This is the PS115 Computer-Based Assignment. The assignment is designed to test students’ skills and knowledge about performing statistics, using SPSS and reporting their results.
You should complete this assignment offline and submit your answers via the link that you have been given. For the longer responses (e.g., reporting results in Section A), you may wish to type your answers into a Word document, so that you can copy and paste them into the survey.
You have been provided with two SPSS files that you need to complete this assignment: Verbal.sav
and Box.sav. These files were emailed to you and can also be downloaded from the survey link.
IMPORTANT: These files are associated with YOUR student registration number, so you should only use these files and not those that you have obtained from other students or elsewhere.
Different students will have different questions and data, and if you give answers for the incorrect data you may receive a mark of zero.
The answers that you enter should be your own work. Work which is plagiarised or identical to other students may receive a mark of zero. Collusion with other students, including chatting about your questions and answers during the week, is not permitted and may be an academic offence. Sharing this paper, or the associated data files, is strictly prohibited.
In Section A, you will be asked to write a short results section based on some analysis you will perform in SPSS, as well as answering some additional questions. Full details of this study are on pages 2-3.
In Section B, there are some additional questions based on a second set of data. Full details of this study are on page 7.
There are 75 marks available. Section A = 43 marks, Section B = 32 marks. The number of marks available for each question is shown in brackets.
For determining statistical significance you should use a significance level of .05. Unless otherwise stated, you should report numerical values to three significant figures.
The questions in Section A are about the Verbal Relations Study (Data file: Verbal.sav) Information on the Verbal Relations Study
Participants in this study were given a series of problems, which are known as verbal relations problems (see Table 1). Three types of problems were used:
(1) Visual relations problems: These problems involve inferences about the properties of objects that can be made from sentences that include words such as cleaner-dirtier, fatter-thinner, or larger-smaller.
(2) Spatial relations problems: These problems involve inferences about the location of objects that can be made on the basis of information about the position of objects. They use words such as above-below, left- right, or front-back.
(3) Control relations problems: These problems involve inferences that are neither visual nor spatial. They use words such as better-worse, smarter-dumber, or nicer-nastier.
Each participant was given 90 verbal relations problems: 30 visual relations problems, 30 spatial relations problems, and 30 control relations problems. All problems were presented in auditory format via headphones (i.e., a recording of the problem being read aloud was played to the participant). Participants answered ‘yes’ or ‘no’ out loud. Voice-activation software was used to record the time taken (in milliseconds) to respond to each question. Participants’ answers were recorded and scored according to whether the answers given were correct or incorrect.
For each participant, the number of correct answers out of 30 was recorded separately for each of the three types of problem. For each participant, the mean response time (in milliseconds) was also recorded separately for each of the three types of problem. The mean response time (for each participant) is referred to as the latency.
The psychologist conducting the study was interested in the role of mental imagery in solving these problems. As a result of this interest, the psychologist chose to include some blind participants in the study. The reason for this is that some blind people are known to have difficulties using mental imagery. The study therefore included two groups of participants: sighted participants and blind participants.
The age and sex of each participant was recorded. For the blind participants, the number of years that they had been blind was recorded. All relevant data were collected for all participants, with no missing values.
The questions in Section B are about the Closed Box Study (Data file: Box.sav)
A psychologist has conducted a study into children’s problem solving. The task in this study required children to release a catch on a box to allow a doll to ‘escape’ from the closed box. Children could not touch the box, but had to use an object to release the catch. Four objects were on the same table as the box (a key, a tennis ball, a long pencil, and a cup), but only one of these (the long pencil) could actually be used to successfully release the catch. This long pencil is referred to as the target object (as it is the object that children needed to use to solve the task). Ninety-six children participated, all of who were in the third year of primary school (aged 7 to 8 years). Children were assigned alternately to one of two experimental conditions, and were tested individually. In one condition, the task was explained to the participant and then the experimenter drew the child’s attention to the four objects and asked him/her to say what each of the four objects is usually used for.
This condition is called the object question condition. In the other condition, the task was explained to the participant and then the experimenter drew the child’s attention to the four objects as in the other condition. However, the child was not asked to say what each of the four objects is usually used for. This condition is called the no question condition. After the instructions, the child was told to start (and try to open the box). The experimenter recorded a number of measures of each child’s task performance. First, what the first object picked up by the child was. Second, the number of seconds from the start of the task before the child picked up the target object. Third, the number of seconds from the start of the task before the child opened the box. All children did successfully open the box. In addition, the age in months and the sex of each child was recorded
The data are available for all 96 participants. There are no missing values.
The experimenter has made a number of predictions (P) concerning the two experimental conditions:
P1 The proportion of male participants will NOT differ significantly between the two experimental conditions.
P2 The mean age will NOT differ significantly between the two experimental conditions.
P3 The proportion of children that pick the target object as their first object will be greater in the no question condition than in the object question condition.
P4 The average time taken to pick up the target object will be lower for children in the no question condition than for children in the object question condition.
P5 The average time taken to open the box will be lower for children in the no question condition than for children in the object question condition.
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