PART A: Design Identification

Answer the following six questions for each of the experiments described below:

1. Identify the design (e.g., 2 X 2 factorial).

2. Identify the total number of conditions.

3. Identify the manipulated variable(s).

4. Is this an IV X PV design? If so, identify the participant variable(s).

5. Is this a repeated measures design? If so, identify the repeated variable(s).

6. Identify the dependent variable(s).

Design 1:

College sophomores were given a short course in speed reading. Three groups had courses lasting for 5, 15, or 25 sessions. At the conclusion of the course, participants were asked to read a paragraph, followed by a test of comprehension. Before taking the test, participants in each group were offered a monetary incentive­no money, $1, or $10 for a certain level of performance. The researcher collected the reading time and number of correct items on the comprehension test for each participant.

Design 2:

A researcher interested in weight control wondered whether normal and overweight individuals differ in their reaction to the availability of food. Thus, normal and overweight participants were told to eat as many peanuts as they desired while working on a questionnaire. One manipulation was the proximity of the peanut dish (close or far from the participant); the second manipulation was whether the peanuts were shelled or unshelled. After filling out the questionnaire, the peanut dish was weighed to determine the amount of peanuts consumed.

Design 3:

A researcher studied the influence of intensity of room illumination (low, medium, and high) on reading speed among fifth graders. Also, children were classified as "good" or "poor" readers from achievement test scores. Each group of children read 750­word passages under all three levels of illumination (three reading trials). The order of trials for each child was randomly determined.

Design 4:

A researcher investigated the effect of a child's hair length on judgments of personality and intelligence. Teachers were shown photographs of children to obtain their "first impressions" of the children. Each teacher was shown a boy or girl whose hair was either very short, shoulder length, or very long. Teachers rated the friendliness of the child and estimated the child's intelligence level.

Design 5:

An investigator was interested in the effects of various treatments on reduction of fear in phobic participants. He suspected that type of phobia may interact with therapeutic treatments; specifically, that the types of treatments for agoraphobics (fear of open spaces) and claustrophobics (fear of closed spaces) might be different. He divided participants into two groups based upon type of fear and then assigned members of each group to treatment groups: desensitization, insight, or implosive therapies. After three months of treatment, participants' anxiety in the feared situation was measured

Design 6:

Participants participated in a driving simulation study to investigate night­driving reactions as a function of alcohol consumption and road conditions. Participants drank "cocktails" containing either no alcohol, 3 ounces of alcohol, or 6 ounces of alcohol. After 30 minutes, they began the driving simulation test. Each participant simulated a drive on a straight road, a road with gentle curves, or a road with many sharp curves and on which the participants encountered various road hazards.
Driving speed and the number of accidents were measured.

Design 7:

A researcher was interested in the effects of sexual arousal on the ability to concentrate, and also wondered whether gender and age are important factors. The researcher had participants read passages that were low, medium, or high in sexual arousal content. The participants included both males and females and were divided into three age categories (18­24, 25­35, and 36­50 years). After reading the passage, participants were asked to perform a proofreading task; the researcher measured the number of errors detected on the task.

PART B: Annotated bibliographies

Using the Wiggins Memorial Library, find 3 scholarly journal articles from peer­reviewed journals (no open­access journals or student journals are allowed). Create an annotated bibliography for each article with each source listed in correct APA format. This should give you a total of 3 annotated bibliographies. These can be used as the foundation for your research proposal (although you aren't required to use them).
Note that an annotated bibliography is a compilation of sources related to a given subject which includes critical or explanatory information.

Annotated bibliographies have many uses... First, they provide a compilation of sources with intelligent commentary; this means that not only do you have a summary of the content of an article, but you also have some comment as to why the article is (or is not) of use. Second, ABs provide a quick reference for useful definitions and key ideas (if you've done your job). Finally, ABs help provide you with an overview of the field so that you are not repeating work that's already been done. This will allow you to potentially make a genuine contribution to the body of research (or at least get a better grade on your current project).
For each of your annotated bibliographies, you should include the following:

1. A reference in APA Style

2. A short summary indicating:

The question or problem addressed by the article (the "topic" and research question); The main variables being studied

The article's method of analysis (experimental? theoretical?); The article's thesis, conclusions, and/or recommendations.

3. Your assessment of the article's usefulness (global and specific) to your research goals for example, maybe you need only the bibliography or a specific discussion of a particular theory

4. Any useful definitions or key ideas, in quotes, with PAGE NUMBER specified!

Example

Bennett, C.W., & Ling, D. (1977). Effects of Voiced­Voiceless Discrimination Training Upon Articulation of Hearing­Impaired Children. Language and Speech, 20(3), 287­293.

This article questions whether voiced­voiceless discrimination training will aid the articulation in hearing­impaired children. Six severely hearing­impaired children ranging from 8­10 years of age were the subjects. One group of 3 children received discrimination training on the /ba­pa/ distinction and the second group of 3 children received training on the /ba­pa/, /da­ta/, and /ga­ka/ distinctions. A vibro­tactile aid was used so the individuals could feel the voice onset time. Once the individual correctly distinguished between voiced and voiceless stops for a certain criterion,

the vibro­tactile cue was reduced in intensity. The next step involved responding to voiced and voiceless syllables by producing them. The results showed that the training in audition alone does result in improved production. Subjects in

the first group showed greater generalization perhaps due to the limited set in training. This may have helped the hearing­impaired children focus on the critical variable of voice onset time.

"Our hypothesis was that by providing training through audition alone we could change the perceptual strategies of children who relied heavily upon vision in such a way that their articulation would be improved with regard to the voicing dimension." Page 288.

https://www.dropbox.com/s/flypehrj3eqj9s4/Articles.rar?dl=0