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REPEATED MEASURES Lab 6 Lab 6 ¨ We associate colors with feelings, emotions, experiences ¤ Examples? ¤ Among other things, we associate the color red with love, passion, romance Elliot & Niesta (2008) ¨ One group viewed a picture of a woman in red (or in front of a red background) ¨ A different group viewed a picture of the woman in another color shirt (or in front of a non-red background) ¤ The group that saw the ”red” woman rated her attractiveness higher than the group that saw the “non- red” woman n Men were unaware of this favoritism towards red n Women did not show a clear preference for women paired with red Lab 6 ¨ In our experiment… ¤ Every participant in our sample: n Viewed an image of a woman in red shirt or white shirt n Rated general attractiveness, facial attractiveness, prettiness n Viewed an image of same woman in red shirt or white shirt (whatever you didn’t see in the first image) n Rated general attractiveness, facial attractiveness, prettiness Lab 6 ¨ Our study… ¤ Do people find women wearing red more appealing than women wearing an achromatic color? ¤ IV? n Shirt color ¤ DV? (3 of them) n General Attractiveness n Facial attractiveness n Prettiness Lab 6 ¨ Our study… ¤ Hypotheses n Red shirt rated as more attractive than white shirt n Attractiveness n H1: µ red > µ white n H0: µ red ≤ µ white Lab 6 ¨ Our study… ¤ What kind of experimental design is this? n Repeated measures design ¤ How many levels of our IV? n 2: red shirt vs. white shirt ¤ How did we counterbalance level of our IV? n Incomplete: all possible orders n Some saw red shirt first; others saw white shirt first ¤ What statistic? n Paired samples t-test or repeated measures ANOVA Lab 6 ¨ Title Page ¨ Abstract ¨ Introduction ¨ Method ¨ Results ¨ Discussion ¨ References ¨ Figures/Tables Lab 6 ¨ Abstract ¤ Right after title page ¤ Labeled Abstract, centered ¤ Short summary of the study (150-300 words) n Introduce the research question n Hypothesis n Briefly describe how it was tested n Be sure to mention either repeated measures or within-subjects design n Summarize the results (without actual statistics) n Plain-English summary of the take-home point of the study Lab 6 Results: Step-by-step ¨ Write down the question you are trying to answer with your analysis ¨ Write down the analysis you are going to do, including the variables you are including. ¨ Write the result of the analysis ¤ INCLUDE MEANS and STANDARD DEVIATIONS for each level, for each DV n “The red shirt photo was rated as more attractive (M = ____, SD = _____) than the white shirt photo (M = ____, SD _____).” n “A paired-samples t-test confirmed that this difference was significant, t(__) = ___, p = ___. n DO THIS FOR ALL THREE DVs! Lab 6 Results: Step-by-step ¨ Write down the question you are trying to answer with your analysis ¨ Write down the analysis you are going to do, including the variables you are including..
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1.1Arguments, Premises, and Conclusions How Logical Are You? · After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion? Answer The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments. Logic may be defined as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own. Among the benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own. An argument, in its simplest form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). Every argument may be placed in either of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad arguments. The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad. As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements: Chocolate truffles are loaded with calories. Melatonin helps relieve jet lag. Political can.
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1.1Arguments, Premises, and Conclusions How Logical Are You? · After a momentary absence, you return to your table in the library only to find your smartphone is missing. It was there just minutes earlier. You suspect the student sitting next to you took it. After all, she has a guilty look. Also, there is a bulge in her backpack about the size of your phone, and one of the pouches has a loose strap. Then you hear a “ring” come from the backpack—and it’s the same ringtone that you use on your phone. Which of these pieces of evidence best supports your suspicion? Answer The best evidence is undoubtedly the “ring” you hear coming from her backpack, which is the same ringtone as the one on your phone. The weakest evidence is probably the “guilty look.” After all, what, exactly, is a guilty look? The bulge in the backpack and the loose strap are of medium value. The loose strap supports the hypothesis that something was quickly inserted into the backpack. In this section of the chapter you will learn that evidentiary statements form the premises of arguments. Logic may be defined as the organized body of knowledge, or science, that evaluates arguments. All of us encounter arguments in our day-to-day experience. We read them in books and newspapers, hear them on television, and formulate them when communicating with friends and associates. The aim of logic is to develop a system of methods and principles that we may use as criteria for evaluating the arguments of others and as guides in constructing arguments of our own. Among the benefits to be expected from the study of logic is an increase in confidence that we are making sense when we criticize the arguments of others and when we advance arguments of our own. An argument, in its simplest form, is a group of statements, one or more of which (the premises) are claimed to provide support for, or reasons to believe, one of the others (the conclusion). Every argument may be placed in either of two basic groups: those in which the premises really do support the conclusion and those in which they do not, even though they are claimed to. The former are said to be good arguments (at least to that extent), the latter bad arguments. The purpose of logic, as the science that evaluates arguments, is thus to develop methods and techniques that allow us to distinguish good arguments from bad. As is apparent from the given definition, the term argument has a very specific meaning in logic. It does not mean, for example, a mere verbal fight, as one might have with one’s parent, spouse, or friend. Let us examine the features of this definition in greater detail. First of all, an argument is a group of statements. A statement is a sentence that is either true or false—in other words, typically a declarative sentence or a sentence component that could stand as a declarative sentence. The following sentences are statements: Chocolate truffles are loaded with calories. Melatonin helps relieve jet lag. Political can ...
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Arguments A. Arguments are found in many texts and media and it is important to be able to recognize, formulate, and evaluate arguments. Doing well in this class will depend upon whether you can acquire and improve these three skills. We will be concentrating on the arguments found in the philosophy texts we are reading this semester, but this skill is something you should carry with you through the rest of your college career and beyond. Recognizing an argument is the first step in the process. An argument is where a claim is stated and it is supported by evidence. The claim is the conclusion of the argument and the evidence is known as the premises. In an argument, the conclusion follows from the premises, or, more specifically, the premises connect together in such a way that one can draw an inference from them, i.e., the conclusion. But recognition of argument is not sufficient. One must also be able to formulate the argument. This involves listing the premises as well as unstated assumptions so one can see more clearly how the conclusion follows from the premises. This task will at first seem tedious and frustrating, but like anything else, the more you practice, the better you will get. Hopefully, you find this exercise beneficial and enlightening. Here are some sample arguments: 1) All men are mortal. Socrates is a man. Socrates is mortal. 2) If there is snow on the ground, it must be cold. There is snow on the ground. It must be cold. 3) Animals are either vertebrates or invertebrates. Walruses, an animal, are not invertebrates. Walruses are vertebrates. 4) It rained almost every day in April for the last three years. April is a rainy month. B. Not all texts will contain arguments. Some passages will just contain a description, explanation, or dialogue. Here are some examples. 1) Tuesday is the second day of the week. 2) If you do not exercise, you will not be healthy. 3) There are many students who attend state universities. Some explanation for this is that state universities are affordable and offer a variety of disciplines to study. 4) Parent: “You have not cleaned up your room this week.” Child: “Yes I have.” Parent: “No, I am afraid your room is still messy.” Child: “But I have.” Parent: “No you haven’t, at least not according to me.” Child: “Well, according to me, I have.” This last example may seem like an argument because we call it an argument. But this is using the word equivocally, that is using the same word to signify two different things. Example 4 is a disagreement, which does not always constitute an argument. There are no premises to support any claims being made in this example. Further, one should recognize that Example 2 is only a conditional claim and not an argument. A conditional claim is composed of an antecedent and a consequence. One must also affirm the antec.
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Explanations / 6.1 Qualities of Explanations Questions: 0 of 3 complete (0%) | 0 of 2 correct (0%) Qualities of Explanations An explanation is a statement that provides a reason for why or how something became the way it is. Arguments present a conclusion that's presumably new to you and then support this conclusion with evidence that you're likely to believe. Explanations work the other way around: they start with a conclusion that you likely believe (e.g., the sky is blue) and then offer an explanation for why that is so (e.g., because God is a UNC fan). We will be looking specifically at causal explanations—that is, explanations in which you suggest that a particular physical or behavioral phenomenon is the result of another event. Situation Explanation Traffic on a Saturday There must be a football game today. Most explanations start as theories. It can be challenging to fight the human impulse to pick the first theory that comes to mind and stop there, but what are the odds that the first thing you conceive of is in fact the best possible explanation? Situation Explanation Traffic on a Saturday Perhaps there's a concert today? Maybe an art festival? Or possibly an accident up ahead? With a little imagination, you can come up with a seemingly unlimited number of theories, but at some point you've likely exhausted all the plausible explanations. Situation Explanation Traffic on a Saturday Perhaps a new IKEA has been built without my hearing anything about it, and all these people are headed to the grand opening. As with all critical thinking, you'll need some judgment here. Discard the implausible theories (at least initially) and give fair consideration to all the reasonable ones: · State your theory clearly (make a hypothesis). · Consider possible alternatives. · Look at the evidence. · Evaluate the theory. Sometimes the facts make the explanation quite clear: I can see a train moving through an intersection several hundred yards ahead. That explains why traffic isn't moving. Other times, you'll need to employ inductive reasoning to establish the most likely cause: I can't see the tracks from here, but I drive through here every Saturday morning and usually a train was responsible for traffic being stalled. So it's probably a train. We are presented with many such explanations on a daily basis. Why is this webpage not loading?Why are sales down for last quarter?Why is my spouse not speaking to me? As you consider potential explanations, keep the following standards in mind. Consistency First, is it internally consistent or does it contradict itself? Second, is it externally consistent? Could this explanation effectively and fully account for whatever it's supposed to explain? A good theory should be compatible with what we already know about how the world works. This is a problem with many paranormal theories—they go against accepted scientific fact. If the theory contradicts established knowledge, the burden of proof is on the new t ...
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Faulty Arguments, Logical Fallacies and Poor Reasoning Faulty ArgumentsThis PowerPoint contains some of the common errors people make in reasoning. If you listen, you will hear many of these fallacies in everyday conversation.The “natural” cure and herbal medicine literature is rife with glaring examples of poor argumentation.Study these generic examples and you will be able to spot them in the assigned articles with ease. Poor Logic Emotional AppealThis is an attempt to sway the listener by getting him emotionally involved. Emotions shut down reason!Sick or scared people are especially vulnerable. Ad Hominem/ Personal AttackArguments of this kind focus on the character of the person advancing it; they seek to discredit positions by discrediting those who hold them. They attack the arguers rather than the arguments.Politicians are often subjected to ad hominem attacks Bandwagon/ Ad PopulumThe difference between the two is that the bandwagon fallacy places an emphasis on current fads and trends, whereas the ad populum suggests that an idea must be true simply because it is widely held. Appeal to AuthorityFor example, an appeal to authority argument seeks to persuade by citing what someone else, a perceived authority, thinks on the subject, as if that resolves the question. The degree of support that such an appeal lends to a claim varies depending on the particular authority in question, the relevance of their expertise to the claim, and other factors, but in all cases is limited. Appeal to AuthorityAn appeal to authority argument seeks to persuade by citing what someone else, a perceived authority, thinks on the subject, as if that resolves the question. Celebrity endorsements sell products.Even worse, celebrity endorsements of political figures win votes. Yikes! Faulty StatisticsMisunderstanding or misusing statistics to shore up a weak argument.Example: “We must fund our schools better! Half our children are below average on their math tests!”People pull bogus statistics out of thin air to sound impressive. Research by ExegesisResearch by exegesis is using a book as an infallible reference source.Usually it refers to the supposedly infallible Bible, but not always.People cite Bible verses to convince people that being gay is wrong. Either/Or & Slippery SlopeSlippery slope arguments falsely assume that one thing must lead to another. They begin by suggesting that if we do one thing then that will lead to another, and before we know it we’ll be doing something that we don’t want to do.They conclude that we therefore shouldn’t do the first thing. The problem with these arguments is that it is possible to do the first thing that they mention without going on to do the other things; restraint is possible. Slippery Slope Example“If you go out with that kind of guy, you will get pregnant and end up dropping out of college.”Either you stay in school or you won’t get a good job. Red HerringThe red herring ...
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