Identify The Variables In The Following Hypotheses And Indic

Identify The Variables In The Following Hypotheses And Indic

QUESTION 1 Identify the variables in the following hypotheses and indicate the best method for analysis: Mice solve the cheese maze quicker than rats. Independent Variable: Type of Variable: continuous or categorical and type of scale : ratio, interval, nominal, ordinal . Dependent Variable: Type of Variable: continuous or categorical and type of scale: ratio, interval, nominal, ordinal . Best Type of Analysis: 14 points

QUESTION 2 Identify the variables in the following hypotheses and indicate the best method for analysis: Stress levels (as measured on a scale from -10 to +10) significantly vary among pet owners based on type of pet: cats, dogs, rabbits, birds. Independent Variable: Type of Variable: continuous or categorical and type of scale : ratio, interval, nominal, ordinal . Dependent Variable: Type of Variable: continuous or categorical and type of scale: ratio, interval, nominal, ordinal . Best Type of Analysis: 14 points

QUESTION 3 For the remaining items, identify the following research excerpts as Quantitative or Qualitative research. Then, identify the type of research that best fits the example. Write in the letter corresponding to the research designs that best describe the excerpt from the following list: a. Archival b. Case History c. Content Analysis d. Cross-Sectional e. Ethnography f. Factorial Between Subjects Experiment g. Longitudinal h. Meta-analysis i. Naturalistic Observation j. Pre-post Test k. Survey l. Two x Two m. Within Subjects Longitudinal Experiment OK! Click here - Continue 0 points

QUESTION 4 The study followed 100 females from 5 years to the age of 25 with annual assessments of cognitive and physical growth as well as environmental stress levels. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 5 The female, who appears to be about 8 years old, approached a male on the playground who appears smaller than the female and approximately 6 years old and stated “Go away” while she pushed him. The male looked around and after spotting an adult female, started to cry and ran to the adult. The female seemed undisturbed by the crying and continued playing on the climbing equipment. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 6 A group of students were administered a test at the beginning of their studies on research methods and again a year later, at the end of their research method coursework. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 7 Patient Jones presented with unique symptoms after his stroke. He appeared to have increased use of his extrasensory perception (ESP). This was first noticed by his hospital caregivers and family members. Given this noticeable ability to “mind read”, we decided to investigate this ability further to determine if this is indeed an increase in ESP or increase in perception and prediction abilities. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 8 The residential treatment records and one-year follow-up assessments of 500 adolescents diagnosed with anorexic bulimic behavior were analyzed to determine the effects of residential treatment on adolescents diagnosed with anorexic bulimia and specifically evaluate the course of self-harm behaviors during treatment and the time spent in the residential facility with the success at their one-year follow-up. Records span the course of 5 years and 10 residential programs. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 9 This study was administered online to a group of mothers of children in grades 1-5. Items were presented on a Likert scale or with drop-down selections including a measure of stress levels in their children, parent expectations of elementary school education, hours spent completing homework, extracurricular activity participation, hours spent at home, and home activity breakdown. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 10 Twenty-five studies concerning television viewing and attention in children were identified using the PsychInfo database. All identified articles were included in this study in the statistical examination of the impact of television viewing on attention. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 11 This study compared females between the ages of 5-6, 12-13, 18-19, and 24-25 on the relationship between cognitive and physical growth as well as environmental stress levels. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 12 Participants were divided into one of two groups using a random assignment. Participants in the control group completed an assessment on reading comprehension including their Gender, age, and education level. The remaining participants received training on reading comprehension before completing the same assessment materials. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 13 I joined the fraternity to learn about the social demands during hazing practices. I realized throughout that time that the stress levels- as seen by stress behaviors such as an increase in short tempers, increase in drinking, decrease in sleep, increased anxiety, and many others- increased exponentially among not only those being hazed but also those who were hazing. There seemed to be an expectation that hazing needed to be high stakes and push the limits within the school policies. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 14 Fifty adult males and females participated in a study on the impact of different types of exercise on self-esteem levels. All participants completed 5 different types of moderate level exercise daily for a week. The order of the exercise regimen was counterbalanced and at the start of the program and at the end of each week of the program, participants completed a self-esteem scale. Quantitative or Qualitative: Type of Design: 6 points

QUESTION 15 A random sample of publically accessible mental health-related blogs (N = 50) found through a Google search, were statistically analyzed for diagnoses, self-harm and deprecation, personal life information, reference to family and friends, and frequency of postings. Quantitative or Qualitative: Type of Design: 6 points

Paper For Above instruction

In psychological and behavioral research, understanding the variables involved in a study is fundamental for accurate analysis and interpretation of data. Variables are characteristics or properties that can vary among individuals or groups and are classified mainly into independent and dependent variables, each serving a distinct role in experimental and correlational designs. Proper identification of these variables, along with their types and scales, enhances the robustness of research findings and methodological clarity.

Analysis of Hypotheses and Identification of Variables

The first hypothesis, "Mice solve the cheese maze quicker than rats," involves an independent variable, which is the type of animal—mice versus rats. This variable is categorical, as it divides subjects into distinct groups, with the scale being nominal because the categories have no inherent order. The dependent variable is the time taken to solve the maze, which is continuous, measured on a ratio scale since the time has a true zero point and allows for meaningful ratio comparisons (e.g., twice as fast). The optimal analysis for this setup would typically be an independent samples t-test or ANOVA if multiple group comparisons are involved, as they are suitable for comparing mean differences in a continuous dependent variable across categorical independent variables.

The second hypothesis, "Stress levels significantly vary among pet owners based on the type of pet," features an independent variable—the type of pet (cats, dogs, rabbits, birds). This categorical variable is nominal because each pet type is a distinct category with no intrinsic order. The dependent variable, stress levels, measured on a scale from -10 to +10, is ordinal, as the scale indicates rank order but may not have equal intervals. Nonetheless, if intervals are assumed to be equal, parametric tests such as ANOVA or non-parametric alternatives like Kruskal-Wallis could be employed to determine differences among groups. The choice hinges on the scale assumption and distribution of stress scores.

Quantitative and Qualitative Research Identification

For the remaining items, the classification relies on the nature of data collection and analysis. Items involving numerical measurement, statistical analysis, or scales are considered quantitative research, whereas those involving descriptions, perceptions, or thematic analyses are qualitative.

Item 4 describes a longitudinal quantitative study where 100 females' cognitive, physical, and environmental parameters were assessed annually from age 5 to 25. Such a design tracks changes over time and analyzes numerical data, fitting a longitudinal quantitative approach.

Item 5 recounts a naturalistic observation of a child's social interaction, involving detailed behavioral observation without numerical measurement, characteristic of qualitative research using naturalistic methods.

Item 6 involves administering a research methods test at two time points, with numerical scores analyzed statistically, indicative of a quantitative pre-post longitudinal design.

Item 7 discusses a case investigation of a patient's unique symptoms post-stroke. Observations of ESP are qualitative, aiming to explore perceptions and subjective reports, aligning with qualitative case study research.

Item 8 reviews statistical analysis of residential treatment records over years, involving numerical data and trend analysis of behaviors and outcomes, characteristic of quantitative retrospective or longitudinal studies.

Item 9 reports a survey administered online with Likert-scale items, producing ordinal data analyzed quantitatively, typical of survey research designs.

Item 10 involves a meta-analysis of multiple studies concerning TV and attention, which is quantitative, combining statistical results across studies.

Item 11 compares age groups on growth and stress, involving numerical measurements and cross-sectional analysis, a quantitative comparative design.

Item 12 assigns groups randomly for training and assessment, with quantitative test scores, fitting a randomized controlled trial design.

Item 13 reflects qualitative ethnographic research exploring social behaviors during hazing, focusing on stress behaviors and social dynamics.

Item 14 examines exercise impacts on self-esteem via repeated measures, multiple exercises, and scales, a quantitative within-subjects longitudinal experiment.

Item 15 statistically analyzes blog content for diagnoses and personal information, a qualitative content analysis augmented with quantitative statistical methods.

Conclusion

Accurate identification of variables and research design types provides clarity in research methodology, ensuring appropriate statistical analysis and valid conclusions. Combining qualitative and quantitative approaches allows researchers to explore complex human behaviors comprehensively.

References

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