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67. Data Analysis Project 3: Distracted Driving Study
Use the description below of this study and the data set indicated to answer the research
questions listed. You will need to use both descriptive and inferential statistics to complete this
project. You can download the SPSS data file Analysis_project_3.sav
from http://psychology.illinoisstate.edu/jccutti/StatsDataFiles/Analysis_project_3.sav for the
analyses. Write an APA-style results section based on the analyses you conducted.
Research Project Description
This study investigated the effects of distractions while driving. Participants were asked to drive
a car around a test track of orange cones. Two types of distracting activities were tested: One
group of drivers conducted a conversation on a cell phone while driving the course, the other
group were asked to eat a Big Mac value meal (Big Mac, fries, and a drink) while driving the
course. Both the average driving speed and the number of orange cones knocked over were
measured.
The researchers (pretend that’s you) are interested in several questions:
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Is there a difference between eating and talking on a cell phone for average speed?
Is there a difference between eating and talking on a cell phone for the number of cones
knocked over?
Is average speed related to number of cones knocked down?
Data Set Details
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subject: This refers to the subject number assigned to each subject. Each row
corresponds to one subject’s data.
distrac: This variable refers to which condition each subject was in (1 = eating, 2 = cell
phone).
speed: This variable refers to the average driving speed.
cones: This variable refers to the total number of cones knocked over.
68. Data Analysis Project 4: Temperature and Air Quality
Study
Use the description below of this study and the data set indicated to answer the research
questions listed. You will need to use both descriptive and inferential statistics to complete this
project. You can download the SPSS data file Analysis_project_4.sav
from http://psychology.illinoisstate.edu/jccutti/StatsDataFiles/Analysis_project_4.sav for the
analyses. Write an APA-style results section based on the analyses you conducted.
Research Project Description
The Environmental Protection Agency is investigating claims that global temperatures are higher
and air quality is worse now than they were in 1950. They sample the temperature on a single
day in several random cities. They also measure the air quality index for these cities. Data were
collected in a similar manner from random cities in 1950.
The researchers (pretend that’s you) are interested in several questions:
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Is there a difference between 1950 and 2003 temperatures?
Is there a difference between 1950 and 2003 air quality?
Is temperature related to air quality?
Data Set Details
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city: This refers to the subject number assigned to each city. Each row corresponds to one
city’s data.
year: This variable refers to which condition each subject was in (1 = 1950, 2 = 2003).
temp: This variable refers to the temperature in the city when sampled.
quality: This variable refers to the air quality in the city when sampled (higher scores
mean better air).
79. Interpreting Results Exercise: Sproesser, Schupp, and
Renner (2014)
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The researchers in this study were interested in how social situations can influence stressinduced eating. They grouped subjects according to self-reported stress-induced eating
habits: consistently eating more (hyperphagics) or less (hypophagics) when stressed.
Each subject was then exposed to one of three social situations: (1) a social inclusion
condition in which subjects were told that a confederate partner had approved of a video
they had made answering some questions and was looking forward to meeting them, (2) a
neutral condition in which they were told their partner could not meet them because they
had to cancel their participation, or (3) a social exclusion condition in which they were
told that their partner had decided not to meet them after viewing their video. Subjects
were then given an ice cream taste test and the amount of ice cream consumed was
measured.
A portion of the results section from this article appears below. Using the study summary
above, describe what the results for this study mean in your own words.
We conducted an analysis of variance (ANOVA) with condition (social inclusion,
social exclusion, neutral) and eating style (stress hyperphagia, stress hypophagia) as
independent variables and food consumption in grams as the dependent variable. The
main effects were not significant, which indicates that neither condition
(exclusion: M = 108 g, SE = 9.6; neutral: M = 112 g, SE = 7.9; inclusion: M = 120
g, SE = 8.5), F(2, 135) = 0.11, p = .893, nor eating style (stress hyperphagics: M = 119
g, SE = 9.1; stress hypophagics: M = 110 g, SE = 5.9), F(1, 135) = 0.47, p = .493,
affected food intake during the taste test. However, as predicted, a significant
Condition × Eating Style interaction emerged, F(2, 135) = 7.71, p = .001. In the neutral
condition, both stress hyper- and hypophagics consumed a comparable amount of ice
cream; hyperphagics consumed a mean of 111 g (SE = 14.1), and hypophagics
consumed a mean of 112 g (SE = 9.6), F(1, 135) = 0.01, p = .928. As expected, in the
social-exclusion condition, stress hyperphagics ate significantly more ice cream (M =
147 g, SE = 13.7) than did stress hypophagics (M = 86 g, SE = 10.5), F(1, 135) =
12.40, p = .001. The mean difference of 61 g between the two types of eaters
corresponds to a difference of 120 kcal. Conversely, in the social-inclusion condition, a
reversed pattern emerged: Stress hyperphagics ate significantly less ice cream (M = 92
g, SE = 16.3) than did stress hypophagics (M = 130 g, SE = 10.0), F(1, 135) = 3.95, p =
.049, a difference of approximately 74 kcal.
80. Interpreting Results Exercise: Ravizza, Uitvlugt, and
Fenn (2017)
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The researchers in this study were interested in the relationship between Internet use
during class and learning. The participants in the study logged in to an Internet server
during class on their laptops; the researchers monitored the time spent online and the type
of site (academic and nonacademic) that the students viewed during class time. They also
measured the students’ scores on the cumulative final exam in the class, ACT scores, and
interest in the course material.
A portion of the results section from this article appears below. Using the study summary
above, describe what the results for this study mean in your own words.
Nonacademic Internet use, composite ACT scores, motivation to do well, and interest
in the class were all significant predictors of the score on the cumulative final exam
(Table 2). Academic Internet use was not related to final exam score, r(82) = .09, p =
.43. Neither ACT scores nor motivation was significantly related to laptop Internet use
for class-related or non-class-related purposes. Interest in the class approached
significance, r(76) = −.19, p = .096; that is, there was a trend for greater interest in the
class to be related to lower laptop Internet use for nonacademic purposes. Motivation
and interest were also related such that greater interest in the class material predicted
higher motivation to do well.
Table 2 Correlations Among Cumulative Final Exam Score, Actual Internet Use, Composite
ACT Score, Motivation to Do Well in Class, and Interest in Class
Variable
Actual Academic
Internet Use
Actual Nonacademic
Internet Use
ACT
Score
Motivation
Interest
Final Exam
Score
0.09
−0.25*
0.36*
0.33*
0.26*
Interest
0.09
−0.19†
−0.10
0.43*
–
Table 2 Correlations Among Cumulative Final Exam Score, Actual Internet Use, Composite
ACT Score, Motivation to Do Well in Class, and Interest in Class
Variable
Actual Academic
Internet Use
Actual Nonacademic
Internet Use
ACT
Score
Motivation
Motivation
0.15
0.01
0.00
–
ACT Score
−0.06
0.07
–
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†
p < 0.10
p < 0.05
*
Interest