need them to be familiar with SPSS and ANOVA
DATA ANALYSIS AND APPLICATION 1 DATA ANALYSIS AND APPLICATION 5 Data Analysis and Application Ronald Sandridge Alex Yu Capella University Data Analysis and Application (DAA) Template A two way ANOVA accounts for two factors being investigated concurrently. In a two-way ANOVA a hypothesis tests where in the classification of data is based on two factors (Warner, 2012). For this paper, a data analysis and application for a two-way ANOVA is utilized to show the comparison of participants diagnosed with Autism Spectrum Disorder (ASD) and atypical individuals identifying facial, mental state of the opposite person. Section 1: Data File Description According to Eday et al (2016), we are better at interpreting the movements of others who move similarly to us, and people with Autism Spectrum Disorder (ASD) move in a quantifiably different way than the general population. As a result, "social impairments" displayed by people with ASD may reflect a failure by typical people to infer the correct mental states from those with ASD's movements, at least in part. Individuals with ASD and typical adults were asked to manually direct two triangles to create animations depicting mental state interactions in order to test this theory the animation of the study were n=22 Typical n=24. Section 2: Testing Assumptions Two animations above and two animations below the mean jerk value for that category (e.g., autism) and target mental state (e.g., mocking), all within one standard deviation of the mean, and two animations more than one standard deviation from the mean (one above and one below the mean) using Auitsm group n=22 Typical n=24. This ANOVA uses 2 x 2 v 1) Articulate the assumptions of the statistical test. 2) Paste SPSS output that tests those assumptions and interpret them. Properly embed SPSS output where appropriate. Do not string all output together at the beginning of the section. In other words, interpretations of figures and tables should be near (i.e., immediately above or below) where the output appears. Format figures and tables per APA (6th edition) style and formatting rules. Refer to the following examples on the next page. Figure 1. Scatter plot of IQ scores and ADDSC scores taken from a Howell (2011) data set. Figure 1 above shows the negative linear relationship between… Table 1 below shows the intercorrelations, means, and standard deviations of… Table 1 Intercorrelations, Means, and Standard Deviations for Scores on IQ, ADDSC, and GPA ______________________________________________________________________________ Measure 1 2 3 M SD ______________________________________________________________________________ 1. IQ -- 100.26 12.99 2. ADDSC -.63** -- 52.60 12.42 3. GPA .50** -.62** -- 2.46 .86 ______________________________________________________________________________ Note. Intercorrelations taken from a Howell (2011) data set (N = 88). **p < .01. 3) summarize whether or not the assumptions are met. if assumptions are not met, discuss how to ameliorate violations of the assumptions. research question, hypotheses, and alpha level [one paragraph] 1) articulate a research question (or questions) relevant to the statistical test. 2) articulate the null hypothesis and alternative hypothesis for the research question(s). 3) specify the alpha level. interpretation [multiple paragraphs] 1) paste spss output for an inferential statistic and report it. properly embed spss output where appropriate. do not string all output together at the beginning of the section. in other words, interpretations of figures and tables should be near (i.e., immediately above or below) where the output appears. format figures and tables per apa formatting rules. 2) report the test statistics. refer to warner (2013) “results” examples at the end of the appropriate chapter for guidance. 3) interpret statistical results against the null hypothesis. conclusion [two paragraphs] 1) provide a brief summary (i.e., one paragraph) of the daa conclusions. 2) analyze strengths and limitations of the statistical test. references howell, d. c. (2011). fundamental statistics for the behavioral sciences. (7th ed.). belmont, ca: wadsworth. edey, r., cook, j., brewer, r., johnson, m. h., bird, g., & press, c. (2016). interaction takes two: typical adults exhibit mind-blindness towards those with autism spectrum disorder. journal of abnormal psychology, 125(7), 879–885. https://doi.org/10.1037/abn0000199.supp (supplemental) brief report interaction takes two: typical adults exhibit mind-blindness towards those with autism spectrum disorder rosanna edey birkbeck, university of london jennifer cook university of birmingham rebecca brewer king’s college london mark h. johnson birkbeck, university of london geoffrey bird king’s college london and university college london clare press birkbeck, university of london recent work suggests that we are better at interpreting the movements of others who move like us, and that individuals with autism spectrum disorder (asd) move in a quantifiably different way from typical individuals. therefore, “social impairments” exhibited by individuals with asd may, at least in part, represent a failure by typical individuals to infer the correct mental states from the movements of those with asd. to examine this possibility, individuals with asd and typical adults manually directed 2 triangles to generate animations depicting mental state interactions. kinematic analysis of the generated animations demonstrated that the participants with asd moved atypically, specifically with increased jerk compared to the typical participants. in confirmation of our primary hypothesis, typical individuals were better able to identify the mental state portrayed in the animations produced by typical, relative to autistic, individuals. the participants with asd did not show this “same group” advantage, demonstrat- ing comparable performance for the 2 sets of animations. these findings have significant implications for clinical assessment and intervention in asd, and potentially other populations with atypical movement. general scientific summary much research has suggested that people with autism struggle to read the mental states of others (without autism), but previous work has not investigated how well typical individuals recognize autistic mental states. our novel design examines understanding of individuals both with and without autism by individuals with and without such a diagnosis. our study suggests that communicative problems exhibited by individuals with autism may, in part, reflect a failure by typical individuals to infer the mental states of those with autism. keywords: autism spectrum disorder, expertise, action perception, theory of mind supplemental materials: http://dx.doi.org/10.1037/abn0000199.supp medical professionals, such as general practitioners and mental health specialists, are frequently required to judge the emotional and mental states of their patients. they will likely make these judgments on the basis of several cues, including the patient’s verbal report, facial expressions, postures, and importantly, the way that the patient moves. the kinematics of our movements this article was published online first september 1, 2016. rosanna edey, department of psychological sciences, birkbeck, uni- versity of london; jennifer cook, school of psychology, university of birmingham; rebecca brewer, mrc social, genetic, and developmental psychiatry centre and institute of psychiatry, psychology, & neurosci- ence, king’s college london; mark h. johnson, department of psycho- logical sciences, birkbeck, university of london; geoffrey bird, mrc social, genetic, and developmental psychiatry centre and institute of psychiatry, psychology, & neuroscience, king’s college london, and institute of cognitive neuroscience, university college london; clare press, department of psychological sciences, birkbeck, university of london. we are grateful to meredith leston and lia antico for help with testing, and alex chamberlain for assistance in video editing. correspondence concerning this article should be addressed to clare press, department of psychological sciences, birkbeck, university of london, malet street, london, wc1e 7hx. e-mail: c.press@bbk .ac.uk t hi s do cu m en t is co py ri gh te d by th e a m .01.="" 3)="" summarize="" whether="" or="" not="" the="" assumptions="" are="" met.="" if="" assumptions="" are="" not="" met,="" discuss="" how="" to="" ameliorate="" violations="" of="" the="" assumptions.="" research="" question,="" hypotheses,="" and="" alpha="" level="" [one="" paragraph]="" 1)="" articulate="" a="" research="" question="" (or="" questions)="" relevant="" to="" the="" statistical="" test.="" 2)="" articulate="" the="" null="" hypothesis="" and="" alternative="" hypothesis="" for="" the="" research="" question(s).="" 3)="" specify="" the="" alpha="" level.="" interpretation="" [multiple="" paragraphs]="" 1)="" paste="" spss="" output="" for="" an="" inferential="" statistic="" and="" report="" it.="" properly="" embed="" spss="" output="" where="" appropriate.="" do="" not="" string="" all="" output="" together="" at="" the="" beginning="" of="" the="" section.="" in="" other="" words,="" interpretations="" of="" figures="" and="" tables="" should="" be="" near="" (i.e.,="" immediately="" above="" or="" below)="" where="" the="" output="" appears.="" format="" figures="" and="" tables="" per="" apa="" formatting="" rules.="" 2)="" report="" the="" test="" statistics.="" refer="" to="" warner="" (2013)="" “results”="" examples="" at="" the="" end="" of="" the="" appropriate="" chapter="" for="" guidance.="" 3)="" interpret="" statistical="" results="" against="" the="" null="" hypothesis.="" conclusion="" [two="" paragraphs]="" 1)="" provide="" a="" brief="" summary="" (i.e.,="" one="" paragraph)="" of="" the="" daa="" conclusions.="" 2)="" analyze="" strengths="" and="" limitations="" of="" the="" statistical="" test.="" references="" howell,="" d.="" c.="" (2011).="" fundamental="" statistics="" for="" the="" behavioral="" sciences.="" (7th="" ed.).="" belmont,="" ca:="" wadsworth.="" edey,="" r.,="" cook,="" j.,="" brewer,="" r.,="" johnson,="" m.="" h.,="" bird,="" g.,="" &="" press,="" c.="" (2016).="" interaction="" takes="" two:="" typical="" adults="" exhibit="" mind-blindness="" towards="" those="" with="" autism="" spectrum="" disorder.="" journal="" of="" abnormal="" psychology,="" 125(7),="" 879–885.="" https://doi.org/10.1037/abn0000199.supp="" (supplemental)="" brief="" report="" interaction="" takes="" two:="" typical="" adults="" exhibit="" mind-blindness="" towards="" those="" with="" autism="" spectrum="" disorder="" rosanna="" edey="" birkbeck,="" university="" of="" london="" jennifer="" cook="" university="" of="" birmingham="" rebecca="" brewer="" king’s="" college="" london="" mark="" h.="" johnson="" birkbeck,="" university="" of="" london="" geoffrey="" bird="" king’s="" college="" london="" and="" university="" college="" london="" clare="" press="" birkbeck,="" university="" of="" london="" recent="" work="" suggests="" that="" we="" are="" better="" at="" interpreting="" the="" movements="" of="" others="" who="" move="" like="" us,="" and="" that="" individuals="" with="" autism="" spectrum="" disorder="" (asd)="" move="" in="" a="" quantifiably="" different="" way="" from="" typical="" individuals.="" therefore,="" “social="" impairments”="" exhibited="" by="" individuals="" with="" asd="" may,="" at="" least="" in="" part,="" represent="" a="" failure="" by="" typical="" individuals="" to="" infer="" the="" correct="" mental="" states="" from="" the="" movements="" of="" those="" with="" asd.="" to="" examine="" this="" possibility,="" individuals="" with="" asd="" and="" typical="" adults="" manually="" directed="" 2="" triangles="" to="" generate="" animations="" depicting="" mental="" state="" interactions.="" kinematic="" analysis="" of="" the="" generated="" animations="" demonstrated="" that="" the="" participants="" with="" asd="" moved="" atypically,="" specifically="" with="" increased="" jerk="" compared="" to="" the="" typical="" participants.="" in="" confirmation="" of="" our="" primary="" hypothesis,="" typical="" individuals="" were="" better="" able="" to="" identify="" the="" mental="" state="" portrayed="" in="" the="" animations="" produced="" by="" typical,="" relative="" to="" autistic,="" individuals.="" the="" participants="" with="" asd="" did="" not="" show="" this="" “same="" group”="" advantage,="" demonstrat-="" ing="" comparable="" performance="" for="" the="" 2="" sets="" of="" animations.="" these="" findings="" have="" significant="" implications="" for="" clinical="" assessment="" and="" intervention="" in="" asd,="" and="" potentially="" other="" populations="" with="" atypical="" movement.="" general="" scientific="" summary="" much="" research="" has="" suggested="" that="" people="" with="" autism="" struggle="" to="" read="" the="" mental="" states="" of="" others="" (without="" autism),="" but="" previous="" work="" has="" not="" investigated="" how="" well="" typical="" individuals="" recognize="" autistic="" mental="" states.="" our="" novel="" design="" examines="" understanding="" of="" individuals="" both="" with="" and="" without="" autism="" by="" individuals="" with="" and="" without="" such="" a="" diagnosis.="" our="" study="" suggests="" that="" communicative="" problems="" exhibited="" by="" individuals="" with="" autism="" may,="" in="" part,="" reflect="" a="" failure="" by="" typical="" individuals="" to="" infer="" the="" mental="" states="" of="" those="" with="" autism.="" keywords:="" autism="" spectrum="" disorder,="" expertise,="" action="" perception,="" theory="" of="" mind="" supplemental="" materials:="" http://dx.doi.org/10.1037/abn0000199.supp="" medical="" professionals,="" such="" as="" general="" practitioners="" and="" mental="" health="" specialists,="" are="" frequently="" required="" to="" judge="" the="" emotional="" and="" mental="" states="" of="" their="" patients.="" they="" will="" likely="" make="" these="" judgments="" on="" the="" basis="" of="" several="" cues,="" including="" the="" patient’s="" verbal="" report,="" facial="" expressions,="" postures,="" and="" importantly,="" the="" way="" that="" the="" patient="" moves.="" the="" kinematics="" of="" our="" movements="" this="" article="" was="" published="" online="" first="" september="" 1,="" 2016.="" rosanna="" edey,="" department="" of="" psychological="" sciences,="" birkbeck,="" uni-="" versity="" of="" london;="" jennifer="" cook,="" school="" of="" psychology,="" university="" of="" birmingham;="" rebecca="" brewer,="" mrc="" social,="" genetic,="" and="" developmental="" psychiatry="" centre="" and="" institute="" of="" psychiatry,="" psychology,="" &="" neurosci-="" ence,="" king’s="" college="" london;="" mark="" h.="" johnson,="" department="" of="" psycho-="" logical="" sciences,="" birkbeck,="" university="" of="" london;="" geoffrey="" bird,="" mrc="" social,="" genetic,="" and="" developmental="" psychiatry="" centre="" and="" institute="" of="" psychiatry,="" psychology,="" &="" neuroscience,="" king’s="" college="" london,="" and="" institute="" of="" cognitive="" neuroscience,="" university="" college="" london;="" clare="" press,="" department="" of="" psychological="" sciences,="" birkbeck,="" university="" of="" london.="" we="" are="" grateful="" to="" meredith="" leston="" and="" lia="" antico="" for="" help="" with="" testing,="" and="" alex="" chamberlain="" for="" assistance="" in="" video="" editing.="" correspondence="" concerning="" this="" article="" should="" be="" addressed="" to="" clare="" press,="" department="" of="" psychological="" sciences,="" birkbeck,="" university="" of="" london,="" malet="" street,="" london,="" wc1e="" 7hx.="" e-mail:="" c.press@bbk="" .ac.uk="" t="" hi="" s="" do="" cu="" m="" en="" t="" is="" co="" py="" ri="" gh="" te="" d="" by="" th="" e="" a="">