1. 1 Within subjects designs 1. Definition 2. Reasons for using within subjects designs 3. Stage of Practice effects A. Definition B. Two types of practice effects Order effects Sequence effects

2. 2 Within subjects designs 3. Stage of practice effects (continued) C. Remedies Complete W.S. design Incomplete W.S. design 4. Limitations of within subjects designs 5. Examples of W.S. designs A. Grice & Hunter (1964) B. Kahneman et al. (1993) C. Lee & Katz (1998)

3. 3 Within subjects designs 1.Definition

4. 4 Within subjects designs – definition When a variable is manipulated within subjects, all subjects receive all levels of that variable. A given study can use only between groups variables, only within- subjects variables, or a combination of the two.

5. 5 Within subjects designs – definition For example, suppose you want to know which of three kinds of car is most comfortable to drive on a long journey. You have a Ford, a Chevy, and a Toyota, and 10 drivers (the subjects) Each driver drives each car on the same length journey and rates each for comfort

6. 6 Within subjects designs 1.Definition 2.Reasons for using within subjects designs

7. 7 Within subjects designs 2. Reasons for using within subjects designs Few subjects are available Increase efficiency No acceptable matching procedure Increase sensitivity Study differences in subjects over time Compare to between groups design

8. 8 Reasons for using the W.S. design 1. Few subjects are available E.g., research with patients with particular impairments that are important but uncommon, such as deep dyslexia or prosopagnosia

9. 9 Reasons for using the W.S. design 1. Few subjects are available 2. Increase efficiency Answer more questions with the same number of subjects E.g., instead of dividing 40 subjects among two treatment groups for one study, use them in two separate studies.

10. 10 Reasons for using the W.S. design 1. Few subjects are available 2. Increase efficiency 3. No acceptable matching procedure For example, if you cannot measure enthusiasm, speed of processing, efficiency of attention, etc.

11. 11 Reasons for using the W.S. design 1. Few subjects are available 2. Increase efficiency 3. No acceptable matching procedure 4. Increase sensitivity Sensitivity refers to the ability to detect differences in performance produced by the treatment Analogous to turning up the magnification of a microscope

12. 12 Reasons for using the W.S. design 1. Few subjects are available 2. Increase efficiency 3. No acceptable matching procedure 4. Increase sensitivity 5. Study differences in subjects over time Learning Psychophysics Whenever you want subjects to compare two or more stimuli relative to one another E.g., Kahneman et al. (1993)

13. 13 Reasons for using the W.S. design 1. Few subjects are available 2. Increase efficiency 3. No acceptable matching procedure 4. Increase sensitivity 5. Study differences in subjects over time 6. Compare to between groups design Treatment might have different effect in within subjects vs. between groups designs. E.g., Grice & Hunter (1964)

14. 14 Within subjects designs 3.Stage of practice effects –Definition –Two types of stage of practice effects Order effects Sequence effects –Remedies Complete within subjects design Incomplete within subjects design

15. 15 Stage of Practice Effects – Definition The changes subjects undergo with repeated testing are called stage of practice effects. With repeated testing, subjects’ performance on a task may get: – better if a skill is being developed; – worse if fatigue or boredom increase.

16. 16 Within subjects designs 3.Stage of practice effects –Definition –Two types of stage of practice effects Order effects Sequence effects –Remedies Complete within subjects design Incomplete within subjects design

17. 17 Two types of stage of practice effects Order effectsthese result from the position in the sequence of treatments that a particular treatment has.

18. 18 ABCDABCD ABCDABCD Order effects If B and D give different results, is that treatment effect? Subjects might just be more tired, or more skilled, when they get D

19. 19 Two types of stage of practice effects Sequence effectsThese result from interactions among the treatments (also known as differential transfer effects).

20. 20 ABCDCBADABCDCBAD Sequence effects B follows A vs. B follows C This difference could produce sequence effects – is a B / C difference due to treatment or due to what they follow?

21. 21 Within subjects designs 3.Stage of practice effects –Definition –Two types of stage of practice effects Order effects Sequence effects –Remedies Complete within subjects design Incomplete within subjects design

22. 22 Stage of Practice effects – Remedies Before considering remedies, we have to distinguish between two types of W.S. design: Complete within subjects design Incomplete within subjects design

23. 23 Stage of Practice effects – Remedies Complete within subjects design Subjects get each treatment often enough to balance stage of practice effects for each subject.

24. 24 Stage of Practice effects – Remedies Incomplete within subjects design Subjects get each treatment only once. Levels of I.V. are confounded with order levels are presented in

25. 25 Within subjects designs 3.Remedies –Complete within subjects design Block randomization ABBA counterbalancing –Incomplete within subjects design

26. 26 Complete Within Subjects Designs There are two approaches to arranging the order of treatments in a complete within subjects design. Block randomization ABBA counterbalancing

27. 27 Block randomization Each block of trials contains one trial for each treatment. Number of blocks = number of times each treatment is administered. Order of treatments randomized within a block Works better with many trials per treatment

28. 28 ABBA counterbalancing In general, counterbalancing controls for practice effects by presenting the treatments in multiple sequences ABBA Counter- balancing presents treatments in a sequence, then presents them in the reverse sequence. Repeat as often as needed to generate desired amount of data per treatment

29. 29 ABBA counterbalancing Can be used with any # of treatments and repeated any # of times within an experiment For 3 treatments, use ABCCBA, etc. Must repeat whole sequence, not just a part of it

30. 30 ABBA counterbalancing Anticipation effects may be a problem, especially if there are many cycles through the sequence. Works well when practice effects are linear. Does not work with non-linear practice effects. For non-linear effects, stabilize performance with practice trials before recording data

31. TrialRTPractice effect 1550-- 252525 350025 447525 545025 642525 This shows a linear practice effect – increase in speed is the same every trial. ABBA counter- balancing works in this case.

32. 32 Linear practice effect Trial # RT

33. TrialRTPractice effect 1550-- 250050 347030 446010 5455 5 6453 2 This shows a nonlinear practice effect – increase in speed is larger in the early trials. ABBA counterbalancing is no help in this case.

34. 34 Non-linear practice effect Trial # RT

35. 35 Within subjects designs Incomplete within subjects designs Definition All possible orders Selected orders –Latin square –Random starting order with rotation

36. 36 Incomplete W.S. design – definition Each subject gets each treatment once. Practice effects are balanced across subjects rather than within subjects. Levels of the I.V. are confounded with order of presentation within any subject Thus data for individual subjects are not interpretable

37. 37 Incomplete W.S. design – definition In this design: Hypothesis is tested within subjects. Practice effects are controlled between groups of subjects.

38. 38 Incomplete W.S. design General rule for these designs: – Each treatment condition must appear in each ordinal position of the sequence equally often. The techniques that follow vary in what additional counter- balancing effects they achieve, but all achieve this effect, so all produce interpretable data.

39. 39 All possible orders Preferred incomplete W.S. design technique All treatments appear in each ordinal position equally often. Each treatment precedes & follows every other one equally often at each ordinal position

40. For 3 treatments (A, B, and C): treatment order Subj #1st2nd3rd 1ABC 2ACB 3BAC 4BCA 5CAB 6CBA

41. 41 Selected orders We often have 5 or more treatments in one study. 5 treatments = 120 possible orders. 6 treatments = 720 possible orders. Too many subjects! When we have many treatments, we use selected orders. That is, from the set of all possible orders we use only a subset.

42. 42 Selected orders – Latin square Each treatment appears equally often at each ordinal position Each treatment precedes & follow every other treatment exactly once Limited to experiments with an even number of treatments Procedures for creating Latin Squares appear in advanced texts.

43. 43 Selected orders – random starting order with rotation Start with any order With each new subject, rotate each treatment one position to the left in the sequence each condition appears in each ordinal position an equal number of times but each condition precedes & follows same conditions throughout advantages: simplicity, applicability

44. 44 Random starting order with rotation – example with four treatments Subj #Treatment order 1DACB 2ACBD 3CBDA 4BDAC 5DACB

45. 45 Limitations of W.S. designs W.S. designs cannot be used: On subject variables such as age and sex. With unfolding sequences of successive events (for example, animal in Operation condition cannot also be in Anesthesia-only condition). If each treatment takes a long time (e.g., 1 year).

46. 46 Examples of within subjects designs Grice & Hunter (1964) Kahneman et al. (1993) Lee & Katz (1998)

47. 47 Grice & Hunter (1964) Classical conditioning study Two different intensities of sound as C.S.s In general, a more intense C.S. gives stronger classical conditioning G & H found stronger effect of sound intensity in a within subjects version of the study than in a between groups version

48. 48 Kahneman et al. (1993) Examined effects of three pain characteristics on the memory for pain. Duration of pain Worst moment Final moment

49. 49 Kahneman et al. (1993) Condition A Subject keeps hand in 14° C water for 60 seconds Condition B Subject keeps hand in water for 90 seconds 60 seconds at 14° C plus 30 extra seconds during which temperature rises gradually to 15° C

50. 50 Kahneman et al. (1993) One trial per condition Half of subjects got A first then B Half of subjects got B first then A 7 minute distracter task Subjects asked which condition they preferred to repeat 60% chose B

51. 51 Kahneman et al. (1993) D.V. was choice of pain. You can only use this D.V. with a within- subjects design Subjects must get both conditions if they are to choose between them

52. 52 Kahneman et al. (1993) You could do this experiment with a different D.V. – say, pain ratings – which would allow a between groups design But would groups be comparable? More ‘sissies’ in one group than the other?

53. 53 Lee & Katz (1998) Study of figurative language Distinguished between irony and sarcasm Both ‘figures’ involve saying something you know is not true Lee & Katz: sarcasm has a victim; irony does not

54. 54 Lee & Katz (1998) Example –“What a sunny day” Made on a rainy day – irony Made on a rainy day to someone who predicted sunshine – sarcasm

55. 55 Lee & Katz (1998) Manipulation: Subjects read eight passages and rate each for sarcasm on a 7-point scale Two I.V.s manipulated within subjects: prediction and victim identity We’ll look at victim identity today

56. 56 Lee & Katz (1998) Prediction –A prediction made in the passage was either true or false –E.g., prediction that it will be a sunny day Victim identity –Either the speaker or the listener –E.g., either the speaker or the listener had predicted sunshine

57. 57 Lee & Katz (1998) Speaker as victim Mean rating = 4.90 S.d. = 1.34 Listener as victim Mean rating = 6.43 S.d. = 0.73

58. 58 Lee & Katz (1998) Same passage was rated as a better example of sarcasm when listener was the victim Why? Perhaps because people don’t usually make sarcastic remarks about themselves

59. 59 Lee & Katz (1998) Subjects are expressing an opinion – is a remark sarcastic? They may vary in sensitivity to sarcasm or the probability they would use sarcasm Comparing rated sarcasm for Speaker and Listener conditions between groups would let group differences on sensitivity or probability of use affect means