Methods II Preview Assignment

METHODS II PREVIEW ASSIGNMENT INSTRUCTIONS 1

 

METHODS II PREVIEW ASSIGNMENT 4

 

Methods II Preview Assignment Instructions (Worth 40 Points)

 

Methods II Preview Assignment Instructions

1). Psychological Purpose

The psychological purpose behind the Methods II Preview Assignment is to give you a brief preview to the paper you will write in Methods II next semester. Not only do I want you to see what will go into your eventual Methods II research paper, but I also want to make sure that you can write a clear, succinct paragraph for a research study that covers all of the relevant information needed to convey the important parts of a study in a single paragraph (i.e. an Abstract).

The Abstract is one of the first items readers see. You need to convey a lot of information in this very short paragraph, as the potential reader will decide whether to read your full paper based on the information in the Abstract. There are several elements needed in the Abstract about research studies, including information about: a). the research question(s), b). the participants, c). the experimental methodology, d). the findings, and e). the conclusions / implications. Being able to write a precise yet succinct Abstract takes some effort, so make sure you go through several drafts before settling on your final version. Make sure to include keywords / key phrases as well (keywords are an essential part of articles, as these are the words or phrases that library databases like PsycInfo provide to searchers interested in specific topics. Well, the authors actually recommended these keywords, so if you include them for this short Abstract Assignment).

2). APA Formatting Purpose

This Article Critique assignment should once again assess your ability to follow APA formatting guidelines. Use Chapter 14 in your Smith and Davis textbook for help, and look at the instructions on the next page for guidance with formatting

3). Writing Purpose

I want to make sure you can write clearly and specifically, summarizing what might be a 20 page paper in a single paragraph. This assignment serves that purpose.

Methods II Preview Assignment (Worth 40 Points)

You will read a paper written by an actual Research Methods and Design II student from a prior semester. This paper includes two studies the student conducted, with Study One introducing the main variables and Study Two offering an extension with replication of Study One. Your job is to read the whole paper and then complete your assignment in a word document, and submit it (attach the word document) to the assignment dropbox on Canvas by the due date – You can find an example of what I am looking for in Canvas as well:

In Part One, I want you to answer the following (2 points for each question, or 18 points total):

1. What is the hypothesis for study one? Please give me both the null and alternative hypotheses when you answer this question

2. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV

3. What is the dependent variable(s) for study one? Note: there are several of these, so focus on the ones the author analyzed.

4. What did they find in study one? Give the general outcome

5. What is the hypothesis for study two? Please give me both the null and alternative hypotheses when you answer this question

6. What is the independent variable(s) for study two? Make sure you tell me how many IVs there are and how many levels there are for each IV

7. What is the dependent variable(s) for study two? Note: there are several of these, so focus on the ones the author analyzed.

8. What did they find in study two? Give the general outcome

9. I want you to review the references and spot the reference(s) that is not in APA format and rewrite it for me according to APA rules. Note: there may be as few as zero and as many as ten incorrect references, so make sure to look at them all!

In Part Two, write an abstract for the paper! This should be fairly easy, as you can paraphrase the information from Part One. However, this time you need to write it in one short paragraph (150 to 250 word maximum!). Note: there are two studies, and you have to mention both. Yes, this is tough, but authors often summarize (in the same short abstract) papers that they wrote that may include six or seven different studies! My suggestion is to find the overlap between both studies and discuss both simultaneously. For example, “Both studies looked at X, but study two also examined Y.” That is, your abstract should include the following (2 points each, 14 points total):

1. Include the word “Abstract” at the top of your abstract

2. Identify the general problem or research question (the hypotheses) for both studies.

3. Note the participants for both studies

4. Note the IVs and DVs for the studies

5. Note the findings for both studies

6. Note the overall conclusions / implications of the two studies

7. Please include keywords for the study (at least 5 keywords or phrases – these are not included in the total word count)

Writing Quality (8 points)

1. Avoid run-on sentences, sentence fragments, spelling errors, and grammar errors.

2. The writing should be PERFECT here. You will lose a point for each writing error, so proofread, proofread, and proofread some more!

3. Get a group member to review it for you! Review their abstract!

 

Total points possible: 40 points

 

Other Instructions: this is an individual assignment.

Abstract Assignment Grading Rubric (20 points possible)

Title Page – 1 Point (Must have PERFECT APA formatting!)

Part One – Provide information for the following (1 point each, or 9 points total)

a. What is the hypothesis for study one? Please give me both the null and alternative hypotheses when you answer this question

b. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV

c. What is the dependent variable(s) for study one? Note: there are several of these, so focus on the ones the author analyzed.

d. What did they find in study one? Give the general outcome

e. What is the hypothesis for study two? Please give me both the null and alternative hypotheses when you answer this question

f. What is the independent variable(s) for study two? Make sure you tell me how many IVs there are and how many levels there are for each IV

g. What is the dependent variable(s) for study two? Note: there are several of these, so focus on the ones the author analyzed.

h. What did they find in study two? Give the general outcome

i. I want you to review the references and spot the reference(s) that is not in APA format and rewrite it for me according to APA rules. Note: there may be as few as zero and as many as ten incorrect references, so make sure to look at them all!

Part Two – Abstract (1 point each item, or 7 points total)

a. Include the word “Abstract” at the top of your abstract

b. Identify the general problem or research question (the hypotheses) for both studies.

c. Note the participants for both studies

d. Note the IVs and DVs for the studies

e. Note the findings for both studies

f. Note the overall conclusions / implications of the two studies

g. Please include keywords for the study (at least 5 keywords or phrases – these are not included in the total word count)

Writing Quality (3 points)

Methods II Preview! Abstract Assignment Checklist

General Paper Format
Yes	No
		1. Is everything in your paper (including headers, the main body of your mini-literature review, and your references) in 12 point Times New Roman font?
		2. Is everything in your paper double spaced, including references (here I mean the spacing above and below each line, not the spaces following a period)?
		3. Do you have one inch margins on all sides of the paper (one inch from the top of the page, one inch from the bottom, and one inch from each side)
		4. Are the first lines of all paragraphs indented roughly ½ inch?
		5. Are your paragraphs aligned left? (That is, text should be flush left, with lines lining up on the left of the page, but text should NOT line up on the right side of the page – it should look ragged)
		6. Do you need help figuring out how to configure a word document in APA format (inserting headers, page numbers, proper indents, etc.)? If YES, I highly recommend watching this video which walks you through setting up an APA formatted paper! http://www.youtube.com/watch?v=9pbUoNa5tyY​
Title page (This section is identical your Article Critique Paper Title Page)
Yes	No	Header
		1. Do you have the phrase “Running head” in your header (with a lower case h)?
		2. Is the rest of your Running head title in ALL CAPS?
		3. Is your Running head in 12 point Times New Roman font?
		4. Do you have a page number (1) that is flush right (also in 12 point Times New Roman font)?
	Title / Name / Institution
		1. Is your title 12 words or less (as recommended by the APA)?
		2. Do all title words with four letters or more start with a capital letter?
		3. Are your name and institution correct?
		4. Are your title, name, and institution elements centered and in 12 point Times New Roman font?
Part One – Study Components
Yes	No
		1. What is the hypothesis for study one?
		2. What is the independent variable(s) for study one?
		3. What is the dependent variable(s) for study one?
		4. What did they find in study one?
		5. What is the hypothesis for study two?
		6. What is the independent variable(s) for study two?
		7. What is the dependent variable(s) for study two?
		8. What did they find in study two?
		9. Are the references correct? If not, correct them
Part Two – Abstract
Yes	No	Header
		1. Is your header title present and identical to your header title on the title page?
		2. Is your header title in ALL CAPS and 12 point Times New Roman font?
		3. Does your header on this second page omit the phrase “Running head”
		4. Do you have a page number starting on page 2
		Abstract
		0. 1. Is the word Abstract centered at the top of the page?
		0. 2. Does the abstract start on its own page?
		0. Did you identify your problem or research question?
		0. Did you note the study participants?
		0. Did you note the experimental or correlational method?
		0. Did you note the findings?
		0. Did you note the conclusions?
		0. Did you identify the problem or research question?
		0. Is your abstract 150-200 words?
		0. Did you include at least five keywords or key phrases?

 

Writing Quality
Yes	No
		1. Is it well written generally?

SEXUALITY, MEDIA, AND ATTRACTION 1

SEXUALITY, MEDIA, AND ATTRACTION 2

SEXUALITY, MEDIA, AND ATTRACTION 21

 

 

Sexual Priming, Physical Attractiveness, and the Media: An Analysis

A Prior Student

Florida International University

 

 

Abstract

Methods One Students: Typically, authors add their abstract for the paper here on the second page. As you can see, the abstract for this paper is missing. Your job is to supply that abstract!

Read over the following paper, which is an actual paper turned in by a former student taking

Research Methods and Design II at FIU. This is similar to a paper you will write next semester.

Review the studies in this paper, and spot the hypotheses, independent and dependent variables, participants, results, and implications, and write it up in one paragraph (no more than 200 words maximum). Make sure to include keywords as well (keywords are words or short phrases that researchers use when searching through online databases like PsycInfo – they need to be descriptive of the paper, so come up with three or four that seem to suit this paper). Good luck!

Keywords: Methods II Paper, Abstract Assignment, Methods II Preview

 

Sexual Priming, Physical Attractiveness, and the Media: An Analysis

Imagine watching the news and seeing a picture of a man with a ski mask and knife in hand. What words that come to mind with regard to this mental image? Might the man to be a murderer? Do words like “scary,” “frightening,” and “dangerous” arise unbidden? Media outlets like the news, movies, and T.V. shows off paint the image of a serial killer as one with a ski mask and knife. People have been primed to make these associations to then respond accordingly, perhaps in fear, shock, or caution. Priming is when a stimulus, in the form of a cue, triggers a reaction in our cognition and releases as set of subsequent behavior (White, Danek, Herring, Taylor, & Crites, 2018). According to Alhabash, McAlister, Wonkyung, Lou, Cunningham, Quilliam, and Richards (2017), priming makes it so that, after a participant is exposed to a cue, they respond to the following stimulus with the information related to and triggered by the cue to then make decisions. Now, if the cues were sexually-implicit, would it provoke a pattern of similarly sexual thoughts and concepts? What, then, are the effects of sexually-primed advertisements on an individual’s judgment of character?

Alhabash et al. (2017) reported that there are about a billion people who use social networking sites like Facebook daily. As a result, marketers, particularly those in the alcohol business, are making the switch and investing more of their resources into advertising on social media, where it is both cost-effective and less-restrictive. The authors found that alcoholic ads promoted drinking behavior in those who were already predisposed to drinking at a moderate to high level. In this case, exposure to the ads served as catalysts to those who had a lower threshold and sensitivity to alcoholic cues. Their findings highlight the power of suggestion in influencing behavior. Methods II Preview Assignment

A similar study on suggestibility and media priming is by Harris, Bargh, and Brownell (2009) on food advertisements. In their research, they conducted two studies, one on children and one on young adults, and measured how food-related commercials impacted subsequent food consumption. Both the children and adults consumed significantly more food after watching advertisements about food. From their results, they concluded that food advertisements can prime and trigger automatic eating responses, usually unknowingly, and warned about the significant implications. Again, most of the participants reported that they did not know that they were being primed to consume food, meaning that a lot of the priming was unconscious and automatic.

To reiterate, priming is when concepts in our mind are activated through a stimulus, and researchers then study the effects of priming in a following assessment. In this process, the individual is unaware of the activated cognition and associations they make thereafter, however, their behavior is due to the prime (Harris, Bargh, & Brownell, 2009). In a study by Aubrey, Gamble, and Hahn (2017), participants were randomly subjected to either self-sexualizing music videos or neutral videos of the same artist and asked to rate their opinions on scales. By selfsexualizing, they meant that the performing artist would willingly dress in scantily clad clothing and behave in a sexually provocative manner. The researchers believed that the media cues would activate schemas in the participant’s mind and alter their opinion of others. They further hypothesized that those in the sexual condition would have more sexualized thoughts than those in the neutral condition. Their hypothesis was supported, and their results aid in magnifying the effect of sexual cues in eliciting sexual thinking.

Sexual cues litter the online and virtual world around us, acting as elicitors and reinforcers towards attitudes in favor of sexual promiscuity and openness (Dillman Carpentier, 2017). As Dillman Carpentier notes, sexual cues are not limited to images alone: sexually-implicit words have also been shown to be effective in influencing an individual’s point of view on a subject. She further examined the effects of sexual versus romantic word cues on an individual’s rating towards a neutral target and found that those in the sexual condition rated the target as more flirtatious and alluring than those in the romantic condition. This provides further evidence that a sexual cue can prime the mind to unknowingly characterize a subject as sexual. In another example, people who watched sexual popular music would then judge others through sexual filters and evaluate them on sexual characteristics (Dillman Carpentier, 2017).

Study One

Having in mind the effects of mere suggestion, mere exposure, and advertisement priming, we came up with a research study that looked at the effects of primed advertisements on judgment of character. In our study, we presented our participants to Riley, a fake Facebook profile, and asked them to read Riley’s “about me” and rate them based on questions regarding their personality. We had one independent variable with three conditions, each having a different advertisement theme, either sexual, romantic, or education (neutral) in nature, to see how responses changed depending on the images provided. We had two main predictions. One, we hypothesized that individuals who saw the sexualized advertisements accompanying a fake Facebook profile would view the Facebook user in a more sexualized manner (more flirtatious, seductive, sexy and provocative) than participants who saw romantic or educational advertisements. Two, we hypothesized that participants who saw romance advertisements accompanying the fake Facebook profile would view the Facebook user in a more romantic manner (more sensitive, kind, tender, and sentimental) than participants who saw sexualized or educational advertisements.

Methods Study One

Participants

At Florida International University, a total of 138 students participated in this research study. The age range of the participants was from 17 to 59 years old (M = 25.12, SD = 7.58). Out of 138 students, 73 (52.9%) were male, 61 (44.2%) were female, and 4 (2.9%) were unidentified (as they did not mark their gender). A total of 40.6% (n = 56) were Hispanic, 25.4% (n = 35)

Caucasian, 18.1% (n = 25) African American, 5.8% (n = 8) Asian American, 2.9% (n = 4) Native

American, and 7.2% (n = 10) did not identify with these categories and marked “other”. See Appendix A.

Materials and Procedure

Consent was obtained orally, and participants were informed about the study in terms of benefits, risks, and study duration. We told participants that the study would take about five to ten minutes to finish and that there were no risks to partaking in the study. Furthermore, we said that the main benefit would be that we, the researchers, would be able to finish our assignment. Those who answered yes were given one of the three surveys, each one made up of six-parts. The six parts were marked accordingly throughout the document- e.g., Part I, II, III, IV, V, and VI. Methods II Preview Assignment

In part one, readers were told that the research study was on the probability of a new Facebook dating option. Participants were instructed to read everything on the Facebook page because they would have to remember what they read and answer questions. They were then asked to imagine that they were single as they read about “Riley Washington” and their Facebook profile page. Riley is a made-up character; whose name and biography are purposefully neutral. Their name can be either masculine or feminine and their interests are generic and broad. In all three versions, participants were shown the same banner, a background image of a sunset on an ocean with palm trees overlapping the image. Everything on the page was made to emulate an authentic Facebook profile “About Me” page except that it excluded an image of Riley (Because the survey was testing a new dating feature in Facebook, we kept Riley gender-neutral in our stimulus materials to avoid potential confounds related to participant gender). In their “About Me”, Riley refers to themselves as a laid-back person who is funny, social, open-minded, and “up for anything.” Riley doesn’t show preference for things like music but rather, says that they’d “generally give any music a chance”. They write about how they are open to doing all kinds of things from different extremes such as going out to a club or staying at home watching a movie. We intended this to make Riley seem as neutral-minded as possible. Each survey conditions contained the same information about Riley, however, each one contained a different advertisement theme (sexuality, romance, or education) at the bottom of the page which led to a difference in responses.

In the sexuality priming condition, there were three advertisements under Riley’s profile with images meant to promote sexuality and promiscuity. In the first image there was a man spraying on Axe, a body spray, well-known for making provocative ads about “hot” woman and physical attraction. The ad alluded that the man was naked, with a smug smile as a woman was hugging him from behind (although it is not shown, the image suggests that the woman was also naked). The next image showcased a woman with high heels, a tight dress, and alcohol positioned towards a faceless man sitting in a chair with a drink in hand as well. The last image was a close-up of a shirtless woman, looking at the camera as she is being embraced by a shirtless man, while the words “Gucci Guilty” span over her. All the ads in this condition imply sexuality. The “AdChoices” logo and symbol was made visible throughout the ads to indicate that the following images were meant to be online advertisements.

In the romance ad condition, (just as in the sexuality condition) there were three advertisements placed at the bottom of Riley’s profile. They were the same size as in the sexual condition. The first ad was from Sandals, a resort known to make advertisements about the

“perfect romantic vacation”. In the image there was a smiling couple, celebrating a romantic dinner together outdoors. The advertisement in the middle also showed a couple, this time riding horses together. The last advertisement, was from e-Harmony, an online dating site. In the picture, there was a smiling couple embracing each other. Likewise, as in the sexual condition, there was the “AdChoices” logo made visible. Methods II Preview Assignment

In the education ad condition, there are three ads, sized and placed in the same way as the other two conditions. The ads in this condition are oriented towards education, adorned with words like “go greater”, “reinvent yourself”, and “start your child off with a strong academic foundation”, accordingly from left to right. In all the ads there are signs promoting colleges such as the University of Florida and Platt College. The “AdChoices” sign, again, can be seen at the corner of the ads.

After reading about Riley, participants proceeded to part two of the study where they were given 10 questions and asked to rate their impressions of Riley from a scale of 1 (“Strongly Disagree”) to 6 (“Strongly Agree”). We asked participants to rate the statements “Riley seems”: educated, flirtatious, sensitive, seductive, kind, tender, sentimental, provocative, outgoing, and sexy. For our study, we primarily focused on the participant’s response regarding whether they though Riley seemed provocative and whether they thought Riley seemed sensitive. The remaining impressions ratings were included primarily to mask the goal of our study, which was focused on sexuality impressions. As such, they are not discussed further.

In part three, we asked participants to rate how well the following 10 statements describe them and recorded their answers on a scale from 1 (“Strongly Disagree”) to 6 (“Strongly Agree”). Participants were asked to rate how assertive, sensitive, confident, emotional, businesslike, romantic, decisive, understanding, fearless, and warm-hearted they think they are. Once again, these items were primarily used to mask the presence of our true study goal: looking at impressions of the Facebook user. Participant self-ratings are this not discussed further.

In part four, participants were asked to fill out their demographic information such as their gender, age, race/ethnicity, first language (whether English was their first language or not), relationship status, and student status (whether they were an FIU student or not). Part five asked participants whether they thought that Riley was a male, female, or unknown. Lastly, part six was our manipulation check where we asked participants to recall whether the general theme of the three advertisements they saw was “focused on sexuality”, “focused on romance”, or “focused on education”. Participants were then debriefed on the true purpose of the study, our aim, and our hypotheses.

Results Study One

Using priming condition (sexuality vs. romance vs. education) as our independent variable, and whether participants recalled the general theme of the advertisements as our nominal-based dependent variable, we conducted a manipulation check on the nominal data using a chi-square test. The chi square was significant, X2(4) = 202.13, p < .001. Most of those in the sexuality condition recalled seeing sexual advertisements (86%). Most of those in the romance condition recalled seeing romance advertisements (88%). Most of those in the education condition recalled seeing education advertisements (96%). Furthermore, our Cramer’s V of 0.86 showed a very strong effect. These results imply that participants were aware of the advertisements and recognized them as we intended. See Appendix B. Methods II Preview Assignment

For our first dependent variable, “Riley seems provocative”, we conducted a One-Way

ANOVA using advertisement condition (sexuality vs. romance vs. education) as our independent variable, which was significant, F (2, 135) = 11.16, p < .001. A Tukey post hoc test revealed that participants rated Riley significantly more provocative in the sexuality ad condition (M = 3.60, SD = 1.21) than in both the romance ad condition (M = 2.98, SD = 0.64) and the education ad condition (M = 2.60, SD = 1.10). However, there was not a significant difference between romance and education ad conditions. These findings support our hypothesis that participants exposed to sexualized advertisements are more likely to rate Riley high in provocativeness than those who are exposed to educational and romantic advertisements. See Appendix C.

For our second dependent variable, “Riley seems sensitive”, we conducted another One Way ANOVA using advertisement condition (sexuality vs. romance vs. education) as our independent variable, which was also significant, F (2, 135) = 9.17, p < .001. A Tukey post hoc test showed that participants in the romance priming condition saw Riley as more sensitive (M = 3.90, SD = 1.06) than those in both the sexuality ad condition (M = 3.07, SD = 1.06) and the education ad condition (M = 3.30, SD = 0.92). Participants did not, however, significantly differ in their ratings of Riley’s sensitivity between the education and sexuality priming conditions. Our results seem to indicate that those given romantic advertisements saw Riley in a more romantic manner, such as sensitive, than those in the sexualized and educational ad conditions. See Appendix D.

Discussion Study One

For our research paper, we hypothesized that those exposed to the sexualized advertisements would see Riley Washington, a fake Facebook profile, in a more sexualized view than those given the romantic or educational advertisements. On the other hand, we believed that those exposed to the romantic advertisements would see Riley Washington in a more romantic view than those given the sexual and educational advertisements. We specifically predicted that those who saw the sexual priming condition would rate Riley more provocative than those in the romantic and educational advertisements. Likewise, we predicted that those in the romance priming condition would rate Riley as more sensitive than those in the sexual and education condition. Our results supported both of our predictions. Yet it is possible that the ambiguity in Riley’s gender and lack of a visual image could have played a part in the participant’s responses toward Riley. This could have forced participants to create their own image of Riley using the limited contextual information given, such as the bio and the advertisements, as a rubric for judgment of character. This begs the question: what if we made Riley a female and gave participants an image of her? How would that affect participant’s judgment of character of her in terms of sexuality and attractiveness? That is what we explored in study two. Methods II Preview Assignment

Methods II Preview Assignment

(Student example answers are in red)

1. What are the hypotheses for study one?

There were several hypotheses, though they only analyzed two of them. First, they predicted that participants would choose a suspect more frequently in the target present condition than when told the suspect may or may not be present or when they were given no information about the suspect being present. Second, they predicted that participants would be more confident in their choice than all other conditions. Comment by Ryan Winter: They original paper also looked at an attention check variable (did they recall the instructions), and they found that participants paid attention to the lineup instructions. However, this manipulation check DV isn’t as relevant to the abstract two ANOVAs the author ran, so there is no need to write about it as a hypothesis

 

2. What is the independent variable(s) for study one? Make sure you tell me how many IVs there are and how many levels there are for each IV

There was one independent variable in study one with three levels: 1). Some participants were given lineup instructions which said the target was present in the lineup. 2). Some participants were given instructions in which the target “might” be present. 3). Some participants were not given any instructions.

 

3. What is the dependent variable(s) for study one? Note: there are several of these, so focus on the ones the author analyzed.

There were several of these, the three most important of which were 1). A manipulation check in which they were asked to recall the instruction they were given prior to the lineup. 2). Whether the participant actually chose a suspect from the lineup. 3). How confident they there were in their lineup choice.

 

4. What did they find in study one? Give the general outcome

As predicted, participants who were told the participant was in the lineup were more likely to choose a lineup suspect and were more confident in their choice than participants in the “might” be present or no instruction conditions

 

5. What are the hypothesis for study two?

Like study one, the authors predicted that participants would both choose and have more confidence in their choice than participants in the target “might” be present condition (This second study lacked the “no instruction” condition). They also predicted that participants would be more willing to choose a suspect and have more confidence in that choice when there were eight lineup members compared to four members. Finally, they predicted that those given target present instructions and an eight person lineup would be most willing to choose and have more confident in their choice than those in all other conditions. Methods II Preview Assignment

 

6. What is the independent variable(s) for study two? Make sure you tell me how many IVs there are and how many levels there are for each IV

There were two independent variables in this study. The first one was lineup instructions (target present versus target “might” be present). The second one was the number of participants in the lineup (eight versus four members)

 

7. What is the dependent variable(s) for study two? Note: there are several of these, so focus on the ones the author analyzed.

Like study one, there were three important dependent variables. 1). A manipulation check in which they were asked to recall the instruction they were given prior to the lineup. 2). Whether the participant actually chose a suspect from the lineup. 3). How confident they there were in their lineup choice.

 

8. What did they find in study two? Give the general outcome

Like study one, participants in the target present condition chose and were more confident in their choice than participants in the target “might” be present condition, but only when given an eight person lineup. The target present and target “might” be present conditions had similar results for four person lineup conditions.

 

9. I want you to review the references and spot the reference(s) that is not in APA format and rewrite it for me according to APA rules. Note: there may be as few as zero and as many as ten incorrect references, so make sure to look at them all!

There were two incorrect APA references. They should look like the following: Comment by Lu Liang: Make sure you follow APA format, e.g., italicize journal title, vol number, but do not italicize page number and issue number, hanging indent etc…

 

Brigham, J., Ready, D., & Spier, S. (1990). Standards for evaluating the fairness of photographic lineups. Basic and Applied Social Psychology, 11, 149-163. doi: 12323-38271

Pezdek. K., Blandon-Gitlin, I., & Moore, C. (2003). Children’s face recognition memory: More evidence for the cross-race effect. Journal of Applied Psychology, 88, 760-763. doi: 38765-DY2972

 

 

Abstract Comment by Lu Liang: Abstract heading is centered Comment by Lu Liang: Everything in Abstract should be double-spacing, times new roman font and 12 font size

Two studies looked at eyewitness confidence in lineup studies. In study one, 551 undergraduate participants saw a picture of a target “suspect”. They then viewed an eight person lineup that altered the lineup instructions (they were told the target was either present, might be present, or they were not given any information, though in reality the target “suspect” was always missing). The authors predicted that participants would both choose a suspect and be more confident in their choice when told the target was present compared to the other two conditions. Results confirmed this prediction. In study two, 337 participants also received either the target present or might not be present instructions, though they were given a lineup that differed in size (eight versus four members). Like study one, participants in the target present condition chose and were more confident in their choice than participants in the target might be present condition, but only when given an eight person lineup. This implies that telling someone that a person is present in a lineup can lead them to find a suspect, but only if they have a lot of lineup choices. Comment by Lu Liang: First line not indent in Abstract Comment by Ryan Winter: The student wrote this in 189 words! It’s a lot of information in a short amount of space, so make sure to edit it a lot to get all relevant information in place. Comment by Lu Liang: Make sure you indicated research questions, hypotheses, IV&DV, participants, results, general conclusion/implication of the study. Methods II Preview Assignment

Keywords : target present, target absent, simultaneous lineups, confidence, system variables Comment by Lu Liang: Italicize “Keywords” phrase Comment by Lu: Make sure to include at least 5 EFFECTIVE keywords, that is, when writing keywords, you must think what words you could have in helping someone find your research. Independent variables, experimental design, hypotheses… are NOT good keywords. Comment by Lu Liang: Do not italicize these keywords