Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Subject Psychology
Topic Study Two Methods Results and Discussion Psychology Paper 4 Essay
Type Essay
Level College
Style APA
Sources 5
Language English (U.S.)
DescriptionPlease, Follow The Instructions For This Paper. This Is A College Level Paper, Not A University Level Paper. Attachments Are Part Of The Info You Need For This Paper. There Is An Example Paper Attached That The Professor Gave Us As Reference. Paper 2 Is Related To This Paper and You Might Need It For It. Contact Me ***
INSTRUCTIONS FOR THE PAPER
Purpose of Paper IV: Study Two Methods, Results, and Discussion1). Psychological Purpose
The psychological purpose behind Paper IV is to make sure you can summarize what you did in your second study, how you did it, and what you found. This is similar to Paper II, but you will include information related to your second independent variable in Paper IV.
For the results section in Paper IV, you will provide information about your participants, materials, and procedure. Your participant section goes first, and it includes descriptive statistics about your sample (means and standard deviations for age and percentages of gender and race/ethnicity). This is a new sample of participants, so you cannot use Paper II for this information. Make it NEW! Your materials and procedure sections include information about what you did and how you did it. You should once again write this section for an audience who is unfamiliar with your newer study two variables, but you can actually summarize or refer back to study one variables if and when they carry over from study one to study two.
In the end, just remember that you must educate your reader about your materials and procedure, giving enough detail so they could replicate study two on their own.
Your Paper IV Methods section will thus look a lot like your Paper II, but in Paper IV you will describe BOTH independent variables as well as important dependent variables (especially any new ones you added). You MUST refer to your Paper II feedback to see where you need more clarity in your methods descriptions, but make sure that your reader is clear about the mechanics of your new 2 X 2 factorial design.
You will also write a new Results section. Since you now have two independent variables and potentially new dependent variables, you will not be able to reuse ANY content from Paper II. Rather, you will write a more complicated results section focusing on a 2 X 2 factorial design here.Your Discussion section for Paper IV will be a short summary of what you found in that study. Similar to Paper II, you can make some educated guesses about what you found and why you found it, but keep the focus on study two only (in Paper V due at the end of the semester, you will include a more advanced discussion section that looks at both study one and study two, so keep the Paper IV discussion focused only on study two).
2). APA Formatting Purpose
The second purpose of Paper IV is to again teach you proper American Psychological Association (APA) formatting for methods and results. In the instructions below, I tell you how to format your paper using APA style, but this time with a focus on your 2 X 2 factorial ANOVAs. Once again, there are a lot of specific requirements in APA papers (as specific as what to italicize), so pay attention to the instructions below as well as Chapter 14 in your textbook!3). Writing Purpose
Paper IV is intended to help you figure out how to update a Methods, Results and Discussion section using a 2 X 2 factorial design. This is more complicated than the One Way ANOVA you used in Paper II, but you should still be able to clearly and succinctly tell you readers what you did, how you did it, and what you found.
Remember that you must look at and address all of your feedback from Paper II before you write this paper and ensure you do not make the same errors. If you do not address your areas of growth, your grade will reflect this. We expect your skills to grow from Paper II to Paper IV. Thus, if you make the same mistakes in Paper IV, your grade will actually be lower than in Paper II because it means you have not progressed in your skills.Note: The overlap limit is higher in this paper (up to 65%) since your classmates are doing the same study two design and will have similar results. Don’t go higher than that, though! 65% is the maximum allowed!
Methods
This paper should be fairly easy for you! It is essentially a replication of your Paper II: Methods, Results, and Discussion (Study One) paper, except here you will extend that paper to include your second independent variable as well as any dependent variables you may have created. You will also use a more complex data analysis process now that you have a 2 X 2 factorial design. Keep in mind that Study Two is different from Study One. It may use some of the same materials, but your descriptions in the methods section should be specific to your Study Two idea.If you reuse some of the same variables, please refer to study one (I encourage it! No need to repeat yourself if you are using identical materials), but if the elements are new make sure to FULLY describe them. The results themselves will be completely different, as now that section will take into account two independent variables, and your brief discussion will similarly be new. Below are some of the points to cover in this paper. I will highlight in purple the new components you should pay attention to for this paper.
1. Methods Section: I expect the following format:
a. Write Methods at the front of this section, make it bold, and center it. You could even add “Methods Study Two” if you prefer
b. The participants section comes next. The word Participants is bolded and left justified. In this section …
i. As in Paper II, tell me who your participants were (college students, family members, friends) and how many there were. If the number starts a sentence, then spell out the number. “Two-hundred and five participants …”. If it is mid-sentence, then you can use numerals. “There were 205 participants in this study.” Make sure this is for your NEW SAMPLE. This sample will differ from Paper II, so you will have to provide all new demographic data.ii. Provide frequencies and descriptive statistics for the most relevant demographic characteristics.
1. For some variables, like ethnicity and gender, you only need to provide frequency information (the number of participants who fit that category). “There were 100 men (49%) and 105 women (51%) in the study.” Or “The sample was 49% male (n = 100) and 51% female (n = 105).”
2. Other variables, like age, are continuous variables (rather than categorical), so use descriptive statistics here (the range, mean, and the standard deviation). “Participants ranged from 18 to 77 (M =24.00, SD = 3.50).” or “The average age of participants was 24 (SD = 3.50).” By now you should be able to find these on your own, but I will give you a hint: run frequencies and descriptives to get demographic datac. Materials and Procedure
i. Again, the words Materials and Procedure is flush left. In this section …
1. Provide information about your materials and your procedure.
a. I suggest starting with your procedure. Tell your reader what your participants did in the order participants did them. Be specific. Assuming your study is similar to study one, I have the following recommendations (though your study may differ, so take these only as recommendations!):
i. First, talk about informed consent.
ii. Second, provide enough detail so that your readers know how your conditions differ. Imagine I need to replicate your design – give me enough detail so I can do so. Also fully describe your new independent variable for study two. For example, my additional IV may be whether participants are forewarned about age priming. I need to fully describe that new independent variable in the methods for this second study. That is, HOW did you forewarn some participants?
iii. Third, talk about your dependent variables (that is, your survey questions). For these DVs, once again provide enough detail so I know exactly what questions you asked. For example, “Participants provided their gender, age, and race”. For other dependent variables, tell me how the responses were recorded (yes/no, true/false, a scale of 1 to 9, etc.). If you used a scale, note the endpoints. That is, does a 1 mean it is high or is it low? “Participants were asked, ‘How surprising was the outcome?’, and they responded on a scale from 1 (unsurprising) to 10 (surprising).’” Highlight any new DVs you created for study two. For example, you may have a manipulation check question asking participants if they were warned (“Did you read a warning that seeing age primes might impact how you feel? Yes or no? Pick one.”)
iv. Fourth, make sure to highlight which DVs you analyzed. If there are DVs participants completed but you did not analyze it, feel free to say those DVs were not analyzed.
v. Finally, mention debriefing
d. There is no set minimum or maximum on the length of the methods section, but I would expect at least a page or two as you detail your materials and procedure. Missing important aspects of your IVs and DVs or presenting them in a confused manner will lower your score in this section
e. Once again, make the new information VERY specific so that someone unfamiliar with your study could recreate your survey. If they can’t, you won’t do well!
2. Results Section: I expect the following format:
a. The results are the hardest part of this paper, so again, pay close attention to your lab presentation and book
b. First, write Results at the top of this section and center it boldface (Results Study Two is also okay). This section comes directly at the end of the methods section, so the results section DOES NOT start on its own page.
c. For this assignment, include statistics about the most important variables in your study. For Paper IV: Study Two Methods, Results, and Discussion, your study design should be more complex than your study one. You are dealing with a factorial design now (more than one IV), such as a 2 X 2 or 2 X 3. Let me walk you through some of the guidelines for a 2 X 2 design.i. First, run manipulation checks for one of your dependent variables for the manipulation check (a dependent variable that assesses whether the independent variable manipulation worked). This analysis will differ depending on whether your dependent variable was:
1. Nominal (categorical): IF you have a nominal DV (“Did you see elderly primes or youthful primes?” or “Did you see a warning or no warning?”), you can run a chi square test.
2. Interval / ratio: IF you have interval or ratio dependent variable (they have scales ranging from low to high), you can run a t-Test manipulation check (if you only have two levels to the IV) or an ANOVA (if you have three or more levels). For example, if I manipulated anger by giving half of the participants a hard time about their intelligence before they did the sentence completion task, I might ask “On a scale of 1 to 9, how angry were you?” and then run a t-Test on the dependent variable anger to see if my manipulation did in fact work. That is, given two levels for my independent variable (angry versus control), they should rate themselves as more angry in the condition where I questioned their intelligence compared to a control condition
ii. Second, run two different 2 X 2 ANOVAs. Recall that this is still an analysis of variance, but rather than focusing on one independent variable (like the One Way ANOVA), a 2 X 2 ANOVA looks at two different independent variables within the same test. YOUR job is to run two different 2 X 2 ANOVAs. Your first 2 X 2 ANOVA will focus on a dependent variable of your choice while the second 2 X 2 ANOVA will look at a different dependent variable of your choice (though I suggest looking at the same DV’s as in study one – it will help you compare both studies later in Paper V). For EACH factorial ANOVAs, you will report at least three F tests (an F for the main effect of IV #1, an F for the main effect of IV #2, and an F for the interaction). If your interaction is significant, then you may actually report additional F tests for each DV with the simple effects tests! I know this gets complex, so let’s break it down a bit and focus on just one 2 X 2 ANOVA. This test will yield two main effects and one interaction…
1. There will be a main effect in the ANOVA table for the first IV.
Provide the degrees of freedom, F value, and p value. Regardless of whether it is significant, I want you to provide the means and standard deviation for both levels of the IV. For example (and ONLY as an example, since YOUR study independent variables will differ and I don’t know what your lab chose), imagine your first IV is “Warning”. Your main effect write up for this EXAMPLE of warning will look like this …
a. “Using warning (warned versus not warned) and condition (elderly versus youthful) as our IVs and the rating of “I feel old” as our DV, there was no main effect for warning, F(1, 189) = 1.97, p > .05. Participants did not differ in their ratings of feeling old in the warned (M = 2.35, SD = 1.21) versus unwarned (M = 2.21, SD = 0.87) conditions.”
(THIS IS A TABLE BELOW)
WarningWarned (M = 2.35) Unwarned (M = 2.***. There will be a main effect in the ANOVA table for the second IV.
Again, provide the F test. Regardless of significance, give the means and standard deviations for both levels of the IV. (This comes in the same paragraph as the main effect for warning) a. “There was, however, a significant age condition main effect, F( 1, 189) = 3.42, p < .05. Participants felt older in the elderly condition (M = 5.56, SD = 1.21) than in the youthful condition (M = 3.24, SD = 0.89).”
(THIS IS A TABLE BELOW)
PhotoElderly (M = 5.56) Youthful (M = 3.***. Finally, there will be an IV1 X IV2 interaction. Provide F again.
a. Interaction (either significant or not!). That is:
i. “The interaction was not significant, F(1, 187) =1.22, p > .05.”
ii. “The main effects were qualified by a significant Warning X Condition interaction, F(1, 187) = 6.61, p < .05.”
b. IF the interaction is not significant (e.g. p > .05), then just list the means and tell me they don’t differ. “This implies that participants in the elderly unwarned condition (M =5.76, SD = 1.27), the elderly warned condition (M = 2.21, SD = 1.90), the youthful unwarned condition (M = 2.72, SD = 2.87), and the youthful warned condition (M = 2.78, SD =3.45) did not differ from each other.”
c. However, IF there is a significant interaction, there are four more F tests you need to run (“simple effects” tests). This one gets complicated, but I’ll show you an example writeup (normally, this can all go in the same paragraph):
i. First, simple effects showed that elderly condition participants felt older in the unwarned condition (M = 5.76, SD = 1.27) than elderly condition participants in the warned condition (M = 2.21, SD = 1.90), F(2, 95) = 6.24, p < .05.
ii. Second, simple effects showed that youthful condition participants did not differ in their ratings of feeling old in the warning condition (M = 2.78,SD = 3.45) compared to youthful condition participants in the unwarned condition (M = 2.72, SD = 2.87), F(2, 93) = 1.13, p > .05.
iii. Third, for participants who were warned, simple effect tests showed that participants did not differ in ratings of feeling old between the elderly warned prime condition (M = 2.21, SD = 1.27) and youthful warned prime condition (M = 2.78, SD = 3.45), F(2,
95) = 1.31, p > .05.
iv. Fourth, for participants in the unwarned condition, simple effect tests showed that participants felt older in the elderly unwarned prime condition (M =
5.76, SD = 1.90) compared to participants in the youthful unwarned prime condition (M = 2.72, SD =
2.87), F(2, 95) = 3.11, p < .05.
(THIS IS A TABLE BELOW)
Elderly Youthful
Warned. Elderly Warned (M = 2.21) Youthful Warned (M = 2.78)
Not Warned Elderly Unwarned (M = 5.76) Youthful Unwarned (M = 2.72)
v. In general, this shows that participants felt older in the elderly condition (a high mean of 5.76), but only when unwarned about the effects of age priming (all other means are less than 3.00).
4. Again, the warning independent variable is an EXAMPLE here.
Your second independent variable might differ, but you will still have four conditions.
iii. Please note that you might run a lot of statistical tests for one DV (like the original F test followed-up with simple effects tests). This still only counts as one DV. You need to look at three DVs total (one for the manipulation check and then two additional Emma impression DVs), so you might have as many as 11 or so statistical tests in this section.
d. Like the methods section, there is no page minimum or maximum for the results section, though I would expect it to be at least a paragraph or two for each dependent variable
3. Discussion Section
a. In a short paragraph or two, write a brief discussion of your results. Tell me if you did or did not support your hypotheses. In this section, do NOT go into detail about the statistics. If I need that information, I’ll just look at your results section. Here, I just want a plain English summary of what you found. See the Example Paper for reference.
4. References are not required for this paper
5. Appendices: Study Two
a. Once again, the appendices “Append” the paper, so they go at the end, with each appendix starting at the top of the page
b. I want to make sure you are including the correct numbers in your results section, so I want you to include all relevant SPSS tables for each of your analyses in aseries of appendices. You can label these as appendices A, B, C, and D for study two, but I actually recommend naming them E, F, G, and H since you have A, B, C, and D from study one already. That way, if you decide to combine your papers for a graduate school or job application, it will be easier.
i. Appendix E: Demographic Information Study Two
ii. Appendix F: Chi Square (or other Manipulation Check)
1. Make sure to include a table for your manipulation check. If you do a chi square for a nominal variable, this will include the crosstabulation table and the chi square table. Or, if you do a t-Test or ANOVA, this will include the descriptive statistics as well as the tTest table itself (or the ANOVA table itself)
iii. Appendix G: First dependent variable (First 2 X 2 ANOVA)
1. Make sure to include your descriptive statistics table and your Tests of Between Subject Effects table. If your interaction is not significant, you’re done. If it is significant, normally you would run simple effects follow up tests. You still need to run them, but for purposes of this appendix all I need to see is the original ANOVA table and the original descriptive table.
iv. Appendix H: Second dependent variable (Second 2 X 2 ANOVA)
1. This is the same as the second dependent variable above, but for a different dependent variable
c. In the end, I expect four appendices for study two (one for demographics, one for a chi square/t-Test and one for each 2 X 2 ANOVA).
d. Appendices will come at the end of the paper
6. Overall writing quality
a. Make sure you check your paper for proper spelling and grammar. The FIU writing center is available if you want someone to look over your paper (an extra eye is always good!) and give you advice. I highly recommend them, as writing quality will become even more important on future papers.
Other Guidelines for Paper IV: Study Two Methods, Results, and Discussion
1). Page size is 8 1/2 X 11” with all 4 margins set at one inch on all sides. You must use a Times New Roman 12-point font and double space all sentences/paragraphs in the paper.
2). PLEASE use a spell checker to avoid unnecessary errors. Proofread everything you write. I actually recommend reading some sentences aloud to see if they flow well, or getting family or friends to read your work.
Below is a write up for the significant interaction for the 2 X 2 ANOVA that uses forewarning and an age priming condition as the two IVs (substitute our own IVs into the paragraph below and update it with your statistics). Here, I just put it all in one paragraph, as it would appear in a results section (double space YOUR section, though). Notice there are 7 F tests for this significant 2 X 2 interaction.
Using forewarning (warned versus not warned) and age priming condition (elderly versus youthful) as our IVs and ratings of “I feel old” as our DV, there was no main effect for warning, F(1, 189) = 1.97, p > .05. Participants did not differ in their ratings of feeling old in the warned (M = 2.35, SD = 1.21) versus not warned (M = 2.21, SD = 0.87) conditions. There was, however, a significant main effect for age priming condition, F( 1, 189) = 3.42, p < .05. Participants feltolder in the elderly condition (M = 5.56, SD = 1.21) than in the youthful condition (M = 3.24, SD = 0.89). The main effect was qualified by a warning X age priming condition interaction, F(1,
187) = 6.61, p < .05. First, simple effects showed that elderly condition participants felt older in the unwarned condition (M = 5.76, SD = 1.27) than elderly participants in the warned condition (M = 2.21, SD = 1.90), F(2, 95) = 6.24, p < .05. Second, simple effects showed that youthful priming participants did not differ in their ratings of feeling old in the warning condition (M =
2.78, SD = 3.45) and no warning condition (M = 2.72, SD = 2.87), F(2, 93) = 1.13, p > .05. Third, for participants who were warned, simple effect tests showed that participants did not differ in their ratings of feeling old in the elderly condition (M = 2.21, SD = 1.27) and youthful conditions (M = 2.78, SD = 3.45), F(2, 95) = 1.31, p > .05. Fourth, for participants in the no warning condition, simple effect tests showed that participants felt older in the elderly condition (M = 5.76, SD = 1.90) than in the youthful condition (M = 2.72, SD = 2.87), F(2, 95) = 3.11, p < .05. In general, this shows that participants felt older when primed with elderly primes and not warned about the effects of age priming than in all other conditions.
• Finally, go look at the supporting documents for this paper. There is a checklist, a grade rubric, and an example paper. All will give you more information about what we are specifically looking for as well as a visual example of how to put it all together.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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