
String
A “String” variable let’s us type in letters rather than numbers.
Because they can type in any “Race”, we need to allow letters
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
Here are others, including demographics (in variable view)
String
Recall that SPSS doesn’t really care about words, so SPSS will
not actually analyze these “open-ended questions”
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
Here are others, including demographics (in variable view)
One final thing about demographics. Notice Race and English.
I asked TWO different questions about race and two different
questions for language. I need two questions for each!
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
Here are others, including demographics (in variable view)
Now, make sure to add values for your Gender (male / female)
and Race variables …
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
In variable view, make sure to put labels for your variables
– Here are the tables for Ethnicity and Gender
This is for
“Ethnicity”
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
In variable view, make sure to put labels for your variables
– My final variables in SPSS are my Riley Gender variable
(Part V) and my manipulation check question (where I asked
participants to recall the theme of the ads in Part VI).
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
3. Now, return to the data view screen and then make sure all
of your new variables are present along the top row
– It should look something like this (but with 32 columns)
– Now I entered data for MY participants 1, 2, and 3
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
3. Now, return to the data view screen and then make sure all
of your new variables are present along the top row
– For Subject 1, I put a 1 in SPSS for IVCondition (Sexuality
condition), a 4 for PartIIEducated (he rated Riley as a 4 on
“Riley seems educated), and 6 for PartIIFlirtatious, etc.
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
3. Now, return to the data view screen and then make sure all
of your new variables are present along the top row
– Completely enter all data for your three participants. These
should fill in rows 1, 2, and 3. Just three more things …
– First, notice subject #1 omitted “PartIIIWellRounded”? If you
have missing data, just leave the cell blank. Do NOT put a
zero (a “zero” has value – here we want no value at all)
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
3. Now, return to the data view screen and then make sure all
of your new variables are present along the top row
– Completely enter all data for your three participants. These
should fill in rows 1, 2, and 3. Just three more things …
– Second, remember that we may have no label for 2, 3, 4, 5
on some of our DV scales. SPSS doesn’t care about labels.
It only cares about numbers. It still reads numbers 2, 3, 4
and 5, even if you do not have labels for them. Thus, if a
subject puts a 4 on a survey, you put down a 4 in SPSS.
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
3. Now, return to the data view screen and then make sure all
of your new variables are present along the top row
– Third (and finally), clicking on this button will let you see the
value labels that you added earlier.
IV conditions are now spelled out, as are “Strongly Disagree” (which
was originally a 1) and “Strongly Agree” (originally a 6)
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
3. Now, return to the data view screen and then make sure all
of your new variables are present along the top row
– Third (and finally), clicking on this button will let you see
the value labels that you added earlier.
Back again!
Here, “strongly agree” returns to 6, and 4 and 3 remain numbers.
Working With YOUR Variables in SPSS
Assignment #2 deals with collecting and entering data into SPSS
3. Now, return to the data view screen and then make sure all
of your new variables are present along the top row
– Once you finish entering data, make sure to save it to your
own computer or flash drive. I had some problems saving it
to my computer, but the flash drive-save worked for me
– E-mail this document in an attachment to your instructor to
earn 5 points for this task (Assignment #2).
Part Five
An Eye to the Future
An Eye to the Future
Look over your data on your own, and see if any patterns emerge
just based on the three individuals you collected yourself (and
please collect this data from OTHER people, don’t do it yourself)
Eyeballing it, do you see any differences between the three
conditions (Sexuality, Romance, and Education)? Does your
data seem to support our hypotheses?
An Eye to the Future
Look over your data on your own, and see if any patterns emerge
just based on the three individuals you collected yourself (and
please collect this data from OTHER people, don’t do it yourself)
Next week in the lab, we will start to analyze the data collected
by all class members (combining your three surveys with the
surveys collected by all other methods students). Do you think
the data pattern will look the same when we have 48 people in
the Sexuality condition, 48 in the Romance condition, and 48
in the Education condition (compared to just the 1 person you
currently have in each condition)?
An Eye to the Future
In addition …,
Also, make sure you are working on Paper I Literature Review
(due very soon!) as well as your (Assignment #4) Describing
Data Assignment
Remember that your t-Test Crash Course Quiz is coming due
soon as well. If you haven’t done it yet … do it!
Lab Presentation
Week 5 – Data Analysis Part One
Analyzing Paper One Data – The Chi Square and t-Test
Overview of The Lab
Okay, it is time to start analyzing your data for your Sexuality
Priming study!
This will be a more complicated lab presentation than usual,
but keep in mind that you can return to these slides later if you
need to. I suggest reading them once, and then opening SPSS
and following along a second time. There is also a stand-alone
version of these slides on Canvas
By now you should have access to a data file for the study.
This will be in a folder on the Canvas module folders
– Download the file
Overview of The Lab
Okay, it is time to start analyzing your data for your Sexuality
Priming study!
In this lab current lab lecture, we focus on the following
– Part One: Opening your SPSS file
– Part Two: Descriptive Statistics: Demographics
– Part Three: Chi Square
– Part Four: The t-Test
– Part Five: The One-Way ANOVA & Post Hoc Tests (Brief!)
– Part Six: An Eye Toward The Future
Part One
Opening your SPSS Software
(Hint: Again, I recommend printing these slides)
Opening Your SPSS Software
Have you opened up the SPSS software yet? If so, you probably
saw this again …
This time, select “Open an existing data source” and click “Ok”
Opening Your SPSS Software
Have you opened up the SPSS software yet? If so, you probably
saw this again …
It will open up a box that
looks like this
For me, I found the file in my H drive (my flash drive) where I
saved it. It might take some time to find yours, but keep trying!
You might have to select “all files” to view your document,
which I saved as “Data Study One Sexuality Practice”
Opening Your SPSS Software
Let’s get started with the analysis!
One quick note. I am going to use a data file I created based
on all of the study variables. The data in this file (60 subjects) is
completely made up. I did not interview anyone, but I imagined
how they may have responded based on our study hypotheses
Your data set will differ from my data set here, because YOU
and others in your lab are collecting real subjects. I merely want
to demonstrate what the data might look like in an ideal world in
this presentation. Your own data may not look like exactly this,
and your results will differ from mine (if not dramatically, they
will be at least be a little different!).
Opening Your SPSS Software
Let’s get started with the analysis!
That being said, if you want to practice data analysis using the
data set that I am presenting in this powerpoint, you can! Find it
in your SPSS Example Data files on blackboard (Again, I
named the SPSS file “Data Study One Sexuality Practice”).
– Just a warning, though. Do NOT base your Paper II on my
data from this presentation. Base it on YOUR data, which
will probably have more than 60 participants. YOUR data
will not be just the three people you personally interviewed
either. It will include over a hundred participants!
Part Two
Descriptive Statistics: Demographics
Working With Descriptive Data
Let’s get started with the analysis!
There are different statistics we can run on our data set based
on the nature of the data.
– We can use a t-Test or ANOVA to look at interval and ratio
variables (variables that use a scale, like 1 to 6 or 0 to 100),
but we use a chi square for nominal and ordinal variables
(which use categories – like yes vs. no, or men vs. women)
Whichever test you use, you can usually find it in the top menu
row in SPSS. You’ll usually find the test under the “Analyze” tab
So let’s begin! …
Working With Descriptive Data
Let’s get started with the analysis!
First, let’s get some basic descriptive data about our sample.
Descriptive statistics help us “describe” the data. I am going to
limit this to just a few of our demographic DVs for now: Gender,
Age, and Race/Ethnicity
– Click the “Analyze Menu”, scroll to “Descriptive Statistics”,
and then click “Frequencies”
Working With Descriptive Data
Let’s get started with the analysis!
First – Demographic data
– You will see a box that looks like this. Move gender, age,
and race to the “Variable(s)” box
The variables are listed
as “variable labels” right
now. But …
Working With Descriptive Data
Let’s get started with the analysis!
First – Demographic data
– But … if you prefer to see “Variable Names” (rather than
“Variable Labels”), right click on any variable and select the
“Display Variable Names” button. You’ll see it change to this
Now, click on the
“Statistics” button
Working With Descriptive Data
Demographic data via frequencies
We are going to click on
a few items, though for
your write-up we will only
focus on a few of them.
Working With Descriptive Data
Demographic data via frequencies
We are going to click on
a few items, though for
your write-up we will only
focus on a few of them.
For now, click these …
Then click continue
Finally, click ok on the
frequencies screen
our
on the
Working With Descriptive Data
Demographic data via frequencies
Your output will have several elements: a “Statistics” table and
three “Frequency” tables. Let’s look at the Statistics table first
– Notice we have 60 subjects (Valid N = 60).
– Do you see the mean age?
– The mean (or average)
age is 24.20, the standard
deviation is 7.49, and range
goes from 17 to 59
Working With Descriptive Data
Demographic data via frequencies
Your output will have several elements: a “Statistics” table and
three “Frequency” tables. Let’s look at the Statistics table first
– An average age of 24.20 makes sense, right? So does the
standard deviation of 7.49 (we discuss “SD” in Chapter 9)
– We will write this up later, but
it looks like … “The age of the
sample ranged from 17 to 59
(M = 24.20, SD = 7.49).”
Working With Descriptive Data
Demographic data via frequencies
Your output will have several elements: a “Statistics” table and
three “Frequency” tables. Let’s look at the Statistics table first
– Now, what about the other two columns here: Gender and
Race? What do we do with them? Right now, nothing!
– Does an average gender or an
average race make sense?
No, not at all! Is the “average”
gender half man/half woman?
– For those variables, look at
the frequencies tables …
Working With Descriptive Data
Demographic data via frequencies
Your output will have several elements: a “Statistics” table and
three “Frequency” tables. Let’s look at the Statistics table first
– For Gender and Race,
use the frequency table
– There are 31 men and 27
women (2 “missing”)
– Mostly Hispanic (it is
Miami after all!)
– Now, write it up!
Working With Descriptive Data
Demographic data via frequencies
In your participants section, you would write the following
– “There were 60 participants. Of these, 31 were male (52%)
and 27 were female (45%), with 2 participants not providing
their gender (3%). The age of the sample ranged from 17 to
59 (M = 24.20, SD = 7.49). This included 30% Caucasian (N
= 18), 43% Hispanic (N = 26), 2% Native American (N = 1),
13% African American (N = 8), 5% Asian (N = 3), and 7% of
participants reporting “Other” (N = 4).”
Working With Descriptive Data
Demographic data via frequencies
In your participants section, you would write the following
– You might see a different demographics section style in
published papers, but all give the same basic information.
– I suggest using the style on the prior slide for your own
papers (but with your own numbers from your own study!)
Working With Descriptive Data
Demographic data via frequencies
In your participants section, you would write the following
– “There were 60 participants. Of these, 31 were male (52%)
and 27 were female (45%), with 2 participants not providing
their gender (3%). The age of the sample ranged from 17 to
59 (M = 24.20, SD = 7.49). This included 30% Caucasian (N
= 18), 43% Hispanic (N = 26), 2% Native American (N = 1),
13% African American (N = 8), 5% Asian (N = 3), and 7% of
participants reporting “Other” (N = 4).”
– Just make sure to italicize the letters M, SD, and N
Part Three
The Chi Square
The Chi Square
In this analysis, we are going to look at a Chi Square
Earlier, I mentioned that the t-Test and ANOVA were helpful
when looking at scaled data (that is, data that has a range, as
in 1 to 6, or 0 to 20, or 1 to 1000). These are called interval or
ratio scales, and are based on a mean (or average) score
However, some data are not scaled, but ordinal or nominal.
Our manipulation check (Part VI) is like this, with three category
options, not a scale (“Was the ad theme about sexuality,
romance, or education?”) Hint: You cannot average this!
To analyze a nominal (or categorical) question, we use a chi
square, which looks at a response frequency, not an average
The Chi Square
The Chi Square test
To run this test, we are going to focus on question e): Did you
write about death, dental pain, or college?
Go to Analyze, then Descriptive Statistics, then Crosstabs
The Chi Square
The Chi Square test
Again, note that when you open a stats menu, you can alter the
“names” of the variables. Right click on any variable and select
either “Display Variable Names” or “Display Variable Labels”
The Chi Square
The Chi Square test
Again, note that when you open a stats menu, you can alter the
“names” of the variables. Right click on any variable and select
either “Display Variable Names” or “Display Variable Labels”
I prefer “variable names”
since they are usually shorter
The Chi Square
The Chi Square test
Move our two variables for our chi square analysis (IVCondition
and PartVManipCheck) into the row and column boxes
Next, click “Statistics”
(Note: “Cells will be
important in a few slides”)
The Chi Square
The Chi Square test
In “Statistics”, check off “Chi square” and “Phi and Cramer’s V”
Click Continue
The Chi Square
The Chi Square test
Back in the main crosstabs window, click on “Cells” to open up
this new box
– Make sure to click on …
Observed counts
Percentages
Row
– Click continue, then Okay
The Chi Square
The Chi Square test
This is our output (a large version). I will reduce it in size …
The Chi Square
The Chi Square test
I got the following table (ignore the Case Processing Summary
in the data window)
– Yep, lots of numbers!
But let’s look at just
the top row first (the
Sexuality condition)
– Find the number “16” (88.9%).
This is the number of participants in the sexuality condition
who recalled sexuality ads (manipulation check)
The Chi Square
The Chi Square test
I got the following table (ignore the Case Processing Summary
in the data window)
– 16 S p’s (88.9%)
said they saw S;
– 1 S p (5.6%) said
they saw Romance
– 1 S p (5.6%) said
they saw Education
Thus two S (Sexuality) subjects (or just over 11%) incorrectly
recalled seeing something other than Sexuality
The Chi Square
The Chi Square test
I got the following table (ignore the Case Processing Summary
in the data window)
– 17 R p’s (81%) said
they saw Romance;
– 1 R p’s (4.8%) said
they saw Sexuality
– 3 R p’s (14.3%) said
they saw Education
Four Romance subjects incorrectly recalled the advertisement
manipulation
The Chi Square
The Chi Square test
I got the following table (ignore the Case Processing Summary
in the data window)
– 17 E p’s (81%) said
they saw Education;
– 2 E p’s (5%) said
they saw Sexuality
– 2 E p’s (5%) said
they saw Romance
Thus four Education subjects were incorrect
The Chi Square
The Chi Square test
Now look at the Chi Square table. The Pearson Chi-Square is
significant, X2(4) = 78.13 p < .001
– X2 refers to a “Chi Square” test, 4 is the degrees of freedom,
68.39 is the actual statistical number, and p is the p value
The Chi Square
The Chi Square test
Now look at the Chi Square table. The Pearson Chi-Square is
significant, X2(4) = 78.13 p < .001
– We get the degrees of freedom by looking at the number of
rows minus one (or 3 – 1 = 2) times the number of columns
minus one (or 3 – 1 = 2). So, 2 X 2 = 4 degrees of freedom
The Chi Square
The Chi Square test
Finally, look at the Symmetric Measures table, where both Phi
and Cramer’s V are significant
– Ignore Phi (it is best used for 2 X 2 designs) and focus on
Cramer’s V (for our 2 X 3 table). Cramer’s V ranges from 0
to 1, with a weak effect at .10, a medium effect at .30, and a
strong effect at .50. As you can see, our .755 is very strong
– So how do we write this up?
The Chi Square
The Chi Square test
Write something like,
“The chi square was significant, X2(4) = 68.39 p < .001. Most
“Sexuality” participants recalled seeing sexual ads (88.9%).
Most “Romance” participants recalled seeing romance ads
(81%). Finally, most “Education” participants recalled seeing
education ads (81%). These findings indicate that participants
saw our original study outcome manipulation as we intended.”
The Chi Square
The Chi Square test
Pretty easy, right! This is our manipulation check. Of course, if
a lot of our “Sexuality” participants recalled seeing Educational
ads, then we would be in trouble! They would have failed to
complete the study accurately
Note that in my write-up I only concentrated on the number of
participants in each condition who got it correct. That is, there is
no need to say “5.6% of participants in the Sexuality condition
said they saw ads about Education.” If most Sexuality p’s recall
seeing ads about Sexuality (89.9%), I’ll just report 89.9%
The Chi Square
The Chi Square test
But I do want to discuss one other dependent variable that
uses the chi square. Remember the question in Part V, which
asks participants what Riley’s gender is? We gave participants
three options: male, female, or unknown.
– These three options are categories. We can’t take the mean
score. So we need a statistics that is nominal in nature. Yep,
the chi square
– Let me run that chi square real quick, but I want to use the
participants’ gender as one variable and their score as the
second variable in the chi square …
The Chi Square
The Chi Square test
Participant Gender
Riley’s Gender
The Chi Square
The Chi Square test
So what outcome would you expect? I see a few:
– If people interpret the Facebook page in alignment with their
own gender, then males will think Riley is male and females
will think Riley is female
– However, since the Riley Facebook page is written in a
gender-neutral manner, then most participants should
choose the “unknown” option, which would mean the chi
square would not be significant (male and female
participants would not differ in their Riley gender choice)
Let’s see (with my “made up” data file, of course) …
The Chi Square
The Chi Square test
Our df here is 2. We have 2 – 1
for the participant gender (= 1)
times 3 – 1 for Riley’s gender
(= 2). Well, 1 X 2 = 2
The Chi Square
The Chi Square test
Write something like,
“The chi square was not significant, X2(2) = 0.53 p > .05. Most
male participants chose “unknown” for Riley’s gender (64.5%).
Similarly, most female participants chose “unknown” for
Riley’s gender (77.8%).”
Part Four
The t-Test
The t-Test
Let’s run some t-Tests on our main DV’s!
To make things a bit simple right now, let’s run a t-Test (a test
that looks at an independent variable that has only two groups).
– Let’s look at our Sexuality and Romance groups in this
study. (Recall a t-Test by definition involves only two groups,
so forget about the Education group for a moment)
– Go to the “Analyze Menu”, scroll down to “Compare Means”,
and click on “Independent Samples t-Test”. (Independent
here means people were randomly assigned to groups –
they are “independent”).
The t-Test
Let’s run some t-Tests on our main DV’s!
Again, note that we can switch back and forth from looking at
the variable name to looking at the variable label.
Variable Names
Variable Labels
The t-Test
Let’s run some t-Tests on our main DV’s!
For our t-Test, we are going to move our independent variable
(IVCondition) over to the box that says “Grouping Variable”
The t-Test
Let’s run some t-Tests on our main DV’s!
For our t-Test, we are going to move our independent variable
(IVCondition) over to the box that says “Grouping Variable”
Now click
“Define Groups”
The t-Test
Let’s run some t-Tests on our main DV’s!
You’ll see this when you click on “Define Groups”
– Type “1” into “Group 1”
– Type “2” into “Group 2”
– Why type 1 and 2?
Well …
The t-Test
Let’s run some t-Tests on our main DV’s!
“Define Groups”
– We want to compare the Sexuality group (we labeled it as
“1” in variable view) with the Romance group (which we
labeled as “2”).
In this t-Test, SPSS will ignore the Education condition
“3” since it is not a part of our “Define” groups. Thus we
are looking at Sexuality v. Romance only for this t-Test.
We could assess 1 v. 3 or 2 v. 3 if we wanted to do so!
– Now, click continue
The t-Test
Let’s run some t-Tests on our main DV’s!
Now we need our dependent variable. We will pull our DV over
to the “Test variable(s)” box. But which DV should we use?
– After all, we have lots of DV’s, right?
The t-Test
Let’s run some t-Tests on our main DV’s!
Now we need our dependent variable. We will pull our DV over
to the “Test variable(s)” box. But which DV should we use?
– Recall that the kind of data you have limits what stats you
can use. For a t-Test, we need to look at data on a scale.
Anything that is categorical (like “yes / no” “male / female”)
cannot be analyzed with a t-Test
We cannot look at the manipulation check in Part V since
it isn’t scaled. It’s just categories (S, R, E)
However, we can look at scales (most of our questions
are on 1 to 6 scales, so we can use t-Tests on them)
The t-Test
Let’s run some t-Tests on our main DV’s!
Now we need our dependent variable. We will pull our DV over
to the “Test variable(s)” box. But which DV should we use?
– So which of our many dependent variables do we want to
look at? This is where YOU get to have some input. YOU
can choose any variable you want, but my suggestion is to
make sure it relates to your hypothesis / hypotheses.
– Personally, I want to first look at one of the questions from
our “Sexuality Items” (that is, flirtatious, seductive, sexy, or
provocative). I’ll start with flirtatious …
The t-Test
Let’s run some t-Tests on our main DV’s!
Now we need our dependent variable. We will pull our DV over
to the “Test variable(s)” box. But which DV should we use?
– What do I expect from this question? Recall our hypotheses:
“We predict that participants who see sexualized ads
accompanying a fake Facebook profile will view the
Facebook user as more flirtatious than participants who
see romance advertisements.”
Note that I did alter this hypothesis a bit (I don’t
mention education ads since I didn’t look at those)
The t-Test
Let’s run some t-Tests on our main DV’s!
Now we need our dependent variable. We will pull our DV over
to the “Test variable(s)” box. But which DV should we use?
– I am going to focus on the “PartIIFlirtatious” variable, but
play around with the other DVs yourself. For now …
PartIIFlirtatious
Grouping variable IV
Click “Ok”
The t-Test
Let’s run some t-Tests on our main DV’s!
Our t-Test results give us two charts: Group statistics and the
Independent Samples t-Test. Let’s look at group statistics first
The t-Test looked at “Sexuality” and “Romance” conditions
only. Eyeballing it, “Sexuality” p’s agreed that Riley was more
flirtatious than the Romance p’s
– The mean of 4.00 for Sexuality p’s is higher than the 2.80
mean for Romance participants on our 1 to 6 scale
The t-Test
Let’s run some t-Tests on our main DV’s!
Our t-Test results give us two charts: Group statistics and the
Independent Samples t-Test. Let’s look at group statistics first
– This is good news, since we predicted Sexuality p’s would
see Riley as more flirtatious than Romance p’s . But right
now, we cannot definitively say there is significance, since
4.00 may not actually differ from 2.05. We need to look at
the t-Test to know if they do, in fact, differ significantly
The t-Test
Let’s run some t-Tests on our main DV’s!
Now look at the second chart, the Independent Samples t-Test
This table is a too long and busy to look at for our purposes, so
let’s concentrate on the most important information, just the first
six columns or so …
The t-Test
Let’s run some t-Tests on our main DV’s!
Look at the second chart, the Independent Samples t-Test
Better! For right now, we can ignore Levene and pay attention
to the t value, the df values, and the Sig. (2-tailed) values. The
Sig. tells us that our two conditions differ significantly (p < .001)
The t-Test
Let’s run some t-Tests on our main DV’s!
Look at the second chart, the Independent Samples t-Test
Pay attention to these numbers!
In our write up, we are going to concentrate on three specific
numbers in this chart. Keep in mind that for something to be
significant, it needs to be less than .05. Here, it is (p < .001)
The t-Test
Let’s run some t-Tests on our main DV’s!
Our write up is going to focus on both the t-Test table and the
groups statistics table. The former tells us whether our t-Test is
significant and the latter tells us which condition is lower and
which is higher. We use BOTH. Our write up reads like this …
– We ran an independent samples t-Test with condition as our
independent variable (Sexuality ads v. Romance ads) and
ratings of how flirtatious Riley was as our primary dependent
variable. It was significant, t(37) = 3.91, p < .001.
Participants saw Riley as more flirtatious in the sexuality ad
condition (M = 4.00, SD = 1.09) than in the romance ad
condition (M = 2.81, SD = 0.81).
The t-Test
Let’s run some t-Tests on our main DV’s! Some things to point out
The letters “t”, “p”, “M” and “SD” are italicized
The df is represented numerically (37), so no need to write “df”
The IV and DV are clearly labeled
– We ran an independent samples t-Test with condition as our
independent variable (Sexuality ads v. Romance ads) and
ratings of how flirtatious Riley was as our primary dependent
variable. It was significant, t(37) = 3.91, p < .001.
Participants saw Riley as more flirtatious in the sexuality ad
condition (M = 4.00, SD = 1.09) than in the romance ad
condition (M = 2.81, SD = 0.81).
The t-Test
Let’s run some t-Tests on our main DV’s! Some things to point out
One quick thing, and then I will wrap up this lecture. For the tTest we just ran, you saw the following from SPSS:
– t(37) = 3.91, p < .001
However, I can get SPSS to give me a negative number for the
outcome, or t(37) = -3.91, p < .001. Want to see how?
– First, note that positive and negative t-values depend on the
order in which we enter our 2 levels in the grouping variable
t-Test box. Recall that we put Group 1 = 1 and Group 2 = 2.
The t-Test
Let’s run some t-Tests on our main DV’s! Some things to point out
One quick thing, and then I will wrap up this lecture. For the tTest we just ran, you saw the following from SPSS:
– t(37) = 3.91, p < .001
However, I can get SPSS to give me a negative number for the
outcome, or t(37) = -3.91, p < .001. Want to see how?
– Remember that we coded our IVCondition as Sexuality = 1,
Romance = 2, and Education = 3. Those codes will always
stay the same. But in our t-Test, the “Group 1” can link to
any of those. That is, “Group 1” can refer to 1, 2, or 3. Let’s
say we want Group 1 to be “Romance”. Thus Group 1 = 2 …
The t-Test
Let’s run some t-Tests on our main DV’s! Some things to point out
Positive versus negative sign for the t-value
“Group 1” is now Romance
and “Group 2” is Sexuality
We are still comparing groups 1 and 2, just in a different order.
What will the data look like when we look at this order?
The t-Test
Let’s run some t-Tests on our main DV’s! Some things to point out
As you can see, it’s pretty much the same outcome except the
-3.91 t-value is now negative. The + or – is arbitrary depending
on how we order groups, so always use a positive (+) t-value!
The t-Test
Let’s run some t-Tests on our main DV’s! Some things to point out
Yet our means don’t change. Those in the “S” condition (M =
4.00) still thought Riley as more flirtatious than those in the “R”
condition (M = 2.81). Thus the +/- sign is not important
The t-Test
Let’s run some t-Tests on our main DV’s!
Congratulations! You just got through your first inferential test.
Not too hard, right? Sexuality and Romance groups differed.
But let’s run a quick t-Test on two other conditions real quick.
Let’s look at the Romance condition compared to the Education
condition for Riley’s flirtatiousness. Set up the t-Test
2 = Romance
3 = Education
The t-Test
Let’s run some t-Tests on our main DV’s!
Romance versus Education – Riley seems flirtatious
We have NO significance here (p > .05)! Now, write it up
The t-Test
Let’s run some t-Tests on our main DV’s!
Write up for Romance versus Education – # Aggressive Words
– We ran an independent samples t-Test with condition as our
independent variable (Romance v. Education) and ratings of
Riley’s flirtatiousness as our dependent variable. It was not
significant, t(40) = 1.76, p > .05. Participants did not differ in
their flirtatiousness ratings between the romance condition
(M = 2.81, SD = 0.81) and the education condition (M =
3.24, SD = 0.77)
The t-Test
Let’s run some t-Tests on our main DV’s!
Now, go back and run t-Tests on a few of the other DV’s (as
long as they are scaled variables).
– Play with the data a bit, running different DVs as well as
changing the “Define groups” IVs (try pitting “1” against “3”,
for the Sexuality condition against the Education condition).
Do you get similar results for this analysis?
t-Tests are fun, BUT for the paper you will turn in for Paper II, I
want you to concentrate on another test … an ANOVA
Part Five
The Analysis of Variance (ANOVA)
The ANOVA
We are actually going to get to the ANOVA in next week’s lab
presentation, but I wanted to give you a few notes about why that
test is going to be better to run than t-Tests for our specific data.
So, let’s talk about the One Way ANOVA (which means we have
one independent variable—hence the “One Way” phrase—and it
has three or more levels/condition)
Why use a One Way ANOVA when we have perfectly good t-Tests
available to us?
The ANOVA
Why use the One-Way ANOVA’s?
A t-Test is great for comparing one IV with two different groups,
but we actually have three groups in our sample. Using t-Tests,
we would therefore need to run three different t-Tests
– “Group 1 vs. 2”, “Group 1 vs. 3”, “Group 2 vs. 3”
– Running multiple tests introduces error (a Type I Error,
which you may have heard of before). As the number of
tests we run increases, the chance of one being significant
increases just by chance. So let’s run just one test … The
ANOVA, which does all those comparisons simultaneously!
– Of course, we’ll cover this ANOVA test next week in lab
Part Six
An Eye to the Future
An Eye To The Future
As this chapter comes to a close, I want you to know that you can
return to these notes in the future. I analyzed a made-up data set
here, but your analysis will be based on real data, and I hope that
it produces similar results (though I am not certain it will – that’s
why we are running the experiment!)
For your Paper II: Study One Methods, Results and Discussion,
you will need to run descriptive statistics to get information for your
participant section. Also, run a chi square on the manipulation
check question (what was the theme of the ads?). I suggest writing
those sections right now. We’ll get to ANOVAs next week
An Eye To The Future
If you need some more guidance regarding how the participant
and chi square should look in a results section of a paper (like
Paper II), check out the example paper I have posted in the
instructions folder for Paper II. This example paper is from a prior
student who ran a set of analyses very similar to your own (her
topic differed a bit – she looked at counterfactual thinking as her
independent variable, with her dependent variables including
“blameworthiness” for a taxi driver in an accident situation).
Her results section is VERY similar to yours (in format, at least).
Study it carefully to see her results write up. You can also see her
short discussion of her findings.
An Eye To The Future
Finally …
Need another example chi square? Copy and paste this link into
your web browser for the chi square
https://statistics.laerd.com/spss-tutorials/chi-square-test-forassociation-using-spss-statistics.php
Need another example t-Test? Copy/paste this link
https://statistics.laerd.com/spss-tutorials/independent-t-testusing-spss-statistics.php
Lab Presentation
Week 6 Lab – Data Analysis Part One
Finalize Data Analysis – The One Way ANOVA
Overview of The Lab
This week during the lab, we are going to focus on the One Way
ANOVA and hopefully you can get your Sexuality Priming study
data section all set up to turn in with Paper II: Study One Methods,
Results, and Discussion
In this presentation, we will discuss the following:
Part One: The One Way ANOVA
Part Two: Putting It All Together – Paper II
Part Three: An Eye Toward The Future
Part One
The One Way ANOVA
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
I hope the word ANOVA doesn’t scare you too much. It is
actually the best test to use for our data set. Let me explain …
– A t-Test is useful for comparing two groups, but we have
three groups in our study: Sexuality (S), Romance (R), and
Education (E). This would require three different t-Tests
“S v R”, “S v E”, “R v E”
Running multiple tests introduces error (a Type I Error).
As the number of tests run increases, the chance of one
being significant increases just by chance. So let’s run
just one test …
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Welcome to the ANOVA (or Analysis of Variance)
– This lab powerpoint presentation is the most important part
of this week, as it will be the basis for your Paper II.
– You will analyze three different dependent variables for your
Paper II, and two of them should use an ANOVA (remember
that your third analysis focuses on the manipulation check
using a chi square!). You can run a t-Test for one test
instead of an ANOVA, but I don’t recommend it
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Welcome to the ANOVA (or Analysis of Variance)
– Like the t-Test, ANOVAs require that DVs be along a scale.
– We have several scaled variables that are applicable here
(anything that has a range, like 0 to 10 or 1 to 6), but here I’ll
focus once again on the first sexuality trait (Riley flirtatious –
here, participants rate their agreement between 1 and 6)
You can also use this same sexuality trait (or one of the
others, like provocative, sexy, or seductive)
For your second ANOVA, look at one of the romance
traits (sensitive, kind, tender, or sentimental)
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Welcome to the ANOVA (or Analysis of Variance)
– So let’s look at PartIIFlirtatious (the SPSS Variable I created
for Riles seems flirtatious). Recall our (abbreviated!)
hypothesis for this DV:
We predict that participants who saw sexual (S) ads will
find Riley more flirtatious than participants who saw
romance (R) or education (E).
– With three conditions, an ANOVA is best. S p’s should find
Riley less flirtatious; R / E should find Riley less flirtatious
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Welcome to the ANOVA (or Analysis of Variance)
– So let’s look at PartIIFlirtatious (the SPSS Variable I created
for Riles seems flirtatious). Recall our (abbreviated!)
hypothesis for this DV:
So, rather than looking at only S versus R (or S versus
E, or R versus E) as we did with the t-Tests, we will look
at S versus R versus E all at the same time!
Open SPSS, click on Analyze, click on Compare Means,
and then click on the One Way ANOVA. Or …
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
To run the One Way ANOVA, go to the “Analyze Menu”, scroll
down to “Compare Means”, but this time select the “One-Way
ANOVA”
It will bring up a box that
looks like this:
– Note that I used “variable
names” rather than labels
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
To run the One Way ANOVA, go to the “Analyze Menu”, scroll
down to “Compare Means”, but this time select the “One-Way
ANOVA”
Move “PartIIFlirtatious”
to the “Dependent List” (it is
our DV) and IVCondition to
the “Factor” box (“Factor” is
SPSS’s way of saying “IV”).
For now, just click “Okay”
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
We only have one table right now – the ANOVA table
For our purposes, we are concerned with the df column, the F
column, and the Sig. column. Let’s just look at the latter two
right now. As you can see, the F test is significant (p = .000),
and the F value is huge (8.82). Of course, your own F value
may not be as high, but these results clearly show significance
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
We only have one table right now – the ANOVA table
It is easy to write this up. We would write:
– We ran a One-Way ANOVA with condition as our IV (S v R v
E) and ratings of Riley’s flirtatiousness as our DV, F(2, 57) =
8.82, p < .001.
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
We only have one table right now – the ANOVA table
Unfortunately, the ANOVA table doesn’t tell us much beyond
the fact that the test was significant. It doesn’t tell us if S differs
from R, if S differs from E, or if R differs from E. To test whether
each mean differs from the others, we need …
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
We only have one table right now – the ANOVA table
… a post hoc test! To run this, we need to go back a step. Let’s
head back into that One Way ANOVA menu in SPSS …
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Do the “Analyze”, “Compare Means”, “One-Way ANOVA” clicks
again. This time, click on “Options”, and select “Descriptive”.
This will give us means / standard deviations
Click “Continue”
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Do the “Analyze”, “Compare Means”, “One-Way ANOVA” clicks
again.
Now, click “Post hoc”
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Before running the ANOVA again, click the “Post hoc” box.
– Do you remember post hoc tests? Their purpose is to
analyze the difference between the means of three or more
groups. That’s what we
have for our IV, so we
must run them. You are
probably most familiar
with Tukey, so choose
that one, click continue,
and then click “Ok”
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Now we have some new tables in addition to our ANOVA table
First, look at the “Descriptives Table”
We’re most interested in the Mean and Std. Deviation columns.
– “Sexual Ad” participants gave Riley the highest flirtatious
ratings (M = 4.00, SD = 1.09)
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Now we have some new tables in addition to our ANOVA table
First, look at the “Descriptives Table”
We’re most interested in the Mean and Std. Deviation columns.
– “Romance Ad” participants gave Riley the lowest flirtatious
ratings (M = 2.81, SD = 0.81)
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Now we have some new tables in addition to our ANOVA table
First, look at the “Descriptives Table”
We’re most interested in the Mean and Std. Deviation columns.
– “Education Ad” participants gave Riley a middle flirtatious
rating (M = 3.24, SD = 0.77)
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
The second table is once again the ANOVA table
This is the same ANOVA we saw before, which indicated that
the test was significant (at least one condition differs from
another condition). To find out which conditions differ, we look
at our next table, the post hoc table (multiple comparisons) …
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Look at the “Post-Hoc” tests, concentrating on the Sig. column
We see that S differs from R (p = .000, or p < .001)
We see that S differs from E (p = .026, or p < .05)
E and R do not differ (p = .270, or p < .05)
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Look at the “Post-Hoc” tests, concentrating on the Sig. column
We see that S differs from R (p = .000, or p < .001)
We see that S differs from E (p = .026, or p < .05)
E and R do not differ (p = .270, or p < .05)
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Copy the original ANOVA write up and then add post hoc tests!
– We ran a One-Way ANOVA with condition as our IV (S v R v
E) and ratings of Riley’s flirtatiousness as our DV, F(2, 57) =
8.82, p < .001. A Tukey post hoc test showed that participants
thought Riley was significantly more flirtatious in the sexual ad
condition (M = 4.00, SD = 1.09) than in both the romance ad
condition (M = 2.81, SD = 0.81) and the education ad
condition (M = 3.24, SD = 0.77). Participants in the romance
and education ad conditions, however, did not differ from one
another.
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Copy the original ANOVA write up and then add post hoc tests!
– We ran a One-Way ANOVA with condition as our IV (S v R v
E) and ratings of Riley’s flirtatiousness as our DV, F(2, 57) =
8.82, p < .001. A Tukey post hoc test showed that participants
thought Riley was significantly more flirtatious in the sexual ad
condition (M = 4.00, SD = 1.09) than in both the romance ad
condition (M = 2.81, SD = 0.81) and the education ad
condition (M = 3.24, SD = 0.77). Participants in the romance
and education ad conditions, however, did not differ from one
another.
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Again, a few things to note here
– The “F”, “p”, “M” and “SD” are italicized
– The df is represented numerically, so no need to write “df”
Here, we have two values. The first is the “Between
group” df. The second is the “Within group” df.
Again, I will explain the df computation in a later chapter
– Mean and SD are present to explain the significant effect
Post hoc tests are present to say which means differ
– The IV and DV are clearly labeled
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Last one! As a final ANOVA example, think about item #3 in
Part II: “Riley seems sensitive”. We have a hypothesis for this
romance based item, too:
– We predict that participants in the romance advertisement
condition will find a social media user more sensitive than
those given sexual or education related advertisements.
– This is still a scaled variable, so we can run an ANOVA …
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Here is my write-up for PartIISensitive. Can you follow it? Try!
– We ran a One-Way ANOVA with condition as our IV (S v R v
E) and ratings of Riley’s sensitivity as our DV, F(2, 56) =
14.33, p < .001. A Tukey post hoc test showed that
participants thought Riley was significantly more sensitive in
the romance ad condition (M = 4.47, SD = 1.08) than in both
the sexuality ad condition (M = 2.82, SD = 1.02) and the
education ad condition (M = 3.57, SD = 0.75). Participants in
the education ad condition also thought Riley was significantly
more sensitive than participants in the sexual ad condition
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Okay, just ONE more. What if the ANOVA is not significant?
Consider item #1 in Part II (“Riley seems educated”):
The ANOVA
Let’s run some One-Way ANOVA’s on our main DV’s!
Okay, just ONE more. What if the ANOVA is not significant?
Consider item #1 in Part II (“Riley seems educated”):
– We ran a One-Way ANOVA with condition as our IV (S v R v
E) and ratings of Riley’s sensitivity as our DV, which was not
significant, F(2, 57) = 0.71, p > .05. Participants did not differ
in their ratings of Riley’s education between the sexual ad
condition (M = 3.72, SD = 0.46), the romance ad condition
(M = 3.90, SD = 0.62), and the education ad condition (M =
3.95, SD = 0.74). Since F was not significant, post hoc tests
were not needed.
The ANOVA
Your Turn
Remember, if you want to run the analyses I just showed you,
open the “SPSS Data Study One Sexuality Practice” file and
run them yourself. Make sure you got the same results I just
showed you. Just remember – I made up that data, so it is fake!
Once you are confident about how to run and write-up your
ANOVAs, go into your own “real” data (which will have at least
144 participants) and run your analyses
Part Two
Putting It All Together: Paper II
Putting It All Together: Paper II
Now that you have all of the information you need for your Paper
II, let’s discuss how to put that paper together. It will have three
different sections to the paper.
1). The Methods Section
2). The Results Section
3). The Discussion for Study One
Putting It All Together: Paper II
1). The Methods Section
The first part of your methods section is the participant section.
Here, provide your reader with information about your
participants and their demographic information, including …
– A. Gender (including frequencies for each gender)
– B. Age (including the mean and standard deviation)
– C. Ethnicity (including frequencies for each ethnicity)
Putting It All Together: Paper II
1). The Methods Section
The second part is your materials and procedure section. Here,
you will tell your reader what you did and how you did it.
– I recommend using a very straightforward, step-by-step
explanation of what your participants encountered
A. They saw the informed consent first. (Mention this!)
B. They saw the instructions next. (Mention this, too!)
C. They read the Facebook page (describe in detail your
three different advertisement themes at the bottom:
Sexual, Romance, and Educational! How big were they?
How did they differ? How were they similar? Etc.
Putting It All Together: Paper II
1). The Methods Section
The second part is your materials and procedure section. Here,
you will tell your reader what you did and how you did it.
– I recommend using a very straightforward, step-by-step
explanation of what your participants encountered
D. Tell me how participants rated Riley in Part II. What
impressions did the rate? How did they rate them? What
was the rating scale? How many ratings were there? Etc.
Putting It All Together: Paper II
1). The Methods Section
The second part is your materials and procedure section. Here,
you will tell your reader what you did and how you did it.
– I recommend using a very straightforward, step-by-step
explanation of what your participants encountered
E. They completed the manipulation check (make sure to
describe specifically how you collected information about
this manipulation check DV as well! Was it a rating
scale? Was it multiple choice? Open-ended? Describe!)
G. They were debriefed
Putting It All Together: Paper II
1). The Methods Section
The second part is your materials and procedure section. Here,
you will tell your reader what you did and how you did it.
– Easy, right? Be thorough. I need to be able to replicate this
study based on YOUR descriptions. Assume I know about
methods, but don’t know about your study. Educate me!
– However …
Putting It All Together: Paper II
1). The Methods Section
The second part is your materials and procedure section. Here,
you will tell your reader what you did and how you did it.
– Although I need full IV descriptions, I don’t need you to fully
describe every question you asked, Just make sure you are
thorough in describing the questions you actually analyzed
You can even copy / paste specific question into your
paper. Make sure to provide the scale as well!
If you didn’t analyze a question, briefly mention it (“We
also looked at ???, but since we didn’t analyze it we will
not discuss it further”. That is acceptable!
Putting It All Together: Paper II
1). The Results Section
The results section is where you give your statistics. This also
goes in a specific order
– Manipulation Check: One required DV is your manipulation
check question (Part VI in your survey). Use a chi square,
and let your reader know that your manipulation worked
– Main Analyses: This is where your inferential statistics come
into play. Inferential statistics include t-Tests and ANOVAs,
though your tests should focus on two different ANOVAs
Make sure to include post hoc tests (if significant) and
means and standard deviations (even if non-significant)
Putting It All Together: Paper II
1). The Results Section
The results section is where you give your statistics. This also
goes in a specific order
– Remember that you need to evaluate your hypotheses, so
choose dependent variables that help you do that.
I’d recommend one sexuality trait in Part II
For the second analysis, I recommend one romance trait
in Part II. This way you can discuss both your sexuality
and romance related hypotheses
Putting It All Together: Paper II
1). The Results Section
Ok, last time I will harp on this – I just want to make it clear!
– In your results section, you …
MUST run one chi square on Part VI
MUST run two additional analyses on scaled questions
One of these MUST be an ANOVA. The other can
be an ANOVA as well (recommended), but a t-Test
will be okay (though not recommended)
These two analyses MUST be on two DIFFERENT
DVs. That is, you cannot run an ANOVA and then a
t-Test on the same DV. We clear now?
Putting It All Together: Paper II
1). The Discussion Section
The discussion section is going to be very brief in this paper. I
want you to tell me what you found, but this time use plain
English (NO statistics here)
– First, remind me what your hypotheses were
– Second, tell me if your results supported or did not support
the hypotheses
– Finally, take an educated guess regarding why you found (or
did not find) what you expected
Keep this short. A paragraph or two is acceptable
Putting It All Together: Paper II
1). The Discussion Section
Note: The next paper (Paper III) will start to look at Study Two,
a follow-up to study one. You can mention study two in your
study one discussion, but that is optional
– A literature review for Study Two starts after the discussion
section for Study One. Essentially you will talk about a new
“twist” on Study One that you and your classmates will run.
– You do not need to acknowledge Study Two in your Study
One discussion section, but keep in mind that your next
paper will pick up where Paper II left off!
Part Two
An Eye to the Future
An Eye To The Future
As this chapter comes to a close, I want you to know that you can
return to these ANOVA notes in the future. I analyzed a made-up
data set here, but your analysis will be based on real data, and I
hope that it produces similar results (though I am not certain it will
– that’s why we are running the experiment!)
For your Paper II: Study One Methods, Results and Discussion, I
want you to run two different One-Way ANOVAs (based on rating
scale DVs) using our IV. Analyze and interpret them as we did in
this lab presentation. To be clear: look at TWO DIFFERENT DVs
using two different ANOVAs. Finally, I want you to run a chi square
on the “ad” manipulation check question. You will have three
analyses total looking at three different dependent variables.
An Eye To The Future
If you need more guidance regarding how the ANOVA should look
in a results section of your Paper II, check out the example paper I
have posted in the instructions folder for Paper II. This example
paper is from a prior student who ran a set of analyses very similar
to your own (her topic differed a bit – she looked at counterfactual
thinking as her independent variable, with her dependent variables
being “blameworthiness” for a taxi driver in an accident situation).
Again, her results section is VERY similar to yours (in format, at
least). Study it carefully to see her results write-up. You can also
see her short discussion of her findings.
An Eye To The Future
Need another example One Way ANOVA? Copy/paste this link
https://statistics.laerd.com/spss-tutorials/one-way-anova-usingspss-statistics.php
Or, if you want to see a write-up from the study we ran last
semester, look at the next slide …
The ANOVA
We ran a One-Way ANOVA with condition as our independent
variable (Reject v Accept v Deserve) and participant’s agreement that
the type of person Anna is led to her situation as our dependent
variable, F(2, 57) = 14.32, p < .001. A Tukey HSD post hoc test
showed that participants agreed that the type of person Anna is led to
her situation more in the deserve condition (M = 4.45, SD = 0.83) than
in both the accept (M = 3.70, SD = 1.08) and reject (M = 2.80, SD =
1.01) conditions. Accept participants also agreed the type of person
Anna is led to her situation significantly more than reject participants.
Running head: PAPER I: STUDY ONE LITERATURE REVIEW INSTRUCTIONS
Instructions for Paper I: Study One Literature Review Instructions (Worth 25 Points)
Firstname Lastname
Florida International University
1
PAPER II: METHODS AND RESULTS INSTRUCTIONS
2
Purpose of Paper I: Study One Literature Review
1). Psychological Purpose
This paper serves several purposes, the first of which is helping you gain insight into
research papers in psychology. As this may be your first time reading and writing papers
in psychology, one goal of Paper I is to give you insight into what goes into such papers.
This study one-lit review will help you a). better understand the psychology topic chosen
for the course this semester (Sexuality Priming), b). learn about the various sections of an
empirical research report by reading five peer-reviewed articles (that is, articles that have
a Title Page, Abstract, Literature Review, Methods Section, Results Section, and
References Page), and c). use information gathered from research articles in psychology
to help support your hypotheses for your first study this semester (Sexuality Priming). Of
course, you’ll be doing a study two literature review later in the semester, so think of this
Paper I as the first part of your semester long paper. I recommend looking at the example
Paper V, actually, to see what your final paper will look like. It might give you a better
idea about how this current paper (as well as Papers II, III, and IV) all fit together into
your final paper of the semester.
In this current paper (Paper I), you will read five research articles, summarize what the
authors did and what they found, and use those summaries to support your Sexuality
Priming hypothesis. IMPORTANT: Yes you need five references, but keep in mind that
you can spend a lot of time summarizing a few of them and just a sentence or two
summarizing others. Thus spend more time on the more relevant summaries!
For this paper, start your paper broadly and then narrow your focus (think about the
hourglass example provided in the lecture). My suggestion is to give a brief overview of
your paper topic in your opening paragraph, hinting at the research variables you plan to
look at for study one. Your next paragraphs will review prior research (those five
references required for this paper). Make sure to draw connections between these papers,
using smooth transitions between paragraphs. Your final paragraphs should use the
research you just summarized to support your research hypothesis. In other words, this
first paper will look like the literature reviews for the five research articles you are
summarizing for this assignment. Use those articles as examples! See what they did and
mimic their style! Here, though, you will end the paper after providing your hypothesis.
In Paper II, you will pick the topic up again, but in that future paper you will talk about
your own study methods and results.
2). APA Formatting Purpose
The second purpose of Paper I: Study One Literature Review is to teach you proper
American Psychological Association (APA) formatting. In the instructions below, I tell
you how to format your paper using APA style. There are a lot of very specific
PAPER II: METHODS AND RESULTS INSTRUCTIONS
3
requirements in APA papers, so pay attention to the instructions below as well as Chapter
14 in your textbook!
3). Writing Purpose
Finally, this paper is intended to help you grow as a writer. Few psychology classes give
you the chance to write papers and receive feedback on your work. This class will! We
will give you extensive feedback on your first few paper in terms of content, spelling,
and grammar. You will even be able to revise aspects of Paper I and include them in
future papers (most notably Papers III and V). My hope is that you craft a paper that
could be submitted to an empirical journal. Thus readers may be familiar with APA style
but not your specific topic. Your job is to educate them on the topic and make sure they
understand how your study design advances the field of psychology.
NOTE: There is a 30% maximum plagiarism limit on this paper
PAPER II: METHODS AND RESULTS INSTRUCTIONS
4
Instructions for Paper I: Study One Literature Review (Worth 25 Points)
Students: Below are lengthy instructions on how to write your study one literature review. There
is also a checklist at the end of this document, which I recommend you print out and “check off”
before submitting your final paper (we are sticklers for APA format, so make sure it is correct!)
1. Title Page: I expect the following format. (5 Points)
a. You must have a header and page numbers on each page.
i. If you don’t know how to insert headers, ask your TA or watch this very
helpful video! http://www.youtube.com/watch?v=9pbUoNa5tyY.
ii. The header goes at the top of the paper and it is left justified.
1. Use “Insert Headers” or click on the top of the page to open the
header. Make sure to select the “Different first page” option so that
your title page header will differ from subsequent pages
2. The R in Running head is capitalized but the “h” is lower case,
followed by a colon and a short title (in ALL CAPS). This short
running head title can be the same one as the rest of your paper or
it can differ – the choice is yours, but it should be no more than 50
characters including spaces and punctuation
3. Insert a page number as well. The header is flush left, but the page
number is flush right.
iii. Want an example header? Look at the title page of these instructions! You
can use other titles depending on your own preferences (e.g. SEXUALITY
PRIMING; PRIMING STUDIES; SOCIAL MEDIA AND SEX;
FACEBOOK AND ADVERTISEMENTS; etc.). Running head could be
the short version of your paper title, or the entire paper title—just to make
sure that less than 50 words including space.
b. Do not use “Paper I”, “PSY Research Methods paper assignment”, “Literature
Review”, etc., as your paper title. Your paper is an APA format paper, just like
other published article in empirical journal! You need a real paper title, a title that
tells readers what you are conducting, a title that reveals relationship between
your variables. Think about it yourself.
c. Your name (First Last) and the name of your institution (Florida International
University) beneath the title. For this class, only your own name will go on this
paper. Double space everything!
i. Again, see my “Title” page above as an example
ii. You can also refer to Chapter 14 in your textbook
d. The recommended length for a title is no more than 12 words.
e. This Title Page is the first page of your paper
2. Literature Review Section (12 points)
a. First page of your literature review (Page 2)
PAPER II: METHODS AND RESULTS INSTRUCTIONS
5
i. Proper header with page numbers. Your running head title will appear in
the header of your page WITHOUT the phrase “Running head”. To insert
this header, use the headers program.
ii. The heading of literature review should be on the first line of page two,
centered. It is IDENTICAL to the title on your title page. Just copy and
paste it!
iii. The beginning text for your paper follows on the next line
b. Citations for the literature review
i. Your paper must cite a minimum of five (5) empirical research articles
that are based on studies conducted in psychology.
1. For this first paper, you MUST use at least three of the five
articles provided in the blackboard folder. You can use four if you
like, but you must use three at minimum – however, you cannot
use all five. For that fifth article, you must find it using
PsycInfo. There are some other conditions for this fifth article that
you must follow:
a. First, remember that the fifth article cannot be any of the
five found in the blackboard folder.
b. Second, for your fifth article, it can be based on a wide
variety of topics, including general priming studies, studies
on sexuality, studies on advertisements, studies on ads and
sexuality, research looking at social media (including but
not limited to Facebook), etc. Trust me, there are TONS of
topics that can help you in your paper. Just choose one that
will help you support your experimental hypothesis for
your Sexuality Priming study. That is, it has to help you
justify your study one hypothesis (all students are using this
same hypothesis, so make sure to read it. You can find it in
the researcher instructions along with the questionnaires
you are giving to participants. I actually suggest copying
and pasting that hypothesis into this first paper at the end).
c. Finally, you can have more than five references if you
want, but you must have a minimum of five references.
ii. Proper citations must be made in the paper – give credit where credit is
due, and don’t make claims that cannot be validated.
iii. If you use a direct quote, make sure to provide a page number for where
you found that quote in the citations. Do not directly quote too often,
though. You can have no more than two direct quotes in the whole
paper (though no quotes would be even better). Instead, I would like you
to paraphrase when possible.
iv. You need to cite for every sentence that you summarized from literature
review.
PAPER II: METHODS AND RESULTS INSTRUCTIONS
6
v. Citations in text only includes Authors’ last names and year. For detailed
in-text citation format, please refer to the lab lecture.
vi. For citations with 3-5 authors, list all authors’ last names at the first
citation, then use “First author’s last name, et al.” for the following
citation; For citation with 6 or more than 6 authors, use “First author’s last
name, et al.” from the first citation.
c. Requirements for the information in your literature review
i. Your study one literature review should use background information about
belief perseverance and a brief overview as a starting paragraph,
narrowing down the main theme of your specific project – think about the
hourglass example I gave in class. Pay attention: avoid using your daily
life stories or anecdotal events as the background.
ii. The last part of your literature review should narrow down your focus onto
your own study, eventually ending in your study hypothesis. However,
DO NOT go into specific details about your methods. You talk about your
specific methods in Paper II in a few weeks.
iii. Again, to make it clear, at the end of your paper you will provide your
specific predictions/hypotheses.
d. The literature review must have minimum of two (2) full pages NOT
INCLLUDING THE HYPOTHESES. It has a maximum of five (5) pages
(thus, with the title page and references page, the paper should be between 4.5 and
7 pages). If it is only two pages and a half pages (again, including the
hypotheses), it better be really, really good. I don’t think I could do this paper
justice in fewer than three full pages, so if yours isn’t at least three pages I doubt
it will get a good grade.
3. References (6 points)
a. The References section starts on its own page, with the word References centered.
Use proper APA format in this section or you will lose points.
b. All five references that you cited in the literature review must be in this section
(there should be more than five references here if you cited more than five
articles, which is fine in this paper). However, at least three must come from the
article folder on blackboard while the remaining two can come from either the last
blackboard paper or two new ones from PsychInfo. Only peer-reviewed articles
are allowed here (no books, journals, websites, or other secondary resources are
allowed for paper one).
c. For references, make sure you:
i. use alphabetical ordering (start with the last name of the first author)
ii. use the authors’ last names but only the initials of their first/middle name
iii. give the date in parentheses – e.g. (2007).
iv. italicize the name of the journal article
v. give the volume number, also in italics
vi. give the issue number if has one, not italicized
vii. give the page numbers (not italicized) for articles
viii. provide the doi (digital object identifier) if present (not italicized)
ix. use hanging indent for each references
PAPER II: METHODS AND RESULTS INSTRUCTIONS
7
x. only references cited in text can appear in the References section. DO
NOT include any references that are not cited.
xi. For paper title, only capitalize the first letter of the first word. If there is a
colon in the paper title, the first letter of the first word after colon is also
capitalized.
4. Writing Quality (2 Points)
a. This includes proper grammar and spelling. This paper should be uploaded
through the Pearson Writer program prior to being uploaded on Blackboard.
5. Between the title page, literature review, and reference page, I expect a minimum of 4
pages and a maximum of 7 pages for this assignment. But like I said, the shorter the
paper the less likely it is to get a good grade, so aim for 5 pages minimum.
The above information is required for your paper, but I wanted to provide a few tips about
writing your literature review as well. Students often struggle with the first paper, but hopefully
this will give you some good directions:
•
First, remember that you need 5 references, all of which MUST be peer-reviewed (three
coming from the blackboard folder and one or two that you find on your own using
PsycInfo).
•
Second, I don't expect a lengthy discussion for each and every article that you cite. You
might spend a page talking about Article A and a sentence or two on Article B. The
amount of time you spend describing an article you read should be proportional to how
important it is in helping you defend your hypotheses. See if there is a prior study that
looks a lot like yours (hint – there is at least one, which I based this study on, but you’ll
have to find it on your own!). I would expect you to spend more time discussing that
prior research since it is hugely relevant to your own study. If an article you read simply
supports a global idea that ties into your study but has very different methods (like
"frustrated people get mad!"), you can easily mention it in a sentence or two without
delving into a lot of detail. Tell a good story in your literature review, but only go into
detail about plot elements that have a direct bearing on your study!
•
Third, avoid using daily-life or casual wording, e.g., I, you, we, me, I don’t think, I feel
like, something like, you know,,,,, etc. Also avoid too long sentences or vague express. In
APA format empirical article, we need clear, professional, and unbiased wording.
Compare the following two paragraphs: (Obviously, the first paragraph is way much
better than the second paragraph, right? The second paragraph is too casual,
unprofessional, too long, wording awkward, biased, and confused.
i) “In 2000, Smith and Freedy examined the role of resource loss after Midwest
flooding exposure, using COR stress theory. Their results suggested two significant
relationships: the relationship between flood exposure and resource loss and the
relationship between resource loss and psychological distress symptoms. They
concluded that psychosocial resource loss appeared to be important even in an event
in which financial and material losses were highlighted.”
PAPER II: METHODS AND RESULTS INSTRUCTIONS
8
ii) “I found there is a very interesting article written by Smith and Freedy (2002). They
really cared about the role of resource loss after Midwest flooding exposure, using
COR stress theory, suggesting two very important relationships, which are the
relationship between flood exposure and resource loss and the relationship between
resource loss and psychological distress symptoms, therefore I think their conclusion
is that psychosocial resource loss appeared to be important even in an event in which
financial and material loss were marked, which I feel like it is meaningful.”
•
Last, this paper is all about supporting your hypotheses. Know what your hypotheses are
before you write the paper, as it will help you determine how much time to spend on each
article you are citing. My suggestion is to spend some time describing how Sexuality
Priming affects people, and then talking about studies that looked at this area. Use those
studies to help defend your own study hypothesis. That is, “Since they found X in this
prior study, that helps support the hypothesis in the present study”. Do you remember
your hypothesis? Okay, I’ll be really helpful here. BELOW is your hypothesis. In your
paper, support it! Just remember that the rest of your paper needs to be at least two pages
NOT INCLUDING the hypothesis below. In other words, including the hypotheses
below, your actual text for your paper should be at least two and a half pages!
We have two primary predictions. First, we predict that participants who see sexualized
advertisements accompanying a fake Facebook profile will view the Facebook user in a more
sexualized manner (more flirtatious, seductive, sexy and provocative) than participants who see
romance or educational advertisements. Second, we predict that participants who see romance
advertisements accompanying the fake Facebook profile will view the Facebook user in a more
romantic manner (more sensitive, kind, tender, and sentimental) than participants who see
sexualized or educational advertisements.
•
Finally, make sure to proofread, proofread, proofread! Use the Pearson Writer for help,
but note that their suggestions are just that – suggestions. It is up to you to make sure the
flow of the paper is easy to understand. Good luck!
PAPER II: METHODS AND RESULTS INSTRUCTIONS
Checklist – Paper One: Study One Literature Review
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 or you will lose points!
General Paper Format
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, proper indents, etc.)? If YES or NO,
I highly recommend watching this video which walks you through setting up
an APA formatted paper! http://www.youtube.com/watch?v=9pbUoNa5tyY
7. Is your paper less than 30% in plagiarism?
Title page
Yes
No
Yes
No
Header
1. Do you have the phrase “Running head” in your header (with a lower case h)
on title page?
2. Is the rest of your Running head title in ALL CAPS?
3. Is your Running head in 12 point Times New Roman font?
4. Is your Running head less than 50 words?
5. Do you have a page number that is flush right (also in 12 point Times New
Roman font)?
Title / Name / Institution
1. Is your title 12 words or less (as recommended by the APA)?
2. Do all title words with four letters or more start with a capital letter?
3. Are your name and institution correct?
4. Are your title, name, and institution elements centered and in 12 point Times
New Roman font?
Literature Review
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
9
PAPER II: METHODS AND RESULTS INSTRUCTIONS
Title for the literature review
1. Do you have the identical title you used on the title page rewritten at the top
of your literature review?
2. Is this title centered?
Yes
Yes
No
No
Literature Review Continued
Main body of the literature review
1. Does your literature review start broadly, giving a brief overview of the paper
to come?
2. Does your literature review start to narrow down toward your hypotheses?
3. Do your paragraphs transition from one to the next? (That is, avoid simply
listing studies you read. Tie them together. How does Study A in paragraph A
relate to Study B in paragraph B?)
4. Does your paper end in your hypotheses?
5. Is your paper at least two pages long (not including the hypotheses)?
Citations for the literature review
1. Did you cite a minimum of 5 citations? (Note that you can give a lot of detail
for some articles you cite but only a sentence or two for others. How much
detail you go into depends on how important the article is in helping your
support your hypotheses)
2. Are your citations in APA format (That is, ONLY the last name of the
author(s) and date of publication)?
a. Note that you do NOT include first names, initials, or the title of the article
the authors wrote when citing. That information belongs in the references
pages only.
b. Also note that you only use an ampersand – the & symbol – when it occurs
within parentheses. In other instances, use the word “and”, e.g., Liang and
Reeder (2005) found that……or Results found that….(Liang & Reeder,
2005).
c. If the citation format is correct for 2 authors, 3-5 authors, and 6 or more
than 6 authors separately?
3. If you quoted, did you provide a page number for the direct quote?
4. If you paraphrased in any way, did you cite the source of that information?
References Page
Title for the references page
1. Do references start on their own page?
2. Is the word “References” centered?
References – Make sure these are in APA format!
1. Are references listed in alphabetical order (starting with the last name of the
first author listed)?
2. Are all citations from the literature review referenced?
3. Is the first line of the reference flush left while subsequent lines are indented
or hanging indent (Note: Use the ruler function for this. DO NOT simply
tab)?
4. Did you use the “&” symbol when listing more than one author name?
10
PAPER II: METHODS AND RESULTS INSTRUCTIONS
5. Did you include the date of publication
6. For article references, is the article title (which is not italicized) present, with
only the first word and proper names starting with a capital letter?
7. For article references, is the name of the journal present with all major words
starting with a capital letter (Note: this journal title is italicized)?
8. For article references, is the volume number italicized
9. For article references, is the issue number not italicized
10. For article references, are the page numbers present (not italicized)
11. For article references, is the DOI present
11
Running head: COLOR PRIMING AND ANAGRAM PERFORMANCE
Color Priming and its Impact on Anagram Performance
Firstname Lastname
Florida International University
1
COLOR PRIMING AND ANAGRAM PERFORMANCE
2
Method
Participants
One-hundred and eighty participants, made up of college students from Florida
International University (98.7%), workers (1.1%), and senior citizens (0.2%) were randomly
selected to participate in this study. Of these 180 participants, 50.0% (N = 90) were male and
50.0% (N = 90) were female. Ages ranged from a minimum of 18 to a maximum of 65, with an
average age of M = 25.88 years (SD = 7.46). Our sample population consisted of 64.4%
Hispanic Americans (N = 116), 24.4% Caucasians (N = 44), 3.9% African Americans (N = 7),
3.9% Native Americans (N = 7), and 3.3% Others (N = 6).
Materials ...
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