All necessary instructions have been attached below. Please see instructions, assignment example and review the three student papers and choose one to complete the assignment on.
methods_ii_preview_assignment_instructions.docx
methods_ii_preview_assignment_example_paper.docx
paper_i___color_priming.pdf
paper_ii___counterfactual_thinking.pdf
paper_iii___terror_management_theory.pdf
Unformatted Attachment Preview
Running head: METHODS II PREVIEW ASSIGNMENT INSTRUCTIONS
Methods II Preview Assignment Instructions (Worth 14 Points)
Ryan J. Winter
Florida International University
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METHODS II PREVIEW ASSIGNMENT
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Methods II Preview Assignment Instructions
1). Psychological Purpose
The psychological purpose behind the Methods II Preview Assignment is to give you a
brief preview to the paper you will write in Methods II next semester. Not only do I want
you to see what will go into your eventual Methods II research paper, but I also want to
make sure that you can write a clear, succinct paragraph for a research study that covers
all of the relevant information needed to convey the important parts of a study in a single
paragraph (i.e. an Abstract).
The Abstract is one of the first items readers see. You need to convey a lot of information
in this very short paragraph, as the potential reader will decide whether to read your full
paper based on the information in the Abstract. There are several elements needed in the
Abstract about research studies, including information about: a). the research question(s),
b). the participants, c). the experimental methodology, d). the findings, and e). the
conclusions / implications. Being able to write a precise yet succinct Abstract takes some
effort, so make sure you go through several drafts before settling on your final version.
Make sure to include keywords / key phrases as well (keywords are an essential part of
articles, as these are the words or phrases that library databases like PsycInfo provide to
searchers interested in specific topics. Well, the authors actually recommended these
keywords, so if you include them for this short Abstract Assignment).
2). APA Formatting Purpose
This Article Critique assignment should once again assess your ability to follow APA
formatting guidelines.
3). Writing Purpose
I want to make sure you can write clearly and specifically, summarizing what might be a
20 page paper in a single paragraph. This assignment serves that purpose.
METHODS II PREVIEW ASSIGNMENT
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Methods II Preview Assignment (Worth 14 Points)
You will read a paper written by an actual Research Methods and Design II student from a prior
semester. This paper includes two studies the student conducted, with Study One introducing the
main variables and Study Two offering an extension with replication of Study One. You can find
an example of what I am looking for as well):
Title Page (1 point)
1. For your title page, follow the same guidelines as your article critique paper. You can
include the same title and header as the study you are looking at, but make sure to put
YOUR OWN NAME as the author.
2. Your assignment should be in APA format in all respects (appropriate headers with
running head and page numbers; correct references where needed; correct alignment
of the headings, subheadings, fonts, spacing, etc.)
In Part One, I want you to answer the following (5 points total):
1. What is the hypothesis for study one? Please give me both the null and alternative
hypotheses when you answer this question
2. What is the independent variable(s) for study one? Make sure you tell me how many
IVs there are and how many levels there are for each IV
3. What is the dependent variable(s) for study one? Note: there are several of these, so
focus on the ones the author analyzed.
4. What did they find in study one? Give the general outcome
5. What is the hypothesis for study two? Please give me both the null and alternative
hypotheses when you answer this question
6. What is the independent variable(s) for study two? Make sure you tell me how many
IVs there are and how many levels there are for each IV
7. What is the dependent variable(s) for study two? Note: there are several of these, so
focus on the ones the author analyzed.
8. What did they find in study two? Give the general outcome
9. I want you to review the references and spot the reference(s) that is (are) not in APA
format and rewrite it for me according to APA rules. Note: there may be as few as
zero and as many as ten incorrect references, so make sure to look at them all!
In Part Two, write an abstract for the paper! This should be fairly easy, as you can paraphrase the
information from Part One. However, this time you need to write it in one short paragraph (150
to 200 word maximum!). Note: there are two studies, and you have to mention both. Yes, this is
tough, but authors often summarize (in the same short abstract) papers that they wrote that may
include six or seven different studies! My suggestion is to find the overlap between both studies
and discuss both simultaneously. For example, “Both studies looked at X, but study two also
METHODS II PREVIEW ASSIGNMENT
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examined Y.” Make sure your abstract starts at the top of its own page (it should be all on its
own). Your abstract should include the following (5 points total)
1.
2.
3.
4.
5.
6.
7.
Include the word “Abstract” at the top of your abstract
Identify the general problem or research question (the hypotheses) for both studies.
Note the participants for both studies
Note the IVs and DVs for the studies
Note the findings for both studies
Note the overall conclusions / implications of the two studies
Please include keywords for the study (at least 5 keywords or phrases – these are not
included in the total word count)
Writing Quality (3 points)
1. Avoid run-on sentences, sentence fragments, spelling errors, and grammar errors.
2. The writing should be PERFECT here. You will lose a point for each writing error,
so proofread, proofread, and proofread some more!
3. Get a group member to review it for you! Review their abstract!
Total points possible: 14 points
Other guidelines for the Abstract Assignment
▪
▪
Upload your paper through available assignment
This is an individual assignment, but you can get a group member to review it for you.
Running head: CHOOSING A SUSPECT
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That’s Him! Choosing a Suspect From A Lineup
A Student
Florida International University
CHOOSING A SUSPECT
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Part One
(Student example answers are in red)
1. What are the hypotheses for study one?
There were several hypotheses, though they only analyzed two of them. First, they
predicted that participants would choose a suspect more frequently in the target
present condition than when told the suspect may or may not be present or when they
were given no information about the suspect being present. Second, they predicted
that participants would be more confident in their choice than all other conditions.
2. What is the independent variable(s) for study one? Make sure you tell me how many
IVs there are and how many levels there are for each IV
There was one independent variable in study one with three levels: 1). Some
participants were given lineup instructions which said the target was present in the
lineup. 2). Some participants were given instructions in which the target “might” be
present. 3). Some participants were not given any instructions.
3. What is the dependent variable(s) for study one? Note: there are several of these, so
focus on the ones the author analyzed.
There were several of these, the three most important of which were 1). A
manipulation check in which they were asked to recall the instruction they were given
prior to the lineup. 2). Whether the participant actually chose a suspect from the
lineup. 3). How confident they there were in their lineup choice.
4. What did they find in study one? Give the general outcome
As predicted, participants who were told the participant was in the lineup were more
likely to choose a lineup suspect and were more confident in their choice than
participants in the “might” be present or no instruction conditions
5. What are the hypothesis for study two?
Like study one, the authors predicted that participants would both choose and have
more confidence in their choice than participants in the target “might” be present
condition (This second study lacked the “no instruction” condition). They also
predicted that participants would be more willing to choose a suspect and have more
confidence in that choice when there were eight lineup members compared to four
members. Finally, they predicted that those given target present instructions and an
eight person lineup would be most willing to choose and have more confident in their
choice than those in all other conditions.
6. What is the independent variable(s) for study two? Make sure you tell me how many
IVs there are and how many levels there are for each IV
CHOOSING A SUSPECT
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There were two independent variables in this study. The first one was lineup
instructions (target present versus target “might” be present). The second one was the
number of participants in the lineup (eight versus four members)
7. What is the dependent variable(s) for study two? Note: there are several of these, so
focus on the ones the author analyzed.
Like study one, there were three important dependent variables. 1). A manipulation
check in which they were asked to recall the instruction they were given prior to the
lineup. 2). Whether the participant actually chose a suspect from the lineup. 3). How
confident they there were in their lineup choice.
8. What did they find in study two? Give the general outcome
Like study one, participants in the target present condition chose and were more
confident in their choice than participants in the target “might” be present condition,
but only when given an eight person lineup. The target present and target “might” be
present conditions had similar results for four person lineup conditions.
9. I want you to review the references and spot the reference(s) that is not in APA
format and rewrite it for me according to APA rules. Note: there may be as few as
zero and as many as ten incorrect references, so make sure to look at them all!
There were two incorrect APA references. They should look like the following:
Brigham, J., Ready, D., & Spier, S. (1990). Standards for evaluating the fairness of photographic
lineups. Basic and Applied Social Psychology, 11, 149-163. DOI: 12323-38271
Pezdek. K., Blandon-Gitlin, I., & Moore, C. (2003). Children’s face recognition memory: More
evidence for the cross-race effect. Journal of Applied Psychology, 88, 760-763. DOI:
38765-DY2972
CHOOSING A SUSPECT
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Abstract
Two studies looked at eyewitness confidence in lineup studies. In study one, 551 undergraduate
participants saw a picture of a target “suspect”. They then viewed an eight person lineup that
altered the lineup instructions (they were told the target was either present, might be present, or
they were not given any information, though in reality the target “suspect” was always missing).
The authors predicted that participants would both choose a suspect and be more confident in
their choice when told the target was present compared to the other two conditions. Results
confirmed this prediction. In study two, 337 participants also received either the target present or
might not be present instructions, though they were given a lineup that differed in size (eight
versus four members). Like study one, participants in the target present condition chose and were
more confident in their choice than participants in the target might be present condition, but only
when given an eight person lineup. This implies that telling someone that a person is present in a
lineup can lead them to find a suspect, but only if they have a lot of lineup choices.
Keywords: target present, target absent, simultaneous lineups, confidence, system variables
Running head: COLOR PRIMING AND FOREWARNING
The Influence of Color Priming and Forewarning on Anagram Performance
A. Student
Florida International University
1
COLOR PRIMING AND FOREWARNING
Abstract
Methods One Students: Typically, authors add their abstract for the paper here on the second
page. As you can see, the abstract for this paper is missing. Your job is to supply that abstract!
Read over the following paper, which is an actual paper turned in by a former student taking
Research Methods and Design II at FIU. This is similar to a paper you will write next semester.
Review the studies in this paper, and spot the hypotheses, independent and dependent variables,
participants, results, and implications, and write it up in one paragraph (no more than 200 words
maximum). Make sure to include keywords as well (keywords are words or short phrases that
researchers use when searching through online databases like PsycInfo – they need to be
descriptive of the paper, so come up with three or four that seem to suit this paper). Good luck!
Keywords: Methods II Paper, Abstract Assignment, Methods II Preview
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COLOR PRIMING AND FOREWARNING
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The Influence of Color Priming and Forewarning on Anagram Performance
Colors are an essential part of life, from warning us of poisonous creatures to describing
our emotions, they have proven their worth. Certain colors can be perceived in specific situations
or attributed to a particular emotion. For instance, priming of sadness can lead to perception of
the color blue, whereas priming of anger can lead to perception of the color red (Fetterman,
Robinson, Gordon, & Elliot, 2011). The central aim of our study is to explore the effect priming
with a specific color has on anagram performance.
Priming is defined as the unconscious influence that a stimulus has on the agility or
accuracy in performing a task (Schacter & Rajendra, 2001). According to Jefferis and Fazio
(2008), priming impacts behaviors by informing the person if they have met the demands of the
situation. The influence priming has on behavior is shaped by what one perceives in a particular
situation. For example, priming the color red in the context of romantic attraction would have a
different response than priming the color red in an achievement situation, situations in which
there is a possibility for success or failure and competence is measured (Elliot, Maier, Binser,
Friedman, & Pekrun, 2009). In the context of romantic attraction, the color red unconsciously
increases perceived attractiveness of another person (Elliot & Niesta, 2008). With regards to
achievement, the color red elicits avoidance behavior due to its association with factors such as
the red in alarms that suggest danger (Elliot, Maier, Moller, Friedman, & Meinhardt, 2007; Elliot
et al., 2009).
To study the influence that red has on achievement, Elliot et al. (2007) designed a study
that involved color priming and used anagram performance as a representation of achievement.
In one of the experiments conducted, the colors red, green, and black were used to test anagram
performance. Participants were assigned to the color conditions (red, green, or black) through the
COLOR PRIMING AND FOREWARNING
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process of random assignment. First participants were given a practice test and later they were
given the real anagram test. Before completing the real anagram test, participants were told to
check that all of the pages contained their participant number. The numbers were written in red,
green, or black ink at the top of every page of the test. Results showed that exposure to red,
compared to green or black, on achievement tasks impaired performance.
In accordance with the idea that color affects performance, Steele (2014) recreated a
study that hypothesized that words associated with avoidance were solved faster on a red
background and words associated with approaching were solved faster on a blue background.
Participants were asked to complete an anagram task in which instructions for the task were
written in black letters on a white, red, or blue background. The words were linked to activating
either approach, avoidance, or neutral motivation. The findings opposed those of the previous
study that Steele (2004) replicated. The previous study reported that a red background would
result in faster solution of avoidance words and that a blue background would result in faster
solution of approach words. Steele’s study found that words classified as avoidance were solved
slower on the red background compared to approach and neutral words. Similarly, words
classified as approach were solved slower on the blue background. An implication as to why the
result of the replicated study were contradictory to those of the original study suggested that
words classified as avoidance, approach, or neutral were actually classified in the wrong group.
Study One
To further explore the impact that color priming has on anagram performance, we
designed a study in similar fashion to Elliot et al. (2007), in which participants completed an
anagram task after priming for a specific color. Each participant was given an identical anagram
task to complete but with instructions for the anagram task written in red, green, or black ink. We
COLOR PRIMING AND FOREWARNING
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predicted that participants given red ink will perform worse on the anagram task than those given
green or black ink instructions. That is, red ink participants will correctly unscramble fewer
words than participants given both green ink and black ink, whom we do not expect will differ in
their anagram performance. We also predicted that participants given red ink (compared to green
or black ink) will find the anagram task more challenging for themselves and others and will find
it more frustrating. They will also think that they will perform worse on the task when given red
ink. However, we predicted that all participants, regardless of ink color, will believe that the ink
color did not affect them.
Methods
Participants
There were 115 participants in our study. Of these, 55 were male (47.8%) and 60 were
female (52.2%). The age of the sample ranged from 12 to 69 (M = 26.22, SD = 9.63). This
included 19.1% Caucasian (N = 22), 59.1% Hispanic (N = 68), 6.1% Native American (N = 7),
5.2% African American (N = 6), 4.3% Asian (N = 5), and 6.1% of participants reporting “other”
(N = 7).
Materials and Procedure
Potential participants were randomly approached and informed of the possible risks and
benefits of participating in the study. If the potential participant verbally agreed to take part in
the study, he or she was presented with one of three anagram questionnaires. The questionnaires
contained instructions written in red, green, or black ink; this color manipulation was our
independent variable. Each of the anagram questionnaires consisted of three identical parts and
only differentiated in the color with which the instructions were written.
COLOR PRIMING AND FOREWARNING
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In the first part of the questionnaire, the participants were given a timed anagram task to
complete. Without hinting to the color manipulation, participants were reminded to read the
questionnaire instructions carefully and to inform the researcher when they were ready to begin
so that the researcher could start the timer. The anagram task consisted of 20 scrambled words
that the participants had to unscramble by using all of the original letters to form a new word.
For example, BMTUH had to be correctly unscrambled to spell out the word THUMB. The
participants were given three minutes to unscramble as many words as they could and were
notified when they had one minute left to finish the task. After the three minutes, participants
were told to stop and to move on to the next part of the questionnaire.
Part two of the questionnaire consisted of six questions about the anagram task that the
participants completed. These six questions were part of our dependent variables. In the first four
questions the participants recorded their response on a scale of one to nine. In these questions the
participant recorded how challenging the task was for them (1 = not at all challenging, 9 =
extremely challenging), how challenging they thought other participants found the task (1 = not
at all challenging, 9 = extremely challenging), how f …
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