Experimental Design as a Retrieval Method for Assessing the Phenomenological Characteristics of Episodic Memories, Episodic Future Thoughts, and Episodic Counterfactual Thoughts

2020 ◽  
Author(s):  
Jared Branch
Keyword(s):  
Experimental Design ◽  
Effect Sizes ◽  
Retrieval Method ◽  
Future Studies ◽  
Within Subjects ◽  
Demand Effects ◽  
Episodic Memories ◽  
Theoretical Considerations

Studies assessing the phenomenological characteristics of episodic memories, episodic future thoughts, and episodic counterfactual thoughts normally utilize a within-subjects design. As such, there are concerns that the observed similarities in phenomenological characteristics are the result of demand effects or other related matters, rather than theoretical considerations. In this study, a within-subjects experimental design was directly compared with a between-subjects experimental design. In both conditions, participants responded to existing questionnaires used to assess phenomenological characteristics of episodic memories, episodic future thoughts, and episodic counterfactual thoughts. The within-subjects design resulted more often in significant findings and larger effect sizes compared to the between-subjects design. The implications for experimental design in future studies is discussed.

The Limits of Ego Depletion

2019 ◽  
Vol 50 (5-6) ◽  
pp. 292-304 ◽  
Author(s):  
Mario Wenzel ◽  
Marina Lind ◽  
Zarah Rowland ◽  
Daniela Zahn ◽  
Thomas Kubiak
Keyword(s):  
Research Agenda ◽  
Statistical Power ◽  
Interindividual Variability ◽  
Ego Depletion ◽  
Crossover Design ◽  
Effect Sizes ◽  
Future Research ◽  
Future Research Agenda ◽  
Depletion Effect ◽  
Within Subjects

Abstract. Evidence on the existence of the ego depletion phenomena as well as the size of the effects and potential moderators and mediators are ambiguous. Building on a crossover design that enables superior statistical power within a single study, we investigated the robustness of the ego depletion effect between and within subjects and moderating and mediating influences of the ego depletion manipulation checks. Our results, based on a sample of 187 participants, demonstrated that (a) the between- and within-subject ego depletion effects only had negligible effect sizes and that there was (b) large interindividual variability that (c) could not be explained by differences in ego depletion manipulation checks. We discuss the implications of these results and outline a future research agenda.

Motivating Exercise Through Social Media: Is a Picture Always Worth a Thousand Words?

2018 ◽  
Author(s):  
Caitlyn Johnston ◽  
William E. Davis
Keyword(s):  
Social Media ◽  
Individual Differences ◽  
Experimental Design ◽  
Health Behaviors ◽  
Media Content ◽  
Exercise Motivation ◽  
Positive Health ◽  
Content Type ◽  
Within Subjects

In the present study, we examined how the influence of exercise-related social media content on exercise motivation might differ across content type (with images vs. without images) and account type (individual vs. corporate). Using a 2 × 2 within-subjects experimental design, 229 participants viewed a series of 40 actual social media posts across the four conditions (individual posts with images, corporate posts with images, individual posts without images, and corporate posts without images) in a randomized order. Participants rated the extent to which they felt each social media post motivated them to exercise, would motivate others to exercise, and was posted for extrinsic reasons. Participants also completed other measures of individual differences including their own exercise motivation. Posts with images from individuals were more motivating than posts with images from corporations; however, corporate posts without images were more motivating than posts without images from individuals. Participants expected others to be similarly motivated by the stimuli, and perceived corporate posts as having been posted for more extrinsic reasons than individuals’ posts. These findings enhance our understanding of how social media may be used to promote positive health behaviors.

Shared Interactive Book Reading Interventions for Young Children With Disabilities: A Systematic Review

2021 ◽  
pp. 1-16
Author(s):  
Jacqueline A. Towson ◽  
Yusuf Akemoglu ◽  
Laci Watkins ◽  
Songtian Zeng
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Young Children ◽  
Language Skills ◽  
Single Case ◽  
Effect Sizes ◽  
Book Reading ◽  
Design Studies ◽  
Group Design ◽  
Children With Developmental Disabilities

Purpose Shared interactive book reading (SIBR) is an evidence-based practice for young children who are typically developing and those with developmental disabilities or considered at risk for developmental delays. The purpose of this review was to provide a comprehensive examination of the evidence of using SIBR to facilitate growth in language skills for young children with developmental disabilities and/or delays. Specifically, authors examined the descriptive characteristics, study rigor, and effect sizes for language and literacy outcomes. Method We extracted data from studies meeting specified criteria ( n = 23) published in peer-reviewed journals on a wide range of variables, including participant characteristics, setting, training/coaching, defined independent and dependent variables, study rigor, and overall outcomes. Descriptive and study rigor data were aggregated using descriptive statistics. Effect-size estimates were calculated for all child outcomes related to language. Results Descriptive data were variable across studies. Three single-case experimental design and three group design studies met design standards without reservations. Single-case experimental design studies overall showed positive effects on child language and communication. Within group design studies, expressive language outcomes showed the largest effect sizes. Conclusion A review of SIBR studies indicates this as a viable intervention to positively impact the language skills of young children with developmental disabilities and/or delays. Supplemental Material https://doi.org/10.23641/asha.16674355

scholarly journals Experimental Design and the Reliability of Priming Effects: Reconsidering the "Train Wreck"

2018 ◽  
Author(s):  
Andrew M Rivers ◽  
Jeff Sherman
Keyword(s):  
Experimental Design ◽  
Statistical Power ◽  
Priming Effect ◽  
Experimental Designs ◽  
Social Psychological ◽  
Priming Effects ◽  
High Profile ◽  
Within Subjects

Failures to replicate high-profile priming effects have raised questions about the reliability of priming phenomena. Studies at the discussion’s center, labeled “social priming,” have been interpreted as a specific indictment of priming that is social in nature. However, “social priming” differs from other priming effects in multiple ways. The present research examines one important difference: whether effects have been demonstrated with within- or between-subjects experimental designs. To examine the significance of this feature, we assess the reliability of four well-known priming effects from the cognitive and social psychological literatures using both between- and within-subjects designs and analyses. All four priming effects are reliable when tested using a within-subjects approach. In contrast, only one priming effect reaches that statistical threshold when using a between-subjects approach. This demonstration serves as a salient illustration of the underappreciated importance of experimental design for statistical power, generally, and for the reliability of priming effects, specifically.

scholarly journals Saving Species in a Snap: On the Feasibility and Efficacy of Augmented Reality-based Wildlife Interactions for Biodiversity Conservation

2021 ◽  
Author(s):  
Daniel Pimentel
Keyword(s):  
Experimental Design ◽  
Augmented Reality ◽  
Biodiversity Conservation ◽  
Social Presence ◽  
Behavioral Intentions ◽  
Environmental Concern ◽  
Mobile Augmented Reality ◽  
Within Subjects ◽  
Environmental Interests

Abstract Interactions with wildlife can contribute to biodiversity conservation outcomes, though safety and accessibility considerations limit animal encounters from being a viable strategy. This investigation explores the feasibility of mobile augmented reality to facilitate interactions with wildlife and encourage biodversity conservation. A mobile augmented reality experience (Snapchat lens), titled “Penguin Rescue!”, was created to allow users to rehabilitate an oil-slicked virtual penguin. Study 1 distributed the lens globally to Snapchat users (N=63,605) who spent an average of 47 seconds rehabilitating the penguin; psychographic data showed pro-environmental interests were not associated with the lens’ use. Study 2 employed a within-subjects experimental design (N=80) to examine the effects of Penguin Rescue! on conservation outcomes. Results showed that the interaction increased connectedness with the species. Moreover, social presence and plausibility served as key mechanisms contributing to environmental concern and behavioral intentions. Overall, results clarify how biophilic interactions via augmented reality can benefit biodiversity conservation.

Outcome Assessment of a Writing-Skill Improvement Initiative: Results and Methodological Implications

2002 ◽  
Vol 17 (2) ◽  
pp. 123-148 ◽  
Author(s):  
Hollis Ashbaugh ◽  
Karla M. Johnstone ◽  
Terry D. Warfield
Keyword(s):  
Experimental Design ◽  
Outcome Assessment ◽  
Business Students ◽  
Writing Skills ◽  
Accounting Students ◽  
Writing Skill ◽  
Within Subjects ◽  
Skill Improvement ◽  
Insight Into ◽  
Over Time

This paper reports the outcome assessment of our accounting department's writing-skill improvement initiative. We employ complementary experimental designs to examine the effects of professionally relevant writing experiences on accounting students' writing-skill development. Using a between-subjects experimental design, we compare the writing skills of accounting students who participated in our writing initiative with the writing skills of other business students who did not participate. Using a within-subjects experimental design, we track improvements of accounting students' writing skills over time. Results from both outcome assessment methodologies indicate that accounting students' writing skills improve as students participate in our writing initiative. This paper provides insight into the features of a successful writing initiative and offers methodological suggestions for conducting outcome assessments of writing initiatives.

Mood State Response to Massage and Subsequent Exercise Performance

2005 ◽  
Vol 19 (3) ◽  
pp. 234-250 ◽  
Author(s):  
Dominic Micklewright ◽  
Murray Griffin ◽  
Valerie Gladwell ◽  
Ralph Beneke
Keyword(s):  
Experimental Design ◽  
Exercise Performance ◽  
Psychological Factors ◽  
Mood State ◽  
Mood Disturbance ◽  
Anaerobic Performance ◽  
State Response ◽  
Before And After ◽  
Within Subjects ◽  
The Relationship

A within subjects experimental design (N = 16) was used where participants performed a 30-s Wingate anaerobic cycling test (WAnT) after 30-min rest and after 30-min back massage. Mood State was measured before and after each intervention and after the WAnTs. No significant change in mood was detected following rest or massage. However, WAnT performance was better following massage compared to rest. Mood disturbance increased following the WAnT in both the rest and massage conditions. The results suggest that preperformance massage had no effect on mood state yet seemed to facilitate enhanced WAnT performance. The relationship between massage and anaerobic performance remains unclear, however is almost certainly mediated by preperformance psychological factors other than mood state.

Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report

2018 ◽  
Vol 45 (1) ◽  
pp. 22-28
Author(s):  
Kristen S. Schrauben ◽  
Andrew J. Dean
Keyword(s):  
Behavioral Disorders ◽  
Initial Level ◽  
Emotional And Behavioral Disorders ◽  
Functional Relation ◽  
Effect Sizes ◽  
Multiple Baseline ◽  
Future Studies ◽  
Cover Copy Compare ◽  
Fact Fluency ◽  
Students With Ebd

A multiple-baseline across participants design was used to investigate the effect of the Cover-Copy-Compare (CCC) intervention on multiplication-fact fluency for students with emotional and behavioral disorders (EBD). Although CCC is a well-researched intervention for mathematics, limited research has been conducted with students with EBD even though these students often struggle academically. Results indicate that a functional relation was established between CCC and an improved number of digits correct per minute for multiplication problems for only one of three elementary-age boys with EBD. Tau-U effect sizes ranged from no effect for one participant to a large effect for another participant. The length of the intervention and the initial level of a student’s skills may be related to the effectiveness of CCC for students with EBD and should be explored in future studies.

scholarly journals Targeting Feeding and Eating Behaviors: Development of the Feeding Dynamic Intervention for Caregivers of 2- to 5-Year-Old Children

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
Ihuoma U. Eneli ◽  
Tracy L. Tylka ◽  
Rosanna P. Watowicz ◽  
Jessica Hummel ◽  
Jan Ritter ◽  
...  
Keyword(s):  
Eating Behaviors ◽  
Self Regulation ◽  
Significant Decline ◽  
Effect Sizes ◽  
Sample Population ◽  
Dynamic Approach ◽  
Feeding Behaviors ◽  
Future Studies ◽  
Obesity Intervention ◽  
Phase Development

Targeting feeding dynamics, a concept centered on the roles and interaction of the caregiver and child in a feeding relationship, may have significant potential for obesity intervention. The aim of this paper is to describe the 3-phase development of the Feeding Dynamics Intervention (FDI), an acceptability and feasibility study on implementing the feeding dynamic roles (Study 1), development of the FDI content (Study 2), and a pilot study on use of the 6-lesson FDI to promote behaviors consistent with a feeding dynamic approach (Study 3). Sample population was mothers with young children, 2–5 years old. An effect size (Hedges’g) greater than 0.20 was seen in more than half (57%) of maternal feeding behaviors, with the largest effect sizes (Hedges’g≥0.8) occurring with behaviors that represent the mother adopting her roles of determining what food is served, not using food as a reward, and not controlling her child’s intake. There was a significant decline in Pressure to Eat behaviors (2.9 versus 2.2,p<0.01) and Monitoring (4.1 versus 3.5,p<0.001). The FDI emerged as an acceptable and implementable intervention. Future studies need to investigate effects of the FDI on the child’s eating behaviors, self-regulation of energy intake, and anthropometrics.

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