Instructions: Using the study below and your skills working with SPSS, answer the questions

following questions. Use the SPSS provided data sets. IMPORTANT: Answer options may be in

a different order, so make sure to choose carefully!

Part One

(Use the SPSS

DataAnalysisFIU#1Ink.sav

data set for this section).

Study: From an early age, people are primed to respond to specific colors in predictable ways.

The color red, for instance, is often used to convey a warning, to tell people to stop, or to proceed

with caution (think red lights at intersections, red stop signs, etc.). The color green is a calming

color, and can convey feelings of tranquility and growth (via nature-based associations). A green

stoplight, for example, indicates to "Go"!

Imagine you want to see how colors impact math performance. You have participants come to

your research lab where you give them a sheet of 20 math problems that are identical for all

participants (relatively easy ones, like 256 + 956, 34 X 28, 236 14, etc.). For one third of you

participants, the math problems are in red ink. For one third of participants, the math problems

are in green ink. For remaining participants, the math problems are written in black ink (your

control condition). You then have participants solve the problems for the next five minutes, and

you count the number of math problems they solve correctly (out of 20) as well as whether they

work on them in solely in the order of presentation versus skipping around (doing some at the

beginning but then skipping to some at the end, and then returning to skipped problems later).

1). What is the independent variable in this study, and how many levels are there to each?

Choose the correct response (

.5 points

)

A. IV: Ink color, with two levels (Red versus Green)

B. IV: Ink color, with three levels (Red versus Green versus Black)

C. IV: Math problems, with three levels (Easy versus Hard versus Moderate).

D. IV: Math problems, with two levels (Easy versus Hard)

2). What is/are the dependent variable(s) in this study, and what scale of measurement are they

based on (NOIR)? (

.5 points

)

A. DV #1: How many math problems did participants solve: Interval scale. - DV #2: Did

participants complete problems in the order of presentation or did they skip around?

(Presentation or Skip): Nominal scale

B. DV #1: Did participants solve all of the math problems (Yes or No): Nominal scale. -

DV #2: Did participants complete problems in the order of presentation or did they skip

around? (Presentation or Skip): Ordinal scale

C. DV #1: How many math problems did participants solve: Ratio scale. - DV #2: Did

participants complete problems in the order of presentation or did they skip around?

(Presentation or Skip): Interval scale

D. DV #1: How many math problems did participants solve: Ratio scale. - DV #2: Did

participants complete problems in the order of presentation or did they skip around?

(Presentation or Skip): Nominal scale

3). We are going to run some analyses on the data. Across all three ink colors, you think that the

number of participants who complete the math problems in the order they are presented will not

differ from the number of participants who skip around in solving the problems. Using the SPSS

data file, run this analysis. Make sure to use the correct statistical test! Choose the correct

analysis, write-up, and conclusion from the options below (

1.5 points

)

A. We ran a chi square using condition as the independent variable (Red vs Green vs

Black) and whether participants solved math problems in the order presented or skipped

around as the dependent variable. A significant effect did not emerge,

2

(2) = 0.40,

p

>

.05. Participants skipped around equally in the red ink condition green ink condition, and

black ink condition (60%, 55%, and 50%, respectively). This indicates that participants

behaved similarly in the order in which they solved problems across all conditions.

B. We ran a chi square using condition as the independent variable (Red vs Green vs

Black) and whether participants solved math problems in the order presented or skipped

around as the dependent variable. A significant effect emerged,

2

(2) = 0.8,

p

< .05.

Participants skipped around more in the red ink (60%) and green ink (55%) conditions

than in the black ink condition (50%). This indicates that participants behaved similarly in

the order in which they solved problems across all conditions.

C. We ran a

t

-Test using condition as the independent variable (Red vs Green) and

whether participants solved math problems in the order presented or skipped around as the

dependent variable. A significant effect did not emerge,

t

(38) = 0.31,

p

> .05. Participants

skipped around equally in the red ink condition (

M

= 1.60,

SD

= .503) and green ink

condition (

M

= 1.55,

SD

= .510). This indicates that participants behaved similarly in the

order in which they solved problems across all conditions.

D. We ran a One Way ANOVA using condition as the independent variable (Red vs

Green vs Black) and whether participants solved math problems in the order presented or

skipped around as the dependent variable. A significant effect did not emerge,

F

(2, 57) =

0.19,

p

> .05. Participants skipped around equally in the red ink condition (

M

= 1.60,

SD

=

.503), green ink condition (

M

= 1.55,

SD

= .510), and black ink condition (

M

= 1.50,

SD

=

.513). This indicates that participants behaved similarly in the order in which they solved

problems across all conditions.

4). For your main analysis, you predict that if participants see math problems written in red ink,

then they will solve significantly fewer math problems than if they see math problems written in

green ink, with participants who see math problems written in black ink falling between these

extremes. Choose the correct analysis, write-up, and conclusion from the options below (

1.5

points

)

A. We ran a

t

-Test using condition as the independent variable (Red vs Green) and how

many math problems participants solved as the dependent variable. A significant effect did

not emerge,

t

(38) = 0.31,

p

> .05. Participants solved an equal number of math problems in

the red ink condition (

M

= 1.60,

SD

= .503) and green ink condition (

M

= 1.55,

SD

=

.510). This indicates that ink color did not impact the way participants solved problems.

B. We ran a One Way ANOVA using condition as the independent variable (Red vs Green

vs Black) and how many math problems participants solved as the dependent variable. A

significant effect did not emerge,

F

(2, 57) = 0.19,

p

> .05. Participants solved an equal

number of math problems in the red ink condition (

M

= 1.60,

SD

= .503), green ink

condition (

M

= 1.55,

SD

= .510), and black ink condition (

M

= 1.50,

SD

= .513). This

indicates that ink color had no impact on the number of math problems participants

solved.

C. We ran a One Way ANOVA using condition as the independent variable (Red vs Green

vs Black) and how many math problems participants solved as the dependent variable. A

significant effect emerged,

F

(2, 57) = 4.39,

p

< .05. Tukey post hoc tests showed that

participants solved fewer math problems in the red ink condition (

M

= 9.65,

SD

= 2.87)

than both the green ink condition (

M

= 11.95,

SD

= 1.91) and black ink condition (

M

=

11.75,

SD

= 3.21), though the black and green ink conditions did not differ from one

another. This indicates that red ink lowers the number of math problems participants

solve.

D. We ran a One Way ANOVA using condition as the independent variable (Red vs

Green vs Black) and how many math problems participants solved as the dependent

variable. A significant effect did not emerge,

F

(2, 57) = 4.39,

p

> .05. Tukey post hoc tests

showed that participants solved the same number of math problems in the red ink

condition (

M

= 9.65,

SD

= 2.87), the green ink condition (

M

= 11.95,

SD

= 1.91) and the

black ink condition (

M

= 11.75,

SD

= 3.21). This indicates that ink color does not impact

the number of math problems participants solve.

Part Two

(Use the SPSS

DataAnalysisFIU#2Ink.sav

data set for this section).

Imagine we alter the design a bit. First, we focus only on the red ink and green ink conditions.

Second, we alter the color of shirt that the researcher conducting the study is wearing (red versus

green) to see what happens when the researcher shirt color and the math problem ink color match

or mismatch. The dependent variables remain the same. Using this new design, answer the

following questions.

5). What is/are the independent variable(s) in this study, and how many levels are there to each?

(

.5 points

)

A. IV #1: Ink color, two levels (Red versus Black) - IV #2: Researcher shirt color, two

levels (Red versus Black)

B. IV #1: Ink color, three levels (Red versus Green versus Black) - IV #2: Researcher

shirt color, two levels (Red versus Green)

C. IV #1: Ink color, two levels (Red versus Green) - IV #2: Researcher shirt color, two

levels Red versus Green)

D. IV #1: Ink color, two levels (Red versus Green) - IV #2: Researcher shirt color, three

levels (Red versus Green versus Black)

6). Consider all of the possible main effects and interactions for this study. Run a 2 X 2 ANOVA

(I will let YOU figure out which dependent variable to use for this!). Choose the option below

that best describes the outcome. (

.5 points

)

A. There are two significant main effects and a significant interaction

B. There is one significant main effect, one non-significant main effect, and a significant

interaction

C. There are no significant main effects but there is a significant interaction

D. There are two significant main effects but no significant interaction