RESEARCH QUESTIONs

Today – Thu 2/12 Note further amended calendar I go round to each group to verify research question & design Meanwhile, as a group discuss Methods (see list of Qs) Each group presents their research question & design to the class Go over list of decisions to be made for Methods Next class: hypotheses and details of Methods

TEAM NAME: Patriots 12:30pm Maria Calderon, Danae Young, Faye Paz, Brianna Martin, Jamal Beh Research Question: What is the effect of listening to classical music while studying flashcards versus reading study material on test performance? Between-subjects IV: Music during study Condition 1: On Condition 2: Off Within-subjects IV: Study Method Condition 1: Flashcards Condition 2: Reading Dependent Variable: Test Performance Unit of measure: Number of correct answers on the test How will you measure it: Giving participants a test on the studied material

TEAM NAME: False Memories 12:30pm Nikki Billiri, Michelle Wojcik, Kayla Johnson, Kayla Montanez Research Question: What is the difference in true and false memories between the presentation of pictures of objects one by one or in a scene? Between-subjects IV: Picture presentation Condition 1: One by one Condition 2: In a scene Within-subjects IV: Type of item Condition 1: Old (shown at study) Condition 2: New (not shown at study) Dependent Variable: Recognition Memory Unit of measure: Proportion of “yes” responses to old and new items How will you measure it: Giving participants a series of images, and asking them which they remembering seeing

TEAM NAME: Distraction 12:30pm Lauren Gary, Mackenzie Baxley, Samantha Cacciola, Alysa Gladman, Jessica Burgett Research Question: How do visual and auditory distractions vary in how they affect reading comprehension? Between-subjects IV: Type of distraction Condition 1: Auditory Condition 2: Visual Within-subjects IV: Distraction Condition 1: Present Condition 2: Absent Dependent Variable: Reading comprehension Unit of measure: Number of questions correct How will you measure it: Giving participants a multiple choice test after reading a short story

TEAM NAME: Question Order 12:30pm Brittany McGlew, Brittaney Cameron, Amanda Groves, Melissa Mejia Research Question: What effect do test length and question order have on participants’ feelings about their test performance? Between-subjects IV: Test Length Condition 1: Short Condition 2: Long Within-subjects IV: Question Order Condition 1: easy-hard Condition 2: hard-easy Dependent Variable: Evaluations of performance Unit of measure: Number of questions participants think they got correct How will you measure it: Give participants test length, and ask them how many questions they think they got correct

TEAM NAME: Distraction 2:00pm Emily Lacoss, Walter Cabreja, Hannah Gillis, Dayry Alvarez, James Torres Research Question: What is the effect of visual vs. auditory distraction on reading comprehension and memory? Between-subjects IV: Type of distraction Condition 1: Visual Condition 2: Auditory Within-subjects IV: Task Condition 1: comprehension Condition 2: memory Dependent Variable: Reading comprehension Unit of measure: Number of questions correct How will you measure it: Multiple-choice comprehension and memory test

TEAM NAME: False Memory 2:00pm Brian Trearchis, Katherine Burgess, Hin Lam, Erin Byrne Research Question: What is the effect of priming for age at the time of the event on memory for true/false information about the event? Between-subjects IV: Priming for age at the event Condition 1: Primed Condition 2: Not primed Within-subjects IV: Information Condition 1: Real Condition 2: Fabricated Dependent Variable: Memory for information Unit of measure: Number of “true” responses How will you measure it: True/false test on information

TEAM NAME: False Memory 2 2:00pm Emily Ahern, John Lones, Melissa Murphy, Dara Duong, Janelle Gillespie Research Question: What is the difference in recognition for colored pictures of objects labeled with auditory vs. visual congruent or incongruent color words? Between-subjects IV: Modality of color word Condition 1: Visual Condition 2: Auditory Within-subjects IV: Congruency of color word Condition 1: Congruent Condition 2: Incongruent Dependent Variable: Memory for color Unit of measure: Number of correct responses How will you measure it: Recognition test

TEAM NAME: Question Order 2 Tayla Lee, Matthew Betts, Primeny Oeur, Johanna Rodriguez, Laura Santamaria Research Question: How does the level of difficulty and the order of the questions on a general knowledge exam affect exam performance evaluations among college students? Between-subjects IV: Difficulty Condition 1: Easy Condition 2: Difficult Within-subjects IV: Question Order Condition 1: getting easier Condition 2: getting harder Dependent Variable: Self-evaluations of performance Unit of measure: Number of questions participants think they got correct How will you measure it: ask participants how many questions they think they got correct after they take the test