week 5 assignment 2
bmarlurer8
Week5_Cogn.pdf
Relationships
Emotion Regulation
Bids for Emotional Connection
Chapter 26: Emotion regulation: A valuation perspective.
Article: Coan, J. A. & Gottman, J. M. (2007). The specific affect (SPAFF) coding system. In J. A. Coan and J. J. B. Allen (Eds.) Handbook of Emotion Elicitation and Assessment (pp. 106-123), New York, NY: Oxford University Press.
Web Article: Smith, E. E. (2014, June 12). Masters of love. The Atlantic. Retrieved from http://www.theatlantic.com/health/archive/2014/06/happily- ever-after/372573/
Video Podcast: Gottman, J. M. (2015, September 9). Making relationships work. [Video File]. Retrieved from https://www.youtube.com/watch?v=8YpnDao8TQs (Note: this video is 43:10 minutes)
Assignments
1. Discussion
2. Draft of Proposed Methods, Hypothesized Findings, and Potential Limitations
Next Steps: Method, Results, Limitations
Introduction (Lit Review/Hypothesis)
Methods
Results
Discussion/Limitations
In proposals (dissertations, grants, IRB approval) it is common to go through the sections AS IF you were doing the research.
That’s what we are doing
Plan of action (future tense)
Proposal versus Published research
There are some differences You haven’t performed the method
You won’t have data to analyze
You won’t know your results
You won’t have findings
BUT!!!! That doesn’t mean you can’t explain How you will perform the methods
How you will analyze the data
What your results might be
Any potential limitations in your design (findings)
Add on to Your Week 3 Paper beginning at Methods
Method: who, what, where, when & how format
Method
Sample (who/where) Participants
Variables (what) Measurements
Procedures (how, when) Step by step
Sample: who/where
Participants
Total number N you will aim for
Breakdown in demographics (age, gender, etc)- that impact your study
May also include where and how subjects will be recruited
If using grouping variables for IV include information here. Common grouping IV variables (age, gender, treatment/no treatment).
Measures Scales
Treatments/Stimuli/Conditions
Measures: Scales
Describe each scale separately using subheadings
Information to include: Type of scale (e.g. Likert)
Range of scores that are possible for each participant (many scales do not have a 0 score) . What is the lowest score one could get? Highest?
Number of questions
Breakdown of categories (some scales will give more than 1 score)
Sample question(s)
Reliability
Validity
Measures for Experimental Designs: Stimuli
Include description of conditions (IV) and DV
Visual – details on what stimuli look like, what varies (how) and what you are controlling for
Auditory- details on what stimuli sound like, what varies (how) and what you are controlling for
Interventions- explanation of what the intervention is (type)
Experimental design
Description of stimuli
Procedure
The procedure serves as a step by step guide to what the participants will experience in your study
Can be complex (experiments tend to have longer procedures) or simple (correlational designs)
Should include: How & where the study will be conducted (note this is
different from how you recruit participants)
How long it will take (time of presentation) or how many times (for repeated measures)
Hypothesized Findings/Results
How will you analyze your data to test your hypothesis?
Test for each hypothesis (type of stat)
Graph of potential results that support the alternative hypothesis (the ones you would like to see)
Compare groups (IV)
Use mean scores to compare groups
T-tests, ANOVAs
Example: Is there a difference in reading time based on the amount of light present?
IV: amount of light (groups)
DV: reading time (minutes)
0
1
2
3
4
5
6
7
dim medium bright
R ea
d in
g T
im e
(m in
)
Amount of Light
Light and Reading Time
0
1
2
3
4
5
Group 1 Group 2
Hypothetical Chart for Groups
IV
Levels/Groups of your IV (age, gender, treatment group)D
ep en
d en
t V ar
ia b
le (
ac cu
ra cy
, sp
ee d
, s e
lf -e
st ee
m , e
tc )
Correlations (continuous variables)
Pearson’s correlation/regression
There is a negative relationship between anger and assertiveness
0
20
40
60
80
100
20 30 40 50 60 70 80
A ss
er ti
ve n
es s
S co
re Anger Score
Relationship between Anger & Assertiveness
0
20
40
60
80
100
80 70 60 50 40 30 20
V ar
ia b
le 2
(D V
)
Variable 1 (IV)
Continuous Variables for Correlation
Discussion of Limitations
What will your study not show? What might you do in a future study? What couldn’t you or didn’t you control for?
Be skeptical….What would someone else say is wrong??? Beat them to the punch.
Last but not least
For this week’s assignment you will be adding on to your draft from Week 3. Submit the entire draft (Week 3 plus Week 5) sections in one Word document
Make changes as needed to Week 3 portion (hyp, RQ)
Hypothesis drives methods and data analysis (expected results)
Double check that hypothesis, methods and data analysis match
