DATA ANALYSIS AND APPLICATION XXXXXXXXXX1
DATA ANALYSIS AND APPLICATION XXXXXXXXXX5
Data Analysis and Application
Ronald Sandridge
Alex Yu
Capella University
Data Analysis and Application (DAA) Template
XXXXXXXXXXA two way ANOVA accounts for two factors being investigated concu
ently. In a two-way ANOVA a hypothesis tests where in the classification of data is based on two factors (Warner, XXXXXXXXXXFor this paper, a data analysis and application for a two-way ANOVA is utilized to show the comparison of participants diagnosed with Autism Spectrum Disorder (ASD) and atypical individuals identifying facial, mental state of the opposite person.
Section 1: Data File Description
According to Eday et al (2016), we are better at interpreting the movements of others who move similarly to us, and people with Autism Spectrum Disorder (ASD) move in a quantifiably different way than the general population. As a result, "social impairments" displayed by people with ASD may reflect a failure by typical people to infer the co
ect mental states from those with ASD's movements, at least in part. Individuals with ASD and typical adults were asked to manually direct two triangles to create animations depicting mental state interactions in order to test this theory the animation of the study were n=22 Typical n=24.
Section 2: Testing Assumptions
Two animations above and two animations below the mean jerk value for that category (e.g., autism) and target mental state (e.g., mocking), all within one standard deviation of the mean, and two animations more than one standard deviation from the mean (one above and one below the mean) using Auitsm group n=22 Typical n=24. This ANOVA uses 2 x 2 v
1) Articulate the assumptions of the statistical test.
2) Paste SPSS output that tests those assumptions and interpret them. Properly embed SPSS output where appropriate. Do not string all output together at the beginning of the section. In other words, interpretations of figures and tables should be near (i.e., immediately above or below) where the output appears. Format figures and tables per APA (6th edition) style and formatting rules. Refer to the following examples on the next page.
Figure 1. Scatter plot of IQ scores and ADDSC scores taken from a Howell XXXXXXXXXXdata set.
Figure 1 above shows the negative linear relationship between…
Table 1 below shows the interco
elations, means, and standard deviations of…
Table 1
Interco
elations, Means, and Standard Deviations for Scores on IQ, ADDSC, and GPA
______________________________________________________________________________
Measure XXXXXXXXXX1 XXXXXXXXXX2 XXXXXXXXXX3 XXXXXXXXXXM XXXXXXXXXXSD
______________________________________________________________________________
1. IQ -- XXXXXXXXXX100.2 XXXXXXXXXX12.99
2. ADDSC XXXXXXXXXX** -- XXXXXXXXXX52.6 XXXXXXXXXX12.42
3. GPA XXXXXXXXXX50** XXXXXXXXXX** -- XXXXXXXXXX2.46 XXXXXXXXXX86
______________________________________________________________________________
Note. Interco
elations taken from a Howell XXXXXXXXXXdata set (N = 88). **p < .01.
3) Summarize whether or not the assumptions are met. If assumptions are not met, discuss how to ameliorate violations of the assumptions.
Research Question, Hypotheses, and Alpha Level [one paragraph]
1) Articulate a research question (or questions) relevant to the statistical test.
2) Articulate the null hypothesis and alternative hypothesis for the research question(s).
3) Specify the alpha level.
Interpretation [multiple paragraphs]
1) Paste SPSS output for an inferential statistic and report it. Properly embed SPSS output where appropriate. Do not string all output together at the beginning of the section. In other words, interpretations of figures and tables should be near (i.e., immediately above or below) where the output appears. Format figures and tables per APA formatting rules.
2) Report the test statistics. Refer to Warner (2013) “Results” examples at the end of the appropriate chapter for guidance.
3) Interpret statistical results against the null hypothesis.
Conclusion [two paragraphs]
1) Provide a
ief summary (i.e., one paragraph) of the DAA conclusions.
2) Analyze strengths and limitations of the statistical test.
References
Howell, D. C XXXXXXXXXXFundamental statistics for the behavioral sciences. (7th ed.). Belmont, CA: Wadsworth.
Edey, R., Cook, J., Brewer, R., Johnson, M. H., Bird, G., & Press, C XXXXXXXXXXInteraction takes two: Typical adults exhibit mind-blindness towards those with autism spectrum disorder. Journal of Abnormal Psychology, 125(7), 879–885. https:
doi.org/10.1037/abn XXXXXXXXXXsupp (Supplemental)
BRIEF REPORT
Interaction Takes Two: Typical Adults Exhibit Mind-Blindness Towards
Those With Autism Spectrum Disorde
Rosanna Edey
Birkbeck, University of London
Jennifer Cook
University of Birmingham
Rebecca Brewe
King’s College London
Mark H. Johnson
Birkbeck, University of London
Geoffrey Bird
King’s College London and University College London
Clare Press
Birkbeck, University of London
Recent work suggests that we are better at interpreting the movements of others who move like us, and
that individuals with Autism Spectrum Disorder (ASD) move in a quantifiably different way from typical
individuals. Therefore, “social impairments” exhibited by individuals with ASD may, at least in part,
epresent a failure by typical individuals to infer the co
ect mental states from the movements of those
with ASD. To examine this possibility, individuals with ASD and typical adults manually directed 2
triangles to generate animations depicting mental state interactions. Kinematic analysis of the generated
animations demonstrated that the participants with ASD moved atypically, specifically with increased
jerk compared to the typical participants. In confirmation of our primary hypothesis, typical individuals
were better able to identify the mental state portrayed in the animations produced by typical, relative to
autistic, individuals. The participants with ASD did not show this “same group” advantage, demonstrat-
ing comparable performance for the 2 sets of animations. These findings have significant implications fo
clinical assessment and intervention in ASD, and potentially other populations with atypical movement.
General Scientific Summary
Much research has suggested that people with autism struggle to read the mental states of others
(without autism), but previous work has not investigated how well typical individuals recognize
autistic mental states. Our novel design examines understanding of individuals both with and without
autism by individuals with and without such a diagnosis. Our study suggests that communicative
problems exhibited by individuals with autism may, in part, reflect a failure by typical individuals to
infer the mental states of those with autism.
Keywords: Autism Spectrum Disorder, expertise, action perception, theory of mind
Supplemental materials: http:
dx.doi.org/10.1037/abn XXXXXXXXXXsupp
Medical professionals, such as general practitioners and mental
health specialists, are frequently required to judge the emotional
and mental states of their patients. They will likely make these
judgments on the basis of several cues, including the patient’s
ve
al report, facial expressions, postures, and importantly, the
way that the patient moves. The kinematics of our movements
This article was published Online First September 1, 2016.
Rosanna Edey, Department of Psychological Sciences, Birkbeck, Uni-
versity of London; Jennifer Cook, School of Psychology, University of
Birmingham; Rebecca Brewer, MRC Social, Genetic, and Developmental
Psychiatry Centre and Institute of Psychiatry, Psychology, & Neurosci-
ence, King’s College London; Mark H. Johnson, Department of Psycho-
logical Sciences, Birkbeck, University of London; Geoffrey Bird, MRC
Social, Genetic, and Developmental Psychiatry Centre and Institute of
Psychiatry, Psychology, & Neuroscience, King’s College London, and
Institute of Cognitive Neuroscience, University College London; Clare
Press, Department of Psychological Sciences, Birkbeck, University of
London.
We are grateful to Meredith Leston and Lia Antico for help with testing,
and Alex Chamberlain for assistance in video editing.
Co
espondence concerning this article should be addressed to Clare
Press, Department of Psychological Sciences, Birkbeck, University of
London, Malet Street, London, WC1E 7HX. E-mail: c.press@
k
.ac.uk
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