Chapter 2. Determining Key Study Elements
Introduction
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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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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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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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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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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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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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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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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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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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
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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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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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 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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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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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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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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 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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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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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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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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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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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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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
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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
N20YJ7Xi1TnkGPjIakRddo+RsoBZAQiMhKYX0uONUFLsiDrtNrpEz2+E02F0qxLhUgEYCF+4/P2bW2FgdOnU/BQWblRyOkiBFh3s8m4UfqGSC673KCE4iA5J9ykmcwcEouf9+kNQLkJFJwHclkltUq1GkawQFpXjBCvyrV9KincSQohvY5js8O1CMDsOq9wPk0DlJaK67/sYCENcCxziYhLMEfLPvRU5xx9mmWJ3QIC0o5A1qwb9a/+Qj0Oex8hfeyq4pwjjinRZBQVdZDf1QXaKHyFHFP2b/zsROK2NPiEormNxcxu5V/xqLprRM5Otv6lJKIG220ID4aReXdks2rgVV1leyke6q88tY6BhpH18bCag0dvw+TjUoIRHbvyImN8S1Rd3LTEgusTar6NBLm6pMZ6tbekYFFirMgqHvqPwoPX1d2OIowOtzLlaQe3nSOT/tl/XZilK2/QSDecoOj/kw123lUE8Hcr/LkHdSMICWoWKqXdBgdueemioJp74Cgqkoo6074Pw9dZYM9hxOOybCKP3Mgr73rfODBP8InHyUGkNtLDWH00CX+ibJA4mwZqFpPUmMx9giRLcJcXExjHsJlExYOapEv6JAdkINI4QnDJWMaNccygR+nm7UiY81TIE4ua7ZX80pEyPt6i8lTCNSFHlvNbhIEdncHMjC+wMMnw8QILgxn74gBIfjJCwDt0iTnu8iw7VbG7vpzuYwR7Ltl5zZp671Lg0J/YDh+Y1KNxuYywlqFnxwDsLmZZ9arZLQ7uS0JCznJvirSYuYX6+Px1ptICIhjblZgAclg2SWj+LPlyyg83sNkFUChjNg/K6h3XC5xKCwE54JqFb0Tcx4E/VywWVIVyZMJczcg36kKwDU9DhKvx55CPlrCRbDsBwMwO9Ppf/VE5WmnLV12mkDGg=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.
