Spreading Interaction

Cross-over Interaction

Graphing Interactions

In a factorial research design, which of the following best describes a cross-over interaction?

A researcher finds that a new studying technique improves test scores for students with high anxiety, but has absolutely no effect on test scores for students with low anxiety. This pattern is an example of a cross-over interaction.

A researcher is analyzing the results of a 2x2 factorial experiment investigating how 'Instructional Method' (Direct Instruction vs. Problem-Based Learning) and 'Prior Knowledge' (Low vs. High) interact to affect exam scores. Arrange the analytical steps in the correct logical order to determine if a cross-over interaction is present.

A researcher is constructing a model of 'In-Group Cooperation' that predicts a 'spreading interaction' between 'Incentive Structure' (Group vs. Individual) and 'Team Identity' (High vs. Low). Specifically, group incentives are hypothesized to significantly boost effort compared to individual incentives only for 'High Identity' teams, with no difference for 'Low Identity' teams. To synthesize a data table for this theory, which set of mean effort scores (on a scale of $1$ to $10$) should the researcher generate?

In a factorial research design, a spreading interaction is characterized by one independent variable having opposite effects depending on the level of a second independent variable.

A researcher evaluates a claim that a specific study technique is 'universally superior' for all students. The data show the technique improves performance for students with high prior knowledge but hurts performance for students with low prior knowledge. Because the direction of the effect reverses across groups, the researcher identifies this pattern as a(n) _____ interaction.

Match each pattern of results from a factorial design with the description that best characterizes how the effect of one independent variable relates to the levels of a second independent variable.