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Imagine you are designing a new psychology experiment to test the interaction between task difficulty (easy vs. difficult) and reward type (monetary vs. praise) on participant motivation. Apply the structural logic of a cross-over interaction, as illustrated by Gilliland's caffeine study, to describe a hypothetical set of results that would demonstrate a cross-over interaction in your experiment.
Question: Imagine you are designing a new psychology experiment to test the interaction between task difficulty (easy vs. difficult) and reward type (monetary vs. praise) on participant motivation. Apply the structural logic of a cross-over interaction, as illustrated by Gilliland's caffeine study, to describe a hypothetical set of results that would demonstrate a cross-over interaction in your experiment.
Sample answer: To demonstrate a cross-over interaction, the effect of reward type on motivation must completely reverse depending on task difficulty. For example, participants performing the easy task would show higher motivation when receiving praise rather than money, whereas participants performing the difficult task would show higher motivation when receiving money rather than praise.
Key points:
- Applies the concept of a cross-over interaction to the new independent variables (task difficulty and reward type).
- Describes a hypothetical result where the effect of the reward type completely reverses depending on task difficulty.
- Demonstrates how the performance or motivation scores for the groups cross over between conditions.
Feedback: The answer should describe a complete reversal of the effect of reward type across the two levels of task difficulty. For example, one reward type must produce higher motivation for easy tasks, while the other reward type must produce higher motivation for difficult tasks.
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Research Methods in Psychology - 4th American Edition @ KPU
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Example of Simple Effects Analysis
In Kathy Gilliland's study on how caffeine affects verbal test scores, which finding perfectly illustrated a cross-over interaction?
Kathy Gilliland's study on caffeine and personality is a classic example of a cross-over interaction because the caffeine treatment completely reversed which personality group achieved the higher verbal test score.
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Analyze the findings from Kathy Gilliland’s study on caffeine and personality. To illustrate the complete reversal of effects that defines a cross-over interaction, arrange the following groups in order of their performance ranking (from highest verbal score to lowest) for the 'No Caffeine' condition first, followed by the ranking (from highest verbal score to lowest) for the '4 mg Caffeine' condition.
Imagine you are tasked with constructing a hypothetical results section for a study that replicates Kathy Gilliland's classic findings on personality and caffeine. To create a data set that successfully illustrates the specific cross-over interaction found in her research, which of the following configurations of mean verbal test scores should you propose?
A researcher is evaluating whether the results of the Kathy Gilliland caffeine study represent a cross-over interaction or a spreading interaction. The researcher correctly concludes it is a cross-over interaction because the verbal test scores between the two personality groups across caffeine levels (no caffeine vs. mg/kg) show a complete _____.
In Gilliland's study on caffeine and verbal test performance, _____ outperformed extraverts when no caffeine was consumed, but extraverts outperformed introverts after ingesting mg of caffeine per kilogram of body weight.
A researcher runs a 2 Ă— 2 experiment identical in structure to Gilliland's caffeine study but reports the following pattern: extraverts score higher than introverts in both the no-caffeine condition AND the caffeine condition, although the advantage is noticeably larger after caffeine. Applying the definition of a cross-over interaction, this pattern qualifies as a cross-over interaction.
Analyze the structure of Gilliland's caffeine–personality study by matching each element of the design or result on the left to the analytical role it plays in establishing that the findings constitute a cross-over interaction.
A student receives a data table from a 2 × 2 factorial experiment and must evaluate—and justify—whether the results constitute a cross-over interaction in the same way Gilliland's caffeine findings do. Arrange the following evaluative steps in the order a researcher should carry them out to reach a well-supported conclusion.
Describe the key details of Kathy Gilliland's classic study on caffeine and personality. In your description, identify the independent variables (including the specific dosage of caffeine used), the dependent variable, and the specific pattern of results that illustrated a cross-over interaction.
Based on your understanding of interaction types, describe the exact graphical and conceptual pattern the researcher must observe to diagnose a cross-over interaction. How does this pattern differ conceptually from a spreading interaction?
Imagine you are designing a new psychology experiment to test the interaction between task difficulty (easy vs. difficult) and reward type (monetary vs. praise) on participant motivation. Apply the structural logic of a cross-over interaction, as illustrated by Gilliland's caffeine study, to describe a hypothetical set of results that would demonstrate a cross-over interaction in your experiment.