Chapter 2. Determining Key Study Elements

Introduction

Chapter 2
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You must read each slide, and complete any questions on the slide, in sequence.
Independent Variable
The variable that influences the dependent variable.
Dependent Variable
The variable measured in association with changes in the independent variable.
Hypothesis
An educated prediction that provides a testable explanation of a phenomenon.
Conceptual Definition
Defining a variable in theoretical terms.
Operational Definition
Defining variables in terms of the procedures used to measure them, and determining how you will use these variables in your study.

The Research Process

In this activity, you will be asked to determine key study elements—including designs, variables, and hypotheses—in four research scenarios.

Dr. Natalie J. Ciarocco, Monmouth University

Dr. David B. Strohmetz, Monmouth University

Dr. Gary W. Lewandowski, Jr., Monmouth University

Something to Think About...

Once we settle on a good empirical research question, we must determine how to incorporate all of the key ideas into our research design. Ultimately, these decisions are up to you. You will determine what type of design best addresses your research question and how to operationalize the variables in your study. This can be tricky when studying what people think, feel, and do. You might just have to be creative!

Something to Think About...

Take a moment to review the different types of research designs, variables, and hypotheses presented in your textbook. Can you identify these elements in various study scenarios? See if the following scenarios inspire you to answer your own research questions.

Research Summary 1

A researcher is interested in how playing a violent video game influences stress level. All participants will play Call of Duty: Black Ops, a violent shooter video game, for 20 minutes, and then play Gran Turismo, a nonviolent racing video game, for 20 minutes. Researchers will measure participants’ stress by assessing cardiac coherence, a synchronization of breathing and heart rhythm that indicates low stress (Hasan, Begue, & Bushman, 2013). The researchers will compare participants’ cardiac coherence after they have played each game.

Instructions

Based on this research summary, identify the key aspects of the study and design.

Identifying the Design

A researcher is interested in how playing a violent video game influences stress level. All participants will play Call of Duty: Black Ops, a violent shooter video game, for 20 minutes, and then play Gran Turismo, a nonviolent racing video game, for 20 minutes. Researchers will measure participants’ stress by assessing cardiac coherence, a synchronization of breathing and heart rhythm that indicates low stress (Hasan, Begue, & Bushman, 2013). The researchers will compare participants’ cardiac coherence after they have played each game.

Question 2.1

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2
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Identifying the Design

A researcher is interested in how playing a violent video game influences stress level. All participants will play Call of Duty: Black Ops, a violent shooter video game, for 20 minutes, and then play Gran Turismo, a nonviolent racing video game, for 20 minutes. Researchers will measure participants’ stress by assessing cardiac coherence, a synchronization of breathing and heart rhythm that indicates low stress (Hasan, Begue, & Bushman, 2013). The researchers will compare participants’ cardiac coherence after they have played each game.

Question 2.2

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2
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Identifying Variables

A researcher is interested in how playing a violent video game influences stress level. All participants will play Call of Duty: Black Ops, a violent shooter video game, for 20 minutes, and then play Gran Turismo, a nonviolent racing video game, for 20 minutes. Researchers will measure participants’ stress by assessing cardiac coherence, a synchronization of breathing and heart rhythm that indicates low stress (Hasan, Begue, & Bushman, 2013). The researchers will compare participants’ cardiac coherence after they have played each game.

Question 2.3

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2
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Identifying Variables

A researcher is interested in how playing a violent video game influences stress level. All participants will play Call of Duty: Black Ops, a violent shooter video game, for 20 minutes, and then play Gran Turismo, a nonviolent racing video game, for 20 minutes. Researchers will measure participants’ stress by assessing cardiac coherence, a synchronization of breathing and heart rhythm that indicates low stress (Hasan, Begue, & Bushman, 2013). The researchers will compare participants’ cardiac coherence after they have played each game.

  • Independent Variable

Question 2.4

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4
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Identifying Variables

A researcher is interested in how playing a violent video game influences stress level. All participants will play Call of Duty: Black Ops, a violent shooter video game, for 20 minutes, and then play Gran Turismo, a nonviolent racing video game, for 20 minutes. Researchers will measure participants’ stress by assessing cardiac coherence, a synchronization of breathing and heart rhythm that indicates low stress (Hasan, Begue, & Bushman, 2013). The researchers will compare participants’ cardiac coherence after they have played each game.

  • Dependent Variable

Question 2.5

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4
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Identifying the Hypothesis

A researcher is interested in how playing a violent video game influences stress level. All participants will play Call of Duty: Black Ops, a violent shooter video game, for 20 minutes, and then play Gran Turismo, a nonviolent racing video game, for 20 minutes. Researchers will measure participants’ stress by assessing cardiac coherence, a synchronization of breathing and heart rhythm that indicates low stress (Hasan, Begue, & Bushman, 2013). The researchers will compare participants’ cardiac coherence after they have played each game.

  • Hypothesis

Question 2.6

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3
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Research Summary 2

A researcher seeks to evaluate the influence of group support on self-control. Within a 5-minute time frame, participants complete one of 2 types of writing assignments: They write about a time they felt supported by a group or about a time they felt a lack of support by a group. After the writing task, participants attempt to solve 6 anagrams, only 3 of which are solvable. The amount of time participants spend attempting to solve all of the puzzles measures their self-control.

Instructions

Based on this research summary, identify the key aspects of the study and design.

Identifying the Design

A researcher seeks to evaluate the influence of group support on self-control. Within a 5-minute time frame, participants complete one of 2 types of writing assignments: They write about a time they felt supported by a group or about a time they felt a lack of support by a group. After the writing task, participants attempt to solve 6 anagrams, only 3 of which are solvable. The amount of time participants spend attempting to solve all of the puzzles measures their self-control.

Question 2.7

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2
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Identifying the Design

A researcher seeks to evaluate the influence of group support on self-control. Within a 5-minute time frame, participants complete one of 2 types of writing assignments: They write about a time they felt supported by a group or about a time they felt a lack of support by a group. After the writing task, participants attempt to solve 6 anagrams, only 3 of which are solvable. The amount of time participants spend attempting to solve all of the puzzles measures their self-control.

Question 2.8

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2
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Identifying Variables

A researcher seeks to evaluate the influence of group support on self-control. Within a 5-minute time frame, participants complete one of 2 types of writing assignments: They write about a time they felt supported by a group or about a time they felt a lack of support by a group. After the writing task, participants attempt to solve 6 anagrams, only 3 of which are solvable. The amount of time participants spend attempting to solve all of the puzzles measures their self-control.

Question 2.9

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4
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Identifying Variables

A researcher seeks to evaluate the influence of group support on self-control. Within a 5-minute time frame, participants complete one of 2 types of writing assignments: They write about a time they felt supported by a group or about a time they felt a lack of support by a group. After the writing task, participants attempt to solve 6 anagrams, only 3 of which are solvable. The amount of time participants spend attempting to solve all of the puzzles measures their self-control.

  • Conceptual Definition

Question 2.10

UOyjoyz/rWdWw0uDuuRokO3bswQ8eRTOMmaiQGUYQ/b+ibQilSbPNcsWd1PHH/v+DGWG/63MxhWo8XOhiYs/FO1e7ors3aPVfWTwKIaooR7q7JTge489lsdzW9CGDl/9ZEN6b7nZ9X61hBCQYM+43FAFT1KLgC7NYWrJq+/42mOyiZS0wsy1c25mxobILQR8DocTBKtgpcjlKGzaUA6p+nS2budaGJo9CHMSoaZOAittFv5O9v8eP5HWPWMw3t0NFbqlWm4HrmbiJKyssnFYFN4HopO932vSJMfKlbzoWsGb9uafjwc3s1inYKKP+8Nx1VPsTELL5S3dZnQy5kHdIKqamLPEPayZ3dHmhP6tLjTRQu55NTr7BUOst8x5hXM6d4lHJFAX+Pxrj79v//t02i4RrW/hCSLC60IB9Ol4iXXilkicrEjB0C0QU/V5D+HfhbKOZ9oIRwLuFCKImOc9+Rq3aCZf+QeoNr97b/jmi53YQrPy+wsYVdCTml/5qCVCMZ23l8TfRWENBYWfujGthVTV9k9cRc27KnUBY6pOG4y/R0qwOvxgt6/SM3+3zYoKItKL7HHNBHE+4eluOnzm9Tkb4A5A598l1QhKGCu4rv38pRp7Ycfd6FPCOCZqH+zT8H9k8iAhSNx/Oy2CB8jTo2xeaCDWtgAn128geb7V/JUL0kIEJV1DLEZ171Y1vmDw9+uXdSlg/mX2gIGWCTubxGAxR7VP3lCWjYnCGl38mQQjGzW45ZnKFmWI5bs/Y1PtA+3oVDKrzAnKquAR5roHq8JSPldsR/uzYIY2f9grZbzwKXM1pSHnURAIlz6zg4dVCY3VNpTD9jQv/IPKoq8qzcxwdaO/cyEAf0aXqm4H1nnxuv83hqNTIDICyzso1tq8ioIUE3fhjO1NmaDNdDnlauaWSEfLGTFoB8Vn2IjKrHGvJlY4CsAVW21JAzlKfB6qqQnntkavEUdpz/6FJ5l99bRJ2FyBuHUae2a+i4ywvOT/FcIYWCw3y578DNF+xYgA6+JdE+DEO+lm1fcDRZa5sLYtKBYybupFeN5IEIo8UMDwS7wOiVi0fS9gNMLjHeGcSTlmDpUx/bYW8EWIa9OPXSsRhDxJap9W
4
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Identifying Variables

A researcher seeks to evaluate the influence of group support on self-control. Within a 5-minute time frame, participants complete one of 2 types of writing assignments: They write about a time they felt supported by a group or about a time they felt a lack of support by a group. After the writing task, participants attempt to solve 6 anagrams, only 3 of which are solvable. The amount of time participants spend attempting to solve all of the puzzles measures their self-control.

  • Operational Definition

Question 2.11

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4
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Identifying the Hypothesis

A researcher seeks to evaluate the influence of group support on self-control. Within a 5-minute time frame, participants complete one of 2 types of writing assignments: They write about a time they felt supported by a group or about a time they felt a lack of support by a group. After the writing task, participants attempt to solve 6 anagrams, only 3 of which are solvable. The amount of time participants spend attempting to solve all of the puzzles measures their self-control.

Question 2.12

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
3
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Research Summary 3

A researcher is interested in whether authenticity (i.e., remaining true to oneself) is related to sexual communication in romantic relationships among young professionals in the Midwestern United States. Participants in monogamous romantic relationships complete the Authenticity Scale (Wood, Linley, Maltby, Baliousis, & Joseph, 2008) as well as the Sexual Communication Scale (Somers & Canivez, 2003).

Instructions

Based on this research summary, identify the key aspects of the study and design.

Identifying the Design

A researcher is interested in whether authenticity (i.e., remaining true to oneself) is related to sexual communication in romantic relationships among young professionals in the Midwestern United States. Participants in monogamous romantic relationships complete the Authenticity Scale (Wood, Linley, Maltby, Baliousis, & Joseph, 2008) as well as the Sexual Communication Scale (Somers & Canivez, 2003).

Question 2.13

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2
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Identifying Variables

A researcher is interested in whether authenticity (i.e., remaining true to oneself) is related to sexual communication in romantic relationships among young professionals in the Midwestern United States. Participants in monogamous romantic relationships complete the Authenticity Scale (Wood, Linley, Maltby, Baliousis, & Joseph, 2008) as well as the Sexual Communication Scale (Somers & Canivez, 2003).

Question 2.14

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
2
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This option is incorrect.

Identifying Variables

A researcher is interested in whether authenticity (i.e., remaining true to oneself) is related to sexual communication in romantic relationships among young professionals in the Midwestern United States. Participants in monogamous romantic relationships complete the Authenticity Scale (Wood, Linley, Maltby, Baliousis, & Joseph, 2008) as well as the Sexual Communication Scale (Somers & Canivez, 2003).

Question 2.15

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
4
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This option is incorrect.

Identifying Variables

A researcher is interested in whether authenticity (i.e., remaining true to oneself) is related to sexual communication in romantic relationships among young professionals in the Midwestern United States. Participants in monogamous romantic relationships complete the Authenticity Scale (Wood, Linley, Maltby, Baliousis, & Joseph, 2008) as well as the Sexual Communication Scale (Somers & Canivez, 2003).

Question 2.16

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
4
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This option is incorrect.

Identifying Variables

A researcher is interested in whether authenticity (i.e., remaining true to oneself) is related to sexual communication in romantic relationships among young professionals in the Midwestern United States. Participants in monogamous romantic relationships complete the Authenticity Scale (Wood, Linley, Maltby, Baliousis, & Joseph, 2008) as well as the Sexual Communication Scale (Somers & Canivez, 2003).

Question 2.17

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
4
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Identifying the Hypothesis

A researcher is interested in whether authenticity (i.e., remaining true to oneself) is related to sexual communication in romantic relationships among young professionals in the Midwestern United States. Participants in monogamous romantic relationships complete the Authenticity Scale (Wood, Linley, Maltby, Baliousis, & Joseph, 2008) as well as the Sexual Communication Scale (Somers & Canivez, 2003).

Question 2.18

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
3
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Research Summary 4

A researcher is interested in the influence of smell on mood—in particular, if certain smells can change a person’s sad mood. To induce sadness, the researcher asks all participants to watch a 2-minute video about abused puppies. Afterward, the researcher randomly assigns participants to 1 of 3 rooms. One room contains the smell of fresh-baked cookies, one room contains the smell of burnt cookies, and one room has no particular smell. While in their assigned room, participants complete a measure of mood to assess levels of happiness.

Instructions

Based on this research summary, identify the key aspects of the study and design.

Identifying the Design

A researcher is interested in the influence of smell on mood—in particular, if certain smells can change a person’s sad mood. To induce sadness, the researcher asks all participants to watch a 2-minute video about abused puppies. Afterward, the researcher randomly assigns participants to 1 of 3 rooms. One room contains the smell of fresh-baked cookies, one room contains the smell of burnt cookies, and one room has no particular smell. While in their assigned room, participants complete a measure of mood to assess levels of happiness.

Question 2.19

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2
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This option is incorrect.

Identifying the Design

A researcher is interested in the influence of smell on mood—in particular, if certain smells can change a person’s sad mood. To induce sadness, the researcher asks all participants to watch a 2-minute video about abused puppies. Afterward, the researcher randomly assigns participants to 1 of 3 rooms. One room contains the smell of fresh-baked cookies, one room contains the smell of burnt cookies, and one room has no particular smell. While in their assigned room, participants complete a measure of mood to assess levels of happiness.

Question 2.20

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2
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Identifying Variables

A researcher is interested in the influence of smell on mood—in particular, if certain smells can change a person’s sad mood. To induce sadness, the researcher asks all participants to watch a 2-minute video about abused puppies. Afterward, the researcher randomly assigns participants to 1 of 3 rooms. One room contains the smell of fresh-baked cookies, one room contains the smell of burnt cookies, and one room has no particular smell. While in their assigned room, participants complete a measure of mood to assess levels of happiness.

Question 2.21

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4
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Identifying Variables

A researcher is interested in the influence of smell on mood—in particular, if certain smells can change a person’s sad mood. To induce sadness, the researcher asks all participants to watch a 2-minute video about abused puppies. Afterward, the researcher randomly assigns participants to 1 of 3 rooms. One room contains the smell of fresh-baked cookies, one room contains the smell of burnt cookies, and one room has no particular smell. While in their assigned room, participants complete a measure of mood to assess levels of happiness.

Question 2.22

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4
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Identifying Variables

A researcher is interested in the influence of smell on mood—in particular, if certain smells can change a person’s sad mood. To induce sadness, the researcher asks all participants to watch a 2-minute video about abused puppies. Afterward, the researcher randomly assigns participants to 1 of 3 rooms. One room contains the smell of fresh-baked cookies, one room contains the smell of burnt cookies, and one room has no particular smell. While in their assigned room, participants complete a measure of mood to assess levels of happiness.

Question 2.23

EFgL2J0er77J320mBCWInhbQ6ZGSaomxJFjTf52uRRVVt/am/LAHuSpswfaz8ihUnKZoEAJ5kYgOZmqJVWBoHmGHn3Ydo9C3RfwO3MOgL64kKazWBwzPdDsFd/4u/fPEbL1KSJof+WmL+PkdTfas/ZcMYN6yrWE6SRZM7U4xHA1icHTPi7txu1X3PHOBKfJM32fb0+r8toQwtmJ96baShi8i7IGHV5obmHkXfA2To6eAj+FhDlB4BM3rqjB8WR6t23M5sPBhbfCL31r8rwQMtpaGAmsPtRjodegscSxxI3NR7suppZ05MnRJVCvnjRWxNIpvzTyAdQNVz1HtfyhZAXpxozv2XuuQnNXW8IWgCEN63jZMhd8Q9C5fxXL6HksRRx+29NwtO8/iVNp/bgfr5WMfo0KtXCXWjsVH1TYcTsqOV8iXWAghUXdGkcSO5UU5ADifubrGJZ6EiBftgoP1hfwmVqAnXLVRCis/7zD/VpEZQ8YXVdjbE8D9ju/Whu4eOgn6Jw==
3
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Identifying the Hypothesis

A researcher is interested in the influence of smell on mood—in particular, if certain smells can change a person’s sad mood. To induce sadness, the researcher asks all participants to watch a 2-minute video about abused puppies. Afterward, the researcher randomly assigns participants to 1 of 3 rooms. One room contains the smell of fresh-baked cookies, one room contains the smell of burnt cookies, and one room has no particular smell. While in their assigned room, participants complete a measure of mood to assess levels of happiness.

Question 2.24

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
3
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Take Home Message

Your practice identifying the types of designs, variables, and hypotheses presented in 4 diverse research scenarios is complete. Now, as you begin to ponder and ask your own research questions, you will be prepared to answer them through the development and identification of key study elements.

Congratulations! You have successfully completed this activity.