Lab report
PSYC1022 T1 2020 Assessment 2: Research Report _____________________________________________________________________ This method and results section is to be included in full in your research report. Please cut and paste everything in the section below and include directly in your paper _____________________________________________________________________ Method Participants Participants were 155 undergraduate students from Australian College of Applied Psychology (ACAP). All participants were required to be over 18 years of age and participated voluntarily as part of their studies. Failure to participate did not impact the participants’ progression in the unit of study. Participants had a mean age of 30.72 years (SD = 10.85), with a range of 18-68 years. Of these participants, 24 identified as male, 124 as female, 3 as non-binary, and 4 preferred not to answer. Materials Participants were presented with face stimuli drawn from an online face data base, made freely available for research involving face perception. Faces were selected based on previous ratings of self-identified gender (male or female) and ratings of attractiveness given within a previous face perception study. For the purposes of this task, attractiveness was left with an “open” definition. That is, participants in both the original ratings study, and in the present study, were asked top rate perceived attractiveness of the face without being given a specific framework within which to define attractiveness (e.g. they were not told that attractive faces are more symmetrical, or any other specific definition). Extraversion was described to participants using the following quote taken from Weiten (2017) “People who score high on extraversion are characterised as outgoing, social, upbeat, friendly, assertive, and gregarious. They also have a more positive outlook on life and are motivated to pursue social contact, intimacy, and interdependence (Wilt & Revelle, 2009)”. Based on the previous ratings, 24 male faces (12 more attractive, 12 less attractive) and 24 female faces (12 more attractive, 12 less attractive) were chosen for this study. Face stimuli were presented in colour, in a cropped format with elements of hair and body diminished by the use of an oval mask around the face. During the rating task, face stimuli were presented sequentially in the middle of the screen with a slider-based rating scale directly underneath. In separate blocks, participants were asked “How attractive is this person?”, “How extraverted is this person?”, and “How honest is this person?”. Ratings were given on a scale of “1= Not at all” to “5=Very”. Ratings of honesty were used as a distractor item to dissuade participants from immediately identifying the purpose of the study and are not used in any data analysis. Examples of the face stimuli, and the set up of the rating screen, are given in Figure 1. Procedure Participants were instructed to access the Qualtrics survey link via their online class space. Instructions given in general at the start of the experiment in text format and were repeated before each block of responses. Before beginning the task, participants were asked to read the consent information carefully and to indicate their informed consent to continue with the task. Ratings were presented in randomized blocked format for the attractiveness, extraversion, and honesty (distractor) variables. Face stimuli were randomized within blocks, such that a random assignment of male and female faces and those initially determined to be more attractive or less attractive were presented. Participants were given the option to participate outside of class time to ensure equity of access and anonymity of response. One beginning the task, participants were required to complete all questionnaires in one sitting and were asked to respond as honestly as possible. There was no time restriction on the task and participants could complete the task at their own pace. At the completion of the task participants were immediately debriefed as to the general purpose of the study and again more specifically at a delay of roughly 1 week after the completion of the task when the participants attended their tutorial classes. Copies of all materials were provided to students such that all students could experience the task, regardless of whether they gave consent to also participate. \ Figure 1. Example of face rating task, for the Attractiveness block. Results Descriptive statistics for attractiveness and extraversion ratings across male and female faces are given in Table 1. Table 1. Descriptive statistics for Attractiveness and Extraversion ratings of Male and Female faces Attractiveness Average (Range) Extraversion Average (Range) Male Faces 2.44 (1.68-3.27) 2.80 (2.08-3.59) Female Faces 2.82 (2.03-3.72) 3.02 (2.25-3.79) To determine if there is a systematic relationship between ratings of perceived attractiveness and ratings of perceived extraversion, correlation analyses were conducted for faces overall, as well as face stimuli split by face gender. As predicted, the analysis identified an overall significant positive correlation between perceived extraversion and perceived attractiveness, r(46)= 0.93, p<.001. this="" trend="" was="" consistent="" when="" face="" gender="" was="" considered,="" with="" a="" positive="" relationship="" identified="" between="" extraversion="" and="" attractiveness="" for="" both="" male="" faces="" r(22)="0.92,"><.001, and="" female="" faces="" r(22)="0.93,"><.001. this relationship is depicted in figure 2. figure 2: ratings of perceived extraversion and perceived attractiveness male faces3.59333333333333333.30559440559440753.19718309859154953.05442176870748312.76642335766423343.07586206896551722.96453900709219863.32666666666666673.069930069930072.99305555555555543.20134228187919463.31756756756756752.35833333333333342.26126126126126132.71428571428571442.28925619834710763.01459854014598562.37272727272727262.14159292035398252.08849557522123912.38793103448275852.47328244274809172.45454545454545462.83333333333333353.27464788732394352.988888888888888932.6854838709677422.6269841269841272.6694214876033062.68852459016393432.90151515151515142.79032258064516152.73846153846153852.7177419354838712.80833333333333312.03030303030303031.85882352941176482.021.93333333333333332.24489795918367332.07291666666666651.87640449438202241.92222222222222231.68354430379746842.01010101010100992.25225225225225232.6507936507936507female faces3.30463576158940383.44897959183673472.98571428571428583.75510204081632673.79729729729729743.39189189189189213.56209150326797362.97959183673469413.51700680272108863.45833333333333353.31788079470198663.18367346938775512.25806451612903252.35156252.56923076923076942.31355932203389842.50735294117647062.47407407407407393.04137931034482773.34666666666666672.71014492753623192.69767441860465113.02097902097902082.66187050359712223.43448275862068993.23448275862068972.86330935251798563.69014084507042253.54362416107382573.72027972027972043.50335570469798662.9352517985611513.18753.19178082191780813.14965986394557843.12.03191489361702132.15094339622641512.23809523809523812.19642857142857162.13888888888888882.33035714285714282.45161290322580652.80152671755725182.32786885245901632.46280991735537172.5581395348837212.6all faces3.59333333333333333.30559440559440753.19718309859154953.05442176870748312.76642335766423343.07586206896551722.96453900709219863.32666666666666673.069930069930072.99305555555555543.20134228187919463.31756756756756752.35833333333333342.26126126126126132.71428571428571442.28925619834710763.01459854014598562.37272727272727262.14159292035398252.08849557522123912.38793103448275852.47328244274809172.45454545454545462.83333333333333353.30463576158940383.44897959183673472.98571428571428583.75510204081632673.79729729729729743.39189189189189213.56209150326797362.97959183673469413.51700680272108863.45833333333333353.31788079470198663.18367346938775512.25806451612903252.35156252.56923076923076942.31355932203389842.50735294117647062.47407407407407393.04137931034482773.34666666666666672.71014492753623192.69767441860465113.02097902097902082.66187050359712223.27464788732394352.988888888888888932.6854838709677422.6269841269841272.6694214876033062.68852459016393432.90151515151515142.79032258064516152.73846153846153852.7177419354838712.80833333333333312.03030303030303031.85882352941176482.021.93333333333333332.24489795918367332.07291666666666651.87640449438202241.92222222222222231.68354430379746842.01010101010100992.25225225225225232.65079365079365073.43448275862068993.23448275862068972.86330935251798563.69014084507042253.54362416107382573.72027972027972043.50335570469798662.9352517985611513.18753.19178082191780813.14965986394557843.12.03191489361702132.15094339622641512.23809523809523812.19642857142857162.13888888888888882.33035714285714282.45161290322580652.80152671755725182.32786885245901632.46280991735537172.5581395348837212.6attractiveness ratings extraversion ratings assessment - instructions and resources students are required to write a laboratory report, not exceeding 1,500 words in accordance with apa (american psychological association, 6th or 7th edition) formatting requirements. the report is based on the experiment conducted in tutorial classes during week 4 of the trimester. all students will be provided with the method and results section to copy and paste into their report. students are then required to complete the remaining sections, including, title page, abstract, introduction, discussion, and references. the following textbooks can support your writing process. american psychological association. (2010). publication manual of the american psychological association (6th ed.). washington d.c. or american psychological association (2019) publication manual of the american psychological association : the official guide to apa style. (7th edition.). washington, d.c: o’shea, r. p., moss, s. a., & mckenzie, w. a. (2007). writing for psychology (6th ed.). melbourne, australia: cengage. powerpoint presentation psyc1022/psyc5142 introduction to psychology: the individual, society and culture dr staci vicary
[email protected] week 3 developing a research question + understanding research reports mailto:
[email protected] –developing a research question for your report –how to investigate this question? –practical skills: what is a research report? todays tutorial developing a research question what we need: a question based on psychological theory + empirical evidence that we can investigate. how to develop a research question: – look at relevant theory – examine empirical research that has attempted to validate the theory – ask another question to continue the exploration evolutionary perspectives on personality “evolutionary theorists assert that personality has a biological basis because natural selection has favoured certain traits over the course of human history (figueredo et al., 2005, 2009). thus, evolutionary analyses focus on how various personality traits- and the ability to recognise these traits in others- may have contributed to reproductive fitness in ancestral human populations” weiten (2017, p 401) the evolution of personality quick group chat: what kinds of personality traits might have contributed to evolutionary success and why? the evolution of personality extraversion: from the textbook, p381: “people who score high on extraversion are characterised as outgoing, social, upbeat, friendly, assertive, and gregarious. they also have a more positive outlook on life and are motivated to pursue social contact, intimacy, and interdependence (wilt & revelle, 2009”: focus: extraversion focus: extraversion complete task 1 on your tutorial worksheet- you will need to read this article as you go. there are page and section references for each question focus: extraversion the idea that extraversion developed as personality trait because it is evolutionarily beneficial is a theory therefore, this is a key theory you will write about in your research report focus: extraversion + attractiveness weiten, 2017 page 401 research question: is there a relationship between perceived extraversion and perceived attractiveness of male and female faces? our study how do we study this? –ask participants to view images of faces and rate both how attractive they find that face (scale 1-5) and how extraverted they think the person is (scale 1-5) our study how do we study this? –when analysing data, conduct a correlation between ratings of ‘perceived attractiveness’ and ratings of ‘perceived extraversion’ to determine if there is an association between these ratings our study a note on male and female groups –faces used in this study are of individuals who self-identified as male or female. –ratings of perceived masculinity and femininity by independent samples aligned with the self-identification and thus the categorisation has been retained. –a better test of gender in this instance would use gender as a continuous variable, with variations in between male and female as the anchor points. –for the simplicity of introductory statistics we have chosen a less complicated categorical design, but the teaching team wishes to acknowledge the fact that this design will inherently miss valuable information from genders that fall within the full range of the continuum. this is *perhaps* something you might wish to comment on in the future directions section of your report! our study a note on perceived vs. actual –this research is not trying to determine if extraverted people are more attractive, or vice versa –we are looking to see if there is an association or relationship between people's perception of extraversion and their perception of attractiveness –perceived levels of extraversion might not match actual observed levels of extraversion (i.e. this="" relationship="" is="" depicted="" in="" figure="" 2.="" figure="" 2:="" ratings="" of="" perceived="" extraversion="" and="" perceived="" attractiveness="" male="" faces="" 3.5933333333333333="" 3.3055944055944075="" 3.1971830985915495="" 3.0544217687074831="" 2.7664233576642334="" 3.0758620689655172="" 2.9645390070921986="" 3.3266666666666667="" 3.06993006993007="" 2.9930555555555554="" 3.2013422818791946="" 3.3175675675675675="" 2.3583333333333334="" 2.2612612612612613="" 2.7142857142857144="" 2.2892561983471076="" 3.0145985401459856="" 2.3727272727272726="" 2.1415929203539825="" 2.0884955752212391="" 2.3879310344827585="" 2.4732824427480917="" 2.4545454545454546="" 2.8333333333333335="" 3.2746478873239435="" 2.9888888888888889="" 3="" 2.685483870967742="" 2.626984126984127="" 2.669421487603306="" 2.6885245901639343="" 2.9015151515151514="" 2.7903225806451615="" 2.7384615384615385="" 2.717741935483871="" 2.8083333333333331="" 2.0303030303030303="" 1.8588235294117648="" 2.02="" 1.9333333333333333="" 2.2448979591836733="" 2.0729166666666665="" 1.8764044943820224="" 1.9222222222222223="" 1.6835443037974684="" 2.0101010101010099="" 2.2522522522522523="" 2.6507936507936507="" female="" faces="" 3.3046357615894038="" 3.4489795918367347="" 2.9857142857142858="" 3.7551020408163267="" 3.7972972972972974="" 3.3918918918918921="" 3.5620915032679736="" 2.9795918367346941="" 3.5170068027210886="" 3.4583333333333335="" 3.3178807947019866="" 3.1836734693877551="" 2.2580645161290325="" 2.3515625="" 2.5692307692307694="" 2.3135593220338984="" 2.5073529411764706="" 2.4740740740740739="" 3.0413793103448277="" 3.3466666666666667="" 2.7101449275362319="" 2.6976744186046511="" 3.0209790209790208="" 2.6618705035971222="" 3.4344827586206899="" 3.2344827586206897="" 2.8633093525179856="" 3.6901408450704225="" 3.5436241610738257="" 3.7202797202797204="" 3.5033557046979866="" 2.935251798561151="" 3.1875="" 3.1917808219178081="" 3.1496598639455784="" 3.1="" 2.0319148936170213="" 2.1509433962264151="" 2.2380952380952381="" 2.1964285714285716="" 2.1388888888888888="" 2.3303571428571428="" 2.4516129032258065="" 2.8015267175572518="" 2.3278688524590163="" 2.4628099173553717="" 2.558139534883721="" 2.6="" all="" faces="" 3.5933333333333333="" 3.3055944055944075="" 3.1971830985915495="" 3.0544217687074831="" 2.7664233576642334="" 3.0758620689655172="" 2.9645390070921986="" 3.3266666666666667="" 3.06993006993007="" 2.9930555555555554="" 3.2013422818791946="" 3.3175675675675675="" 2.3583333333333334="" 2.2612612612612613="" 2.7142857142857144="" 2.2892561983471076="" 3.0145985401459856="" 2.3727272727272726="" 2.1415929203539825="" 2.0884955752212391="" 2.3879310344827585="" 2.4732824427480917="" 2.4545454545454546="" 2.8333333333333335="" 3.3046357615894038="" 3.4489795918367347="" 2.9857142857142858="" 3.7551020408163267="" 3.7972972972972974="" 3.3918918918918921="" 3.5620915032679736="" 2.9795918367346941="" 3.5170068027210886="" 3.4583333333333335="" 3.3178807947019866="" 3.1836734693877551="" 2.2580645161290325="" 2.3515625="" 2.5692307692307694="" 2.3135593220338984="" 2.5073529411764706="" 2.4740740740740739="" 3.0413793103448277="" 3.3466666666666667="" 2.7101449275362319="" 2.6976744186046511="" 3.0209790209790208="" 2.6618705035971222="" 3.2746478873239435="" 2.9888888888888889="" 3="" 2.685483870967742="" 2.626984126984127="" 2.669421487603306="" 2.6885245901639343="" 2.9015151515151514="" 2.7903225806451615="" 2.7384615384615385="" 2.717741935483871="" 2.8083333333333331="" 2.0303030303030303="" 1.8588235294117648="" 2.02="" 1.9333333333333333="" 2.2448979591836733="" 2.0729166666666665="" 1.8764044943820224="" 1.9222222222222223="" 1.6835443037974684="" 2.0101010101010099="" 2.2522522522522523="" 2.6507936507936507="" 3.4344827586206899="" 3.2344827586206897="" 2.8633093525179856="" 3.6901408450704225="" 3.5436241610738257="" 3.7202797202797204="" 3.5033557046979866="" 2.935251798561151="" 3.1875="" 3.1917808219178081="" 3.1496598639455784="" 3.1="" 2.0319148936170213="" 2.1509433962264151="" 2.2380952380952381="" 2.1964285714285716="" 2.1388888888888888="" 2.3303571428571428="" 2.4516129032258065="" 2.8015267175572518="" 2.3278688524590163="" 2.4628099173553717="" 2.558139534883721="" 2.6="" attractiveness="" ratings="" extraversion="" ratings="" assessment="" -="" instructions="" and="" resources="" students="" are="" required="" to="" write="" a="" laboratory="" report,="" not="" exceeding="" 1,500="" words="" in="" accordance="" with="" apa="" (american="" psychological="" association,="" 6th="" or="" 7th="" edition)="" formatting="" requirements.="" the="" report="" is="" based="" on="" the="" experiment="" conducted="" in="" tutorial="" classes="" during="" week="" 4="" of="" the="" trimester.="" all="" students="" will="" be="" provided="" with="" the="" method="" and="" results="" section="" to="" copy="" and="" paste="" into="" their="" report.="" students="" are="" then="" required="" to="" complete="" the="" remaining="" sections,="" including,="" title="" page,="" abstract,="" introduction,="" discussion,="" and="" references.="" the="" following="" textbooks="" can="" support="" your="" writing="" process.="" american="" psychological="" association.="" (2010).="" publication="" manual="" of="" the="" american="" psychological="" association="" (6th="" ed.).="" washington="" d.c.="" or="" american="" psychological="" association="" (2019)="" publication="" manual="" of="" the="" american="" psychological="" association :="" the="" official="" guide="" to="" apa="" style.="" (7th="" edition.).="" washington,="" d.c:="" o’shea,="" r.="" p.,="" moss,="" s.="" a.,="" &="" mckenzie,="" w.="" a.="" (2007).="" writing="" for="" psychology="" (6th="" ed.).="" melbourne,="" australia:="" cengage.="" powerpoint="" presentation="" psyc1022/psyc5142="" introduction="" to="" psychology:="" the="" individual,="" society="" and="" culture="" dr="" staci="" vicary=""
[email protected]="" week="" 3="" developing="" a="" research="" question="" +="" understanding="" research="" reports="" mailto:
[email protected]="" –developing="" a="" research="" question="" for="" your="" report="" –how="" to="" investigate="" this="" question?="" –practical="" skills:="" what="" is="" a="" research="" report?="" todays="" tutorial="" developing="" a="" research="" question="" what="" we="" need:="" a="" question="" based="" on="" psychological="" theory="" +="" empirical="" evidence="" that="" we="" can="" investigate.="" how="" to="" develop="" a="" research="" question:="" –="" look="" at="" relevant="" theory="" –="" examine="" empirical="" research="" that="" has="" attempted="" to="" validate="" the="" theory="" –="" ask="" another="" question="" to="" continue="" the="" exploration="" evolutionary="" perspectives="" on="" personality="" “evolutionary="" theorists="" assert="" that="" personality="" has="" a="" biological="" basis="" because="" natural="" selection="" has="" favoured="" certain="" traits="" over="" the="" course="" of="" human="" history="" (figueredo="" et="" al.,="" 2005,="" 2009).="" thus,="" evolutionary="" analyses="" focus="" on="" how="" various="" personality="" traits-="" and="" the="" ability="" to="" recognise="" these="" traits="" in="" others-="" may="" have="" contributed="" to="" reproductive="" fitness="" in="" ancestral="" human="" populations”="" weiten="" (2017,="" p="" 401)="" the="" evolution="" of="" personality="" quick="" group="" chat:="" what="" kinds="" of="" personality="" traits="" might="" have="" contributed="" to="" evolutionary="" success="" and="" why?="" the="" evolution="" of="" personality="" extraversion:="" from="" the="" textbook,="" p381:="" “people="" who="" score="" high="" on="" extraversion="" are="" characterised="" as="" outgoing,="" social,="" upbeat,="" friendly,="" assertive,="" and="" gregarious.="" they="" also="" have="" a="" more="" positive="" outlook="" on="" life="" and="" are="" motivated="" to="" pursue="" social="" contact,="" intimacy,="" and="" interdependence="" (wilt="" &="" revelle,="" 2009”:="" focus:="" extraversion="" focus:="" extraversion="" complete="" task="" 1="" on="" your="" tutorial="" worksheet-="" you="" will="" need="" to="" read="" this="" article="" as="" you="" go.="" there="" are="" page="" and="" section="" references="" for="" each="" question="" focus:="" extraversion="" the="" idea="" that="" extraversion="" developed="" as="" personality="" trait="" because="" it="" is="" evolutionarily="" beneficial="" is="" a="" theory="" therefore,="" this="" is="" a="" key="" theory="" you="" will="" write="" about="" in="" your="" research="" report="" focus:="" extraversion="" +="" attractiveness="" weiten,="" 2017="" page="" 401="" research="" question:="" is="" there="" a="" relationship="" between="" perceived="" extraversion="" and="" perceived="" attractiveness="" of="" male="" and="" female="" faces?="" our="" study="" how="" do="" we="" study="" this?="" –ask="" participants="" to="" view="" images="" of="" faces="" and="" rate="" both="" how="" attractive="" they="" find="" that="" face="" (scale="" 1-5)="" and="" how="" extraverted="" they="" think="" the="" person="" is="" (scale="" 1-5)="" our="" study="" how="" do="" we="" study="" this?="" –when="" analysing="" data,="" conduct="" a="" correlation="" between="" ratings="" of="" ‘perceived="" attractiveness’="" and="" ratings="" of="" ‘perceived="" extraversion’="" to="" determine="" if="" there="" is="" an="" association="" between="" these="" ratings="" our="" study="" a="" note="" on="" male="" and="" female="" groups="" –faces="" used="" in="" this="" study="" are="" of="" individuals="" who="" self-identified="" as="" male="" or="" female.="" –ratings="" of="" perceived="" masculinity="" and="" femininity="" by="" independent="" samples="" aligned="" with="" the="" self-identification="" and="" thus="" the="" categorisation="" has="" been="" retained.="" –a="" better="" test="" of="" gender="" in="" this="" instance="" would="" use="" gender="" as="" a="" continuous="" variable,="" with="" variations="" in="" between="" male="" and="" female="" as="" the="" anchor="" points.="" –for="" the="" simplicity="" of="" introductory="" statistics="" we="" have="" chosen="" a="" less="" complicated="" categorical="" design,="" but="" the="" teaching="" team="" wishes="" to="" acknowledge="" the="" fact="" that="" this="" design="" will="" inherently="" miss="" valuable="" information="" from="" genders="" that="" fall="" within="" the="" full="" range="" of="" the="" continuum.="" this="" is="" *perhaps*="" something="" you="" might="" wish="" to="" comment="" on="" in="" the="" future="" directions="" section="" of="" your="" report!="" our="" study="" a="" note="" on="" perceived="" vs.="" actual="" –this="" research="" is="" not="" trying="" to="" determine="" if="" extraverted="" people="" are="" more="" attractive,="" or="" vice="" versa="" –we="" are="" looking="" to="" see="" if="" there="" is="" an="" association="" or="" relationship="" between="" people's="" perception="" of="" extraversion="" and="" their="" perception="" of="" attractiveness="" –perceived="" levels="" of="" extraversion="" might="" not="" match="" actual="" observed="" levels="" of="" extraversion="">