Expert answer:Experimental Design-Psychology tests(600 words max
Expert answer:For this component, you will need to choose one of the research topics from the list below. Your task is to develop an hypothesis based on your chosen research topic and to design a true experiment to test your hypothesis. You will then ‘write up’ your experiment in the form of an APA style methods section containing the following sections: design statement, participants, materials, procedures, and use of variables. this assignment must be submitted via Turnitin.500 – 600 words (maximum of 600 words, penalties apply). The following criteria will be assessed: design statement, participants, materials, procedure, and use of variables. Formatted according to APA guidelines (size 12 Times New Roman Font, justified, double-spaced lines). Your name and word count must be included in the header. (Please include Simple Title Page). Please read attached files carefully and follow instructions. has to be submitted via turnitin so can’t have a plagerm score of more then 10% thank you.
experimental_design_instructions_critera.pdf
experimental_design_marking_sheet.pdf
list_of_psychological_tests.pdf
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Assignment Title:
Due Date:
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Reference list required:
Portfolio – Component 2: Experimental Design
23:55 January 22nd
Formatted according to APA guidelines (size 12 Times New
Roman Font, justified, double-spaced lines). Your name and
word count must be included in the header. (Please include
Simple Title Page).
Microsoft Word File – the file name must contain your
surname and the assessment number, for e.g.,
Smith-Component2.docx
500 – 600 words (maximum of 600 words, penalties apply)
The Portfolio contributes 60% to the final grade for this course.
Component 2 contributes 40% to the final grade for this course
(i.e. 40/60 of the Portfolio mark).
A separate reference list is not required. If you need to cite a
reference, include the Author(s) and year in the text.
Assignment Details
For this component, you will need to choose one of the research topics from the list below.
Your task is to develop an hypothesis based on your chosen research topic and to design a
true experiment to test your hypothesis. You will then ‘write up’ your experiment in the
form of an APA style methods section containing the following sections: design statement,
participants, materials, procedures, and use of variables. this assignment must be
submitted via Turnitin.
Research Topics
1. The relationship between the alcohol and risk taking behaviour.
2. The relationship between social media use and self-esteem.
3. The relationship between video games and aggressive behaviour.
4. The relationship between sleep and mood.
5. The relationship between physical activity and cognitive capacity.
What are the assessment criteria?
The following criteria will be assessed: design statement, participants, materials,
procedure, and use of variables.
Helpful Advice For Component 2
•
The best way to approach this component is to imagine that you have designed a
study, collected the data and you writing it up as a methods section for an APA journal.
•
The purpose of the methods section is to tell the reader what you did and how you
did it. It should always be written in the past tense.
•
When thinking about the amount of detail that you need to include, a good guide is
that another researcher should be able to replicate your experiment based on what you
have written.
•
A good place to start is to look at methods sections of other papers that have used
a similar design or materials to what you have used.
•
Each section has a similar weighting (2 – 6 marks out 20), so your word count
should be spread relatively evenly across each section (i.e.., 80 – 100 words per section).
Design Statement
•
•
•
•
•
•
•
•
•
•
•
The section should give a logical outline of the experiment. It should describe:
The hypothesis;
The type of design;
The independent variable;
The dependent variable.
Suggestion: Do not include too much information about the procedure – the design
statement should be a clear, concise description of the experiment.
Participants
This section should describe the type of participants that took part in the study. It should
describe:
The number of participants and their major demographics (e.g., age, gender, etc.).
The inclusion/exclusion criteria that might be relevant to your experiment.
A description of how the participants came to do the study – did they volunteer, where
they paid, etc?
Suggestion: Avoid including too much information about the participants – only
describe the demographics and inclusion/exclusion criteria that are critical to your
study.
Materials
This section should describe all of the materials and stimuli used in the experiment. A
good materials section is written in full English sentences. It should describe:
The name(s) of all of the materials used (e.g., scales, questionnaires, equipment);
How the equipment works and what it measures;
The number of items on scales/questionnaires that are used and the how scores are
calculated.
Suggestion: This section should only describe the materials/methods you used (i.e.,
what they are called and what they measure). It should not include any information
about how/when they were used – this information should only be described in the
procedures section (see below).
Procedure
This section is the narrative of the experiment. A good procedures section will provide
sufficient detail so that someone else is able to repeat your experiment exactly as you
did it. It should describe:
•
•
•
•
How the participants were allocated to groups;
Where the experiment took place;
When/how the participants were exposed to the independent variable;
When the dependent variable was collected;
Suggestion: Many people write this section as if it were the instructions that were
given to participants. This is not correct. The procedures section should be a clear
description of what happened during the experiment and it should be written from the
viewpoint of the experimenter.
Use of Data
This section should include a description of how you would use the data collected
during the experiment to test your hypothesis. You can describe how you would use
the data in lay terms – you do NOT need to describe formal statistical analyses.
Marking and Feedback Sheet – Portfolio Component 2 – Experimental Design
Name:……………………………………
Criteria
Design
statement
Score
…………%
x 2 marks
=…………
Participants
…………%
x 4 marks
=…………
Materials
…………%
x 6 marks
=…………
Procedure
…………%
x 6 marks
=…………
Use of data
…………%
x 2 marks
=…………
Total:………/ 20
HD (≥85%)
D (≥75% and <85%)
C (≥65% and <75%)
P (≥50% and <65%)
F (<50%)
All of the major aspects
of the design (including
hypothesis, type of
design, IVs, DVs) have
been clearly described.
Most of the major
aspects of the design
(including hypothesis,
type of design, IVs, DVs)
have been clearly
described.
Most of the major
aspects of the design
(including hypothesis,
type of design, IVs, DVs)
have been described.
Some of the major
aspects of the design
(including hypothesis,
type of design, IVs, DVs)
have been described.
Almost none of the
major aspects of the
design (including
hypothesis, type of
design, IVs, DVs) have
been described.
The description of the
participants, and of the
inclusion and exclusion
criteria, are extremely
clear.
The description of the
participants, and of the
inclusion and exclusion
criteria, are very clear.
The description of the
participants, and of the
inclusion and exclusion
criteria, are clear.
The description of the
participants, and of the
inclusion and exclusion
criteria, are not
particularly clear.
The description of the
participants, and of the
inclusion and exclusion
criteria, are not at all
clear.
The materials used to
conduct the study have
been described
extremely clearly. The
section does not include
information about the
procedure.
The materials used to
conduct the study have
been described very
clearly. The section
does not include
information about the
procedure.
The materials used to
conduct the study have
been described clearly.
The section includes
very little information
about the procedure.
The description of the
materials used to
conduct the study is not
particularly clear. The
section includes some
information about the
procedure.
The description of the
materials used to
conduct the study is not
at all clear. The section
includes a lot
information about the
procedure.
What the participants
did, and the order in
which they did it, is
extremely clear. The
section provides an
outstanding guide to
someone wanting to
repeat the study.
What the participants
did, and the order in
which they did it, is very
clear. The section
provides an excellent
guide to someone
wanting to repeat the
study.
What the participants
did, and the order in
which they did it, is
clear. The section
provides a very good
guide to someone
wanting to repeat the
study.
What the participants
did, and the order in
which they did it, is not
particularly clear. The
section provides a good
guide to someone
wanting to repeat the
study.
What the participants
did, and the order in
which they did it, is not
at all clear. The section
provides a poor guide to
someone wanting to
repeat the study.
The description of how
the data will be
summarised, and how
the experimental groups
will be compared, are
extremely clear.
The description of how
the data will be
summarised, and how
the experimental groups
will be compared, are
very clear.
The description of how
the data will be
summarised and how
the experimental groups
will be compared, are
clear.
The description of how
the data will be
summarised and how
the experimental groups
will be compared, are
not particularly clear.
The description of how
the data will be
summarised and how
the experimental groups
will be compared, are
not at all clear.
List of Psychological Tests
Material was prepared for use as an aid in handling requests for psychological testing. The minutes allocated for each test include administration, scoring and
write up. Determination of the medical necessity of psychological tests always requires consideration of the clinical facts of the specific case to assure that tests
given are a cost-effective means of determining the appropriate treatment for the individual patient and are related to the diagnosis and treatment of covered
mental health conditions.
INSTRUMENT
TYPE
16 Personality Factor Questionnaire (16-PF)
Personality
ABEL Screen
Sexual Interest
AGE
MINUT
ES
16+
30
35-60 min per Tests in Print for admin time only
Adol +
120
Primarily forensic in nature: may not be covered
Achenbach System of Empirically Based Assessment
60
Preschool Module
Behav Rating Scale
1.5-5
10
Caregiver-Teacher Report Form
Behav Rating Scale
1.5-5
10
Child Behavior Checklist (CBCL)
Behav Rating Scale
1.5-5
15
Teacher Report Form
Behav Rating Scale
6-18
20
Youth Self-Report (YSR)
Behav Rating Scale
11-18
20
Behav Rating Scale
5 – 13
15
ACTeERS-ADD-H Comprehensive, Teachers Rating Scale
COMMENTS
Adaptive Behavior Assessment System (ABAS II)
Behav Rating Scale
0-89
30
Adaptive Behavior Scale (ABS)
Developmental
3-18
30
ADHD Rating Scale
Behav Rating Scale
4 – 18
15
Adolescent Anger Rating Scale
Behav Rating Scale
11-19
15
Adolescent Apperception Cards
Projective Personality
12 – 19
60
Adult Behavior Checklist (ABCL)
Behav Rating Scale
18-89
30
Adolescent Psychopathology Scale
Personality
Alzheimer’s Quick Test (AQT)
Neuro
Amen System Checklist
Behav Rating Scale
Animal Naming
Neuro
Aphasia Screening Test (Reitan Indiana)
Neuro
Asperger’s Syndrome Diagnostic Scales (ASDS)
Rating scale
Attention Deficit Disorder Eval. Scales (ADDES)
Child-adult
60
Adult
10
Adult
15
Child-adult
10
5+
30
5-18
20
Behav Rating Scale
5 – 18
15
Attention-Deficit/Hyperactivity Disorder Test (ADHDT)
Behav Rating Scale
3-23
10
Attention-Deficit Scales for Adults (ADSA)
Behav Rating Scale
17+
15
Auditory Consonant Trigram Test (ACT)
Neuro, educational
16-69
15
Revised: 11/21/11, 11/19/12, 12/15/15
Reviewed 12/08/05, 12/14/06, 12/13/07, 11/01/09, 11/18/09, 11/21/11, 11/19/12, 11/18/13
Admin. Time 20 min. + 10 min. for scoring, interpretation, write up.
1 of 15
List of Psychological Tests
Material was prepared for use as an aid in handling requests for psychological testing. The minutes allocated for each test include administration, scoring and
write up. Determination of the medical necessity of psychological tests always requires consideration of the clinical facts of the specific case to assure that tests
given are a cost-effective means of determining the appropriate treatment for the individual patient and are related to the diagnosis and treatment of covered
mental health conditions.
INSTRUMENT
TYPE
AGE
MINUT
ES
6 – 11
30
Primary
school
15
On-line, self scoring
60
90-150, should substitute for other measures
Auditory Continuous Performance Test
Attention; ADHD
Australian Scale for Asperger’s Syndrome
Rating scale
Autism Diagnostic Interview (ADI-R)
Autism diagnosis
Mental age >2
Autism Diagnostic Observation Scale (ADOS)
Rating scale
Toddler-Adult
60
Basic Personality Inventory (BPI)
Personality Test
12+
35
Battell Developmental Inventory
Developmental Assessment
Battery for Health Improvement (BHI)
Personality Test
Bayley Scales of Infant Development
Development
Beck Anxiety Inventory
Personality Test
Beck Depression Inventory
0-7
30
18-65
25-40
1-42 months
60
17-80
15
Personality Test
17-80
15
Beck Depression Inventory-II (BDI-II)
Personality Test
13 – 80
15
Beck Hopelessness Scale (BHS)
Personality Test
17 – 80
15
Beck Scale for Suicidal Ideation
Pers Rating Scale
17 – 80
15
Beck Youth Inventory
Symptom Rating Scale
7-14
15
Beery VMI (Test of Visual-Motor Integration)
Neuro/LD: Visual
3+
30
Behavior Assessment System for Children (BASC)
Behav Rating Scale
Behavior Rating Inventory of Executive Functioning (BRIEF)
COMMENTS
Relationships between psychopathology and pain
4 – 18
30
Neuro
Child/adolesce
nt
45
Versions for preschool and child/adolescent
Bender Visual Motor Gestalt Test
Neuro
4+
30
Neuro; not for personality assessment
Benton Facial Recognition Test
Neuro
6-74
30
Benton Judgment of Line Orientation Test
Neuro
7+
20
Benton Multilingual Aphasia Exam (BMAE)
Neuro
6-69
90
Benton MAE Sentence Repetition
Neuro
6-69
15
Benton MAE Token Test
Neuro
6-69
15
Benton MAE: Visual Naming Test
Neuro
6-69
15
Benton Right-Left Orientation Test
Neuro
16-64
10
Benton Serial Digit Learning Test
Neuro
16-64
15
Benton Visual Form Discrimination Test
Neuro
Adult
15
Benton Visual Retention Test
Neuro
8+
30
Booklet Categories Test
Neuro
15+
45
Revised: 11/21/11, 11/19/12, 12/15/15
Reviewed 12/08/05, 12/14/06, 12/13/07, 11/01/09, 11/18/09, 11/21/11, 11/19/12, 11/18/13
2 of 15
List of Psychological Tests
Material was prepared for use as an aid in handling requests for psychological testing. The minutes allocated for each test include administration, scoring and
write up. Determination of the medical necessity of psychological tests always requires consideration of the clinical facts of the specific case to assure that tests
given are a cost-effective means of determining the appropriate treatment for the individual patient and are related to the diagnosis and treatment of covered
mental health conditions.
INSTRUMENT
TYPE
Boston Diagnostic Aphasia Examination-3
Neuro
Boston Naming Test
Neuro
BRIEF (Behavior Rating Inventory of Executive Functioning)
Neuro/Educational
Brief Neuropsychological Cognitive Exam
Brief Symptom Inventory
AGE
MINUT
ES
Adults
60
Adults
30
Child/adolesce
nt
45
Neuro
13+
30
Behav Rating Scale
13+
5
Brief Test of Attention (BTA)
Attention Measure
17-82
15
Brief Visuospatial Memory Test-Revised (BVMT-R)
Neuro
18-79
60
Brown Attention-Deficit Disorder Scales
Behav Rating Scale
12+
15
Burk’s Behavior Rating Scale
Behav Rating Scale
Preschool
15
Burt Word Reading
Educational
Child
5
Buschke Selective Reminding Test
Neuro
5-91
30
California Psychological Inventory (CPI)
Objective Personality Test
13+
30
California Verbal Learning Test (CVLT)
Neuro: Memory/Learning
17+
45
California Verbal Learning Test for Children (CVLT)
Neuro: Memory/Learning
5 – 16.1
45
Carroll Depression Scale
Rating Scale
18+
15
Category Test
Neuro
15+
45
Child Bipolar Questionnaire (CBQ)
Behav Rating Scale
5-18
15
Children’s Apperception Test (CAT)
Projective Personality Test
3-10
60
Children’s Attention & Adjustment Survey (CAAS)
Behav Rating Scale
5 – 13
15
Children’s Atypical Development Scale
Rating Scale
Child
15
Children’s Auditory Verbal Learning Test-2 (CAVLT)
Neuro-Memory/Learning
6.5-18
45
Children’s Category Test (CCT)
Neuro
5 – 16
15
Children’s Depression Inventory (CDI)
Personality
7-17
15
Children’s Depression Rating Scale, Revised
Personality
6 – 12
15
Children’s Personality Questionnaire (CPQ)
Pers Inventory
8-12
30
Children’s Self Report Projective Inventory
Projective Personality Test
5-12
120
Child Development Inventory-4
Development/Personality
15 mos.-6
60
Child Symptom Inventory (CSI)
Rating Scale
6-12
15
Revised: 11/21/11, 11/19/12, 12/15/15
Reviewed 12/08/05, 12/14/06, 12/13/07, 11/01/09, 11/18/09, 11/21/11, 11/19/12, 11/18/13
COMMENTS
Versions for preschool and child/adolescent
Short form of SLR-90-R.
Norms only on normal population
Juvenile onset bipolar rating scale- parent administered
3 of 15
List of Psychological Tests
Material was prepared for use as an aid in handling requests for psychological testing. The minutes allocated for each test include administration, scoring and
write up. Determination of the medical necessity of psychological tests always requires consideration of the clinical facts of the specific case to assure that tests
given are a cost-effective means of determining the appropriate treatment for the individual patient and are related to the diagnosis and treatment of covered
mental health conditions.
INSTRUMENT
TYPE
AGE
MINUT
ES
Childhood Autism Rating Scales (CARS)-2
Rating Scales
2+
15
Childhood Trauma Questionnaire
Personality Scale
12+
15
Clinical Evaluation of Language Fundamentals (CELF)-4
Neuro
5-21
30
Children’s Manifest Anxiety Scale Revised
Personality
6 – 19
15
Children’s Memory Scale (CMS)
Neuro
5 – 16
60
Children’s Personality Questionnaire
Personality
Children’s State-Trait Anxiety Inventory
Beh Rating scale
Chronic Pain Battery
Pain adaptation
Clock Drawing
Neuro
Cognistat
Neuro
18+
30
Cognitive Abilities Scale II (CAS)
Neuro/Educational
5-18
60
Cognitive Assessment System (CAS)
Neuro/educational
5-18
60
Cognitive Coping Strategies Inventory-R
Rating Scale
Color Trails Test
Neuro
Comprehensive Assessment of Spoken Language (CASL)
Comprehensive Behavior Rating Scale for Children (CBRSC)
Comprehensive Test of Nonverbal Intelligence (CTONI)
8-12
45
8 – 14
15
Adult
15
Not stated
15
Adult
15
Adult-Older
Ad.
10
Neuro; Educational
3-21
60
Behav Rating Scale
6 – 14
15
Nonverbal test of Intelligence
6-19
60
Comprehensive Test of Phonological Processing (CTOPP)
Neuro/Educational
5-24
45
Comprehensive Trail Making Test (CTMT)
Neuro
8-74
15
Computer Category Test
Neuro
15-80
45
Computerized Assessment of Response Bias (CARB)
Neuro; Forensic
Adult
15
Conner’s Adult ADHD Rating Scale (CAARS)
Behav Rating Scale
18+
15
Conner’s Continuous Performance Test II (CCPT)
Neuro
4+
60
Conner’s Continuous Performance Test, Kiddie Version (KCPT)
Neuro, Forensic
4-5
15
Conner’s Rating Scale-Teacher or Parent
Behav Rating Scale
3- 17
15
Conner’s Rating Scales-Revised
Behav Rating Scale
3 – 17
15
Contextual Memory Test (CMT)
Neuro; educational
Adult
30
Controlled Oral Word Association Test (COWAT or COWA)
Neuro; educational
16+
15
Revised: 11/21/11, 11/19/12, 12/15/15
Reviewed 12/08/05, 12/14/06, 12/13/07, 11/01/09, 11/18/09, 11/21/11, 11/19/12, 11/18/13
COMMENTS
60 for basic; 75 for standard
45 for children 3-5
Effort, malingering
4 of 15
List of Psychological Tests
Material was prepared for use as an aid in handling requests for psychological testing. The minutes allocated for each test include administration, scoring and
write up. Determination of the medical necessity of psychological tests always requires consideration of the clinical facts of the specific case to assure that tests
given are a cost-effective means of determining the appropriate treatment for the individual patient and are related to the diagnosis and treatment of covered …
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