1. RESEARCH QUESTIONs

2. Today – Thu 2/12 Note further amended calendar
I go round to each group to verify research question & design
Meanwhile, as a group discuss Methods (see list of Qs)
Each group presents their research question & design to the class
Go over list of decisions to be made for Methods
Next class: hypotheses and details of Methods

3. TEAM NAME: Patriots 12:30pm Maria Calderon, Danae Young, Faye Paz, Brianna Martin, Jamal Beh
Research Question: What is the effect of listening to classical music while studying flashcards versus reading study material on test performance?
Between-subjects IV: Music during study
Condition 1: On
Condition 2: Off
Within-subjects IV: Study Method
Condition 1: Flashcards
Condition 2: Reading
Dependent Variable: Test Performance
Unit of measure: Number of correct answers on the test
How will you measure it: Giving participants a test on the studied material

4. TEAM NAME: False Memories 12:30pm Nikki Billiri, Michelle Wojcik, Kayla Johnson, Kayla Montanez
Research Question: What is the difference in true and false memories between the presentation of pictures of objects one by one or in a scene?
Between-subjects IV: Picture presentation
Condition 1: One by one
Condition 2: In a scene
Within-subjects IV: Type of item
Condition 1: Old (shown at study)
Condition 2: New (not shown at study)
Dependent Variable: Recognition Memory
Unit of measure: Proportion of “yes” responses to old and new items
How will you measure it: Giving participants a series of images, and asking them which they remembering seeing

5. TEAM NAME: Distraction 12:30pm Lauren Gary, Mackenzie Baxley, Samantha Cacciola, Alysa Gladman, Jessica Burgett
Research Question: How do visual and auditory distractions vary in how they affect reading comprehension?
Between-subjects IV: Type of distraction
Condition 1: Auditory
Condition 2: Visual
Within-subjects IV: Distraction
Condition 1: Present
Condition 2: Absent
Dependent Variable: Reading comprehension
Unit of measure: Number of questions correct
How will you measure it: Giving participants a multiple choice test after reading a short story

6. TEAM NAME: Question Order 12:30pm Brittany McGlew, Brittaney Cameron, Amanda Groves, Melissa Mejia
Research Question: What effect do test length and question order have on participants’ feelings about their test performance?
Between-subjects IV: Test Length
Condition 1: Short
Condition 2: Long
Within-subjects IV: Question Order
Condition 1: easy-hard
Condition 2: hard-easy
Dependent Variable: Evaluations of performance
Unit of measure: Number of questions participants think they got correct
How will you measure it: Give participants test length, and ask them how many questions they think they got correct

7. TEAM NAME: Distraction 2:00pm Emily Lacoss, Walter Cabreja, Hannah Gillis, Dayry Alvarez, James Torres
Research Question: What is the effect of visual vs. auditory distraction on reading comprehension and memory?
Between-subjects IV: Type of distraction
Condition 1: Visual
Condition 2: Auditory
Within-subjects IV: Task
Condition 1: comprehension
Condition 2: memory
Dependent Variable: Reading comprehension
Unit of measure: Number of questions correct
How will you measure it: Multiple-choice comprehension and memory test

8. TEAM NAME: False Memory 2:00pm Brian Trearchis, Katherine Burgess, Hin Lam, Erin Byrne
Research Question: What is the effect of priming for age at the time of the event on memory for true/false information about the event?
Between-subjects IV: Priming for age at the event
Condition 1: Primed
Condition 2: Not primed
Within-subjects IV: Information
Condition 1: Real
Condition 2: Fabricated
Dependent Variable: Memory for information
Unit of measure: Number of “true” responses
How will you measure it: True/false test on information

9. TEAM NAME: False Memory 2 2:00pm Emily Ahern, John Lones, Melissa Murphy, Dara Duong, Janelle Gillespie
Research Question: What is the difference in recognition for colored pictures of objects labeled with auditory vs. visual congruent or incongruent color words?
Between-subjects IV: Modality of color word
Condition 1: Visual
Condition 2: Auditory
Within-subjects IV: Congruency of color word
Condition 1: Congruent
Condition 2: Incongruent
Dependent Variable: Memory for color
Unit of measure: Number of correct responses
How will you measure it: Recognition test

10. TEAM NAME: Question Order 2 Tayla Lee, Matthew Betts, Primeny Oeur, Johanna Rodriguez, Laura Santamaria
Research Question: How does the level of difficulty and the order of the questions on a general knowledge exam affect exam performance evaluations among college students?
Between-subjects IV: Difficulty
Condition 1: Easy
Condition 2: Difficult
Within-subjects IV: Question Order
Condition 1: getting easier
Condition 2: getting harder
Dependent Variable: Self-evaluations of performance
Unit of measure: Number of questions participants think they got correct
How will you measure it: ask participants how many questions they think they got correct after they take the test