Chapter 12 Quiz

In a two-way between-groups ANOVA, MSrows = 2.7, MScolumns = 10.5, MSinteraction = 13.2, and MSwithin = 2.5. What is the F value associated with the columns?

4.2

A two-way, between-groups ANOVA is referred to as a "4 xx 3" design. How many cells are in this experiment?

12

Roediger and Karpicke (2006) investigated whether the test-enhanced learning effect (the demonstration that repeated testing improves memory for material) was due merely to repeated exposure to material. They randomly assigned participants to one of two study conditions (study-study or study-test) and to one of three retention interval conditions (final test at a delay of 5 minutes, 2 days, or 1 week). The dependent variable was the proportion of idea units recalled from an encyclopedia passage. How many cells does this study have?

6

In a 3 × 3 between-groups ANOVA with 5 participants per cell, MSrows = 2.7, MScolumns =0.5, MSinteraction = 13.2, and MSwithin = 2.5. What decision should the research make regarding the main effect represented in the rows?

The null hypothesis should not be rejected.

Assume a researcher found two significant main effects and a significant interaction in a two-way ANOVA. How would we calculate effect size for this problem?

We would calculate three separate R2 values—one for each main effect and one for the interaction.

A "factor" in a factorial ANOVA refers to a(n) _____.

independent variable

In a two-way factorial ANOVA, we obtain separate F values for:

two main effects and a single interaction.

A hypothesis test with two nominal independent variables and a scale dependent variable is a _____.

two-way ANOVA

A researcher is interested in whether caffeine influences participants' performance on different kinds of memory tests. The researcher randomly assigns participants to one of two conditions: caffeinated drink or a placebo (non-caffeinated) drink. The researcher also randomly assigns participants to receive either an implicit memory test or an explicit memory test. The researcher then tests everyone at 8 A.M., one hour after drinking their assigned beverage. How many cells does this study have?

4

A researcher performs a 3 xx 4 ANOVA with 5 participants in each cell of the study design. What is the degrees of freedom for the interaction?

6

The table below reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were then instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water. The cells of this study reflect an interaction. Is this a quantitative or qualitative interaction? Why?

This is a qualitative interaction because the effect of cognitive strategy reverses depending on the coping style. Those with a monitoring coping style withstood pain longer when using the sensation-monitoring strategy, but those with an avoiding coping style withstood pain longer when using the distraction strategy.

The degrees of freedom for the interaction in a two-way ANOVA is calculated by:

multiplying together the degrees of freedom associated with each of your main effects.

The within-groups degrees of freedom in a two-way ANOVA is calculated by:

subtracting a single participant from each cell of the study and then adding the results for all of the cells.

The between-groups sum of squares for an interaction is calculated by:

subtracting the other between-groups sum of squares and within-groups sum of squares from total sum of squares.

In a two-way between-groups ANOVA, SSrows = 4.5, SScolumns = 7.25, SSinteraction = 0.56, SSwithin = 8.89, and SStotal = 21.2. What is the R2 value for the main effect represented in the columns?

.45

In a two-way between-groups ANOVA, MSrows = 2.7, MScolumns = 10.5, MSinteraction = 13.2, and MSwithin = 2.5. What is the F value associated with the rows?

1.08

Forys and Dahlquist (2007) investigated the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style and were then randomly assigned to one of two cognitive strategy conditions, distraction or sensation monitoring. Participants were next instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water. How should the ANOVA used to analyze the data be labeled?

2 xx 2 between-groups ANOVA

A researcher is interested in whether caffeine influences participants' performance on different kinds of memory tests. The researcher randomly assigns participants to one of two conditions: caffeinated drink or a placebo (non-caffeinated) drink. The researcher also randomly assigns participants to receive either an implicit memory test or an explicit memory test. The researcher then tests everyone at 8 A.M., one hour after drinking their assigned beverage. How would you label the ANOVA used to analyze these data?

2 xx2 between-groups ANOVA

A researcher is interested in the effects of playing violent video games on aggressive behavior. There are two independent variables in his study: 1) the type of video game played (violent or non-violent) and 2) the amount of time spent playing the video game (either one day or one week). At the end of the testing phase, participants are given a test to measure their aggressive response in an ambiguous situation. If a significant main effect is found, should we conduct a post hoc test? Why?

No; we should not conduct post hoc test because each main effect has only two groups.

The following figure reflects the results of a study by Roediger and Karpicke (2006). The authors investigated whether the test-enhanced learning effect (the demonstration that repeated testing improves memory for material) was due merely to repeated exposure to the material. They randomly assigned participants to one of two study conditions (study-study or study-test) and to one of three retention interval conditions (final test at a delay of 5 minutes, 2 days, or 1 week). The dependent variable was the proportion of idea units recalled from an encyclopedia passage.

On average, people in the study-test condition had better memory than people in the study-study condition.

The following figure reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were next instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water.

On average, people with an avoiding coping style were able to keep their hand in the ice water for longer.

The table below reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were then instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water. The cells of this study reflect a main effect of coping style. What BEST describes that main effect?

On average, people with an avoiding coping style were able to keep their hand in the ice water for longer.

The table below reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were then instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water. The cells of this study reflect a main effect of coping style. What BEST describes that main effect?

On average, people with an avoiding coping style were able to keep their hand in the ice water for longer.

The table below reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were then instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water.The cells of this study reflect an interaction between coping style and cognitive strategy. What BEST describes that interaction?

The effect of cognitive strategy depended on the coping style of the participant. Those with an avoiding coping style kept their hand in the ice water longer when using a distraction strategy, but those with a monitoring coping style kept their hand in the ice water longer when using a sensation-monitoring strategy.

The following figure reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were next instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water.

This is a qualitative interaction because the effect of cognitive strategy reverses depending on the coping style. Those with a monitoring coping style withstood pain longer when using the sensation-monitoring strategy, but those with an avoiding coping style withstood pain longer when using the distraction strategy.

The following figure reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were next instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water.

This is a qualitative interaction because the effect of study condition reverses depending on the retention interval. With the 5-minute retention interval, study-study is better than study-test, but with longer retention intervals, study-test is better than study-study.

The table reflects the results of a study by Roediger and Karpicke (2006). The authors investigated whether the test-enhanced learning effect (the demonstration that repeated testing improves memory for material) was due merely to repeated exposure to the material. They randomly assigned participants to one of two study conditions (study-study or study-test) and to one of three retention interval conditions (final test at a delay of 5 minutes, 2 days, or 1 week). The dependent variable was the proportion of idea units recalled from an encyclopedia passage.

This is a qualitative interaction because the effect of study condition reverses depending on the retention interval. With the 5-minute retention interval, study-study is better than study-test, but with longer retention intervals, study-test is better than study-study.

The table reflects the results of a study by Roediger and Karpicke (2006). The authors investigated whether the test-enhanced learning effect (the demonstration that repeated testing improves memory for material) was due merely to repeated exposure to the material. They randomly assigned participants to one of two study conditions (study-study or study-test) and to one of three retention interval conditions (final test at a delay of 5 minutes, 2 days, or 1 week). The dependent variable was the proportion of idea units recalled from an encyclopedia passage. The cells of this study reflect an interaction. Is this a quantitative or qualitative interaction? Why?

This is a qualitative interaction because the effect of study condition reverses depending on the retention interval. With the 5-minute retention interval, study-study is better than study-test, but with longer retention intervals, study-test is better than study-study.

The following figure reflects the results of a study by Roediger and Karpicke (2006). The authors investigated whether the test-enhanced learning effect (the demonstration that repeated testing improves memory for material) was due merely to repeated exposure to the material. They randomly assigned participants to one of two study conditions (study-study or study-test) and to one of three retention interval conditions (final test at a delay of 5 minutes, 2 days, or 1 week). The dependent variable was the proportion of idea units recalled from an encyclopedia passage. The figure reflects an interaction. What BEST describes the interaction?

Those in the study-test condition performed more poorly on the 5-minutes recall test than did those in the study-study condition; but at longer retention intervals (2-days and 1-week), those in the study-test condition performed better than those in the study-study condition.

The following figure reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were next instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water.

a main effect of coping style, a main effect of cognitive strategy, and an interaction between coping style and cognitive strategy

The following figure reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were next instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water. Based on the figure, what effects appear to be present?

a main effect of coping style, a main effect of cognitive strategy, and an interaction between coping style and cognitive strategy

The table below reflects the results of a study by Forys and Dahlquist (2007) investigating the effects of coping style and cognitive strategy on dealing with pain. Participants were first classified as having a monitoring or avoiding coping style. They were then randomly assigned to one of two cognitive strategy conditions: distraction or sensation monitoring. Participants were then instructed to use the cognitive strategy while submerging their hand in ice water. The researchers measured pain tolerance as the number of seconds participants were able to keep their hand in the ice water.

a main effect of coping style, a main effect of cognitive strategy, and an interaction between coping style and cognitive strategy

The following figure reflects the results of a study by Roediger and Karpicke (2006). The authors investigated whether the test-enhanced learning effect (the demonstration that repeated testing improves memory for material) was due merely to repeated exposure to the material. They randomly assigned participants to one of two study conditions (study-study or study-test) and to one of three retention interval conditions (final test at a delay of 5 minutes, 2 days, or 1 week). The dependent variable was the proportion of idea units recalled from an encyclopedia passage. Based on the figure, what effects appear to be present?

a main effect of study condition, a main effect of retention interval, and an interaction between study condition and retention interval

In a factorial ANOVA, a cell reflects:

a unique combination of levels of the independent variables.

In addition to assess whether each of your independent variables has an effect on the dependent variable, a factorial ANOVA also allows you to:

determine whether the effects of one factor depend on the other factor.

An interaction occurs when:

the effects of one of your independent variables depends on the level of the other independent variable.

In a two-way ANOVA, if you have a significant interaction:

the interpretation of any significant main effects will be modified by the interaction.

In a two-way ANOVA, the researcher makes decisions regarding _____ null hypotheses.

three separate