1. Selecting appropriate statistical procedures Research methods: A process of inquiry, 1998.
Graziano, A.M.
Raulin, M.L

2. About Me 蕭復元 南投、台中 學歷： 實習工讀： 興趣： 成大交管系 交大運管所物流組碩一 任老師 運輸與行銷管理研究室 台鐵台中站
中華電信台中營運處
興趣：
棒壘球、唱歌

3. Article Source CHAPTER 14 Learning Goals
Understand the concepts of research design
Develop research skills based on a knowledge of appropriate research design
Develop a sensitivity to ethical issues in research and the skills necessary to address these issues
Understand basic statistical concepts

4. About the Authors Anthony M. Graziano
The State University
of New York at Buffalo
Anthony M. Graziano
Professor Emeritus, Department of Psychology
19 books, 50 journal articles
Child Mental Health, Research Methodology

5. Youngstown State University
About the Authors
The State University
of New York at Buffalo
Youngstown State University
Michael L. Raulin
Online courses-
University of Phoenix
Psychopathology: 精神病理學
Department of Psychology
Psychopathology

6. Outline AN INITIAL EXAMPLE A DECISION-TREE MODEL SUMMARY
Decision-Tree Flowcharts
Identifying Research Variables
Identifying Major Characteristics
Selecting Appropriate Statistics
Secondary Analyses
Caveats and Disclaimers
SUMMARY
鑑定研究的變數與主要特徵

7. AN INITIAL EXAMPLE

8. Describe the Research AN INITIAL EXAMPLE
偶發性學習：指個體在缺乏動機與刺激情境下產生的學習，或在沒有正式教學的情形下產生的學習。

9. Identify the Characteristics of the Research
AN INITIAL EXAMPLE
Identify the Characteristics of the Research
1. Level of constraint?
2. Independent variables?
3. Levels of the independent variable?
4. Type of design?
5. Dependent variables?
6. Dependent measures?
7. Level of measurement?
8. Type of data?
9. Research hypothesis?
10. What kind of test is needed?
Experimental
X: Exploration of the maze
Prior exploration & no prior
Independent-groups
Maze-learning
# of maze-running trials
Ratio
比例尺度
H1: 實驗組比起控制組需要較少的試驗就能達到標準
Score
The experimental group requires fewer learning trials than the control group to reach criterion
A test of difference

10. A DECISION-TREE MODEL

11. Decision-Tree Flowcharts
A DECISION-TREE MODEL
Decision-Tree Flowcharts
Figure 14.1
Initial

12. Decision-Tree Flowcharts
A DECISION-TREE MODEL
Decision-Tree Flowcharts
Figure 14.2
Score data

13. Decision-Tree Flowcharts
A DECISION-TREE MODEL
Decision-Tree Flowcharts
Figure 14.3
ANOVA

14. Decision-Tree Flowcharts
A DECISION-TREE MODEL
Decision-Tree Flowcharts
Figure 14.4
Ordered data
順序資料

15. Decision-Tree Flowcharts
A DECISION-TREE MODEL
Decision-Tree Flowcharts
Figure 14.5
Nominal data
名義資料

16. Identifying Research Variables
A DECISION-TREE MODEL
Identifying Research Variables
以分數衡量小學生對於處理社會問題選擇的方式
老師觀察學生的社會能力並將其排名
將學生分為“有社會能力”與“無社會能力”兩類

17. Identifying Major Characteristics(1/2)
A DECISION-TREE MODEL
Identifying Major Characteristics(1/2)
1. Level of constraint?
2. Independent variables?
3. Levels of the independent variable?
4. Type of design?
5-8. Dependent variable(s)?
Differential
X: The sex of subjects (nonmanipulated)
Boys & Girls
Independent-groups, differential design
Three
Dependent Measure
Level of measurement
Type of data
Score on the social-skills multiple-choice test
Ratio
Score
b. Ranking of subjects on social competence
Ordinal
Ordered
c. Independent classification of social competence
Nominal
社會能力選擇題的分數
受測者的社會能力排名
社會能力分類

18. Identifying Major Characteristics(2/2)
A DECISION-TREE MODEL
Identifying Major Characteristics(2/2)
9. Research hypothesis?
H1: Sixth-grade boys and girls differ in the identification of the correct social response in a multiple-choice task.
H2: Sixth-grade boys and girls differ in their ranking on social competence based on observations in three behavior settings.
H3: Sixth-grade boys and girls differ in the proportion classified as either “generally socially competent” or “generally socially incompetent”
10. What kind of test is needed?
Three
H1: 六年級的男孩與女孩在”選擇題中辨別正確的社會回應時”有差異
H2:六年級的男孩與女孩在”依觀察而得的社會能力排名中”有差異
H3:六年級的男孩與女孩在”分類為有社會能力、無社會能力的比例上”有差異
A test of difference
between independent groups

19. Selecting Appropriate Statistics
A DECISION-TREE MODEL
Selecting Appropriate Statistics
Statistical Procedures
For the First Hypothesis
Descriptive
Means
Variances
Standard deviations
Inferential
Independent-groups t-test
Simple one-way ANOVA

20. Decision-Tree Flowcharts
A DECISION-TREE MODEL
Decision-Tree Flowcharts
Figure 14.2
Score data
集中趨勢
離中趨勢
One factor: 性別

21. Decision-Tree Flowcharts
A DECISION-TREE MODEL
Decision-Tree Flowcharts
Figure 14.3
ANOVA

22. Selecting Appropriate Statistics
A DECISION-TREE MODEL
Selecting Appropriate Statistics
Statistical Procedures
For the Second Hypothesis
Descriptive
Median
Range, Interquartile range
Inferential
Mann-Whitney U-test
全距、四分位距

23. Selecting Appropriate Statistics
A DECISION-TREE MODEL
Selecting Appropriate Statistics
Statistical Procedures
For the Third Hypothesis
Descriptive
Frequency counts in a contingency table
Inferential
Chi-square test for independence
列聯表
卡方多母體齊一性檢定

24. Secondary Analyses(1/3)
A DECISION-TREE MODEL
Secondary Analyses(1/3)
Post hoc Analyses
When doing an ANOVA with more than two groups
Specific mean comparisons

25. Secondary Analyses(2/3)
A DECISION-TREE MODEL
Secondary Analyses(2/3)
Secondary Analyses to Help Explain Results
Less in experimental research
Essential to interpret data in lower constraint research
May far outnumber the primary
Interpreting results
Demographic characteristics
Compare different populations
Determine the limits of generalizability
人口統計特徵
可類推性的限制

26. Secondary Analyses(3/3)
A DECISION-TREE MODEL
Secondary Analyses(3/3)
Data Snooping
Useful in large-scale, lower constraint study
Researchers play their hunches
A rich source of hypotheses for later research 窺探

27. Caveats and Disclaimers
A DECISION-TREE MODEL
Caveats and Disclaimers
For a majority of the questions in psychological research
Other procedures may also be appropriate
Evaluating whether a particular statistical approach used by some other research is appropriate

28. SUMMARY

29. Summary Describe the major characteristics
Answer questions step by step
Select appropriate statistical procedures
Major goal
Learn the decision-making procedure
Eventually the flowchart will not be needed

30. The End
Thank you

31. Sometimes the vast amount of information with which one is faced makes it difficult to know where to focus