Factorial research designs are experiments that involve factorial combinations of independent variables. Factorial combinations involve pairing each level of one independent variable with each level of a second independent variable. Factorial combinations make it possible to determine the effect of each independent variable alone (main effect) and the effect of the independent variables in combination (interaction effect). The simplest possible experiment involves one independent variable manipulated at two levels. Similarly, the simplest possible factorial design involves two independent variables, each with two levels. Factorial designs are identified by specifying the number of levels of each of the independent variables in the experiment. A 2 x 2 design, than, identifies the most basic factorial design in research. Regardless of the number of independent variables, the number of conditions in a factorial design can be determined by multiplying the number of levels of the independent variables. Factorial designs can also be extended beyond the 2 x 2 design in one of two ways. Experimenters can add levels as the 3 x 2, the 3 x 3, the 4 x 2, the 4 x 3, and so on. Experimenters can also build on the 2 x 2 design by increasing the number of independent variables in the same experiment. The number of levels of each variable can range from a 2 to some unspecified upper limit. The addition of a third or fourth independent variable yields designs such as the 2 x 2 x 2, the 3 x 3 x 3, the 2 x 2 x 4, the 2 x 3 x 3 x 2, and so on (CITE).
Kaiser, Vick, & Major (2006) conducted a factorial experiment using the emotional Stroop task to investigate whether women with an expectation of being stigmatized through sexism would demon...
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... word-type variable. The main effect of word type was statistically significant. Kaiser et al. found that, overall; women attended more to the social-identity threatening cues than to both the illness-threatening cues and the nonthreatening cues. There was no difference, however, between the latter two conditions. These findings indicated that when consciously aware of the word types, women paid greater attention to words indicating a threat to their social identity. Kaiser et al. also tested for the main effect of the social-identity variable by averaging across the word-type variable, the means for the identity-threat condition and the identity-safety condition. Kaiser et al. found that the main effect of the social-identity variable was not statistically significant, indicating that response times were similar for women in the threat and safety condition.
Prentice, D. A. and Carranza, E. (2002), What Women and Men Should Be, Shouldn’t Be, Are Allowed to Be, and Don’t Have to Be: The Contents of Prescriptive Gender Stereotypes. Psychology of Women Quarterly, 26: 269–281.
Society stereotypes women in almost all social situations, including in the family, media, and the workplace. Women are often regarded as being in, “Second place” behind men. However, these stereotypes are not typically met by the modern day woman....
- Women and men present with different symptoms patterns, such as the criterion of identity disturbance, which tends to be significantly more common among women.
The better educated you are, the better off you are socially, and economically. Having a degree is, in general, a good indicator of your level of education. To get it some students study very hard. Others, on the contrary, prefer to take some shortcuts that seem to be easier for them. Those, not so much interested in acquiring a solid education, simply want to plagiarize to pass their classes, to get that degree. Plagiarism spreads out through any level of our education system. It even extends beyond that limit to reach almost any aspect of our society. With the internet revolution, this problem becomes more acute. “The web has provided global access to an unfathomable cornucopia of term papers, essays, and other scholarly works, right there out in the open for purchase or outright theft” (Simonson, Smaldino, & Zvacek, 2015, p. 160). This paper will discuss the different types of plagiarism. Before getting deeper into that discussion, we will start by explaining the word plagiarism.
New York Times journalist, Trip Gabriel, puts into perspective students ability to use their creativity throughout their academic career in “Plagiarism Lines Blur for Students in Digital Age.” This article discusses issues of plagiarism in the digital age, especially through college students. There are different perspectives from various people either attending college or professors that argue why plagiarism occurs. Whether it’s because of laziness, unpreparedness going into college, originality, or authorship not taken into consideration. Overall, this article infers the different standpoints of plagiarism, demonstrating the ease the digital age gives students to plagiarize, and the importance
...own its scholars. Plagiarism has become so widespread and tolerated, that it is almost too much work to eradicate. The result is sending a message to students that plagiarism is an issue of cleverness (who can avoid being caught) rather than morality. For this, I am saddened that higher standards of thought and morality are not enforced for the good of the scholar and society.
Plagiarism is a severe problem because it has since become an epidemic and is being practiced at an alarmingly increasing rate. It has become widely accepted among students at many colleges and universities across the United States. It has gotten to the point that many students don’t even consider it cheating. This fact alone makes it even more serious and harder to control. It is now common practice to obtain someone else’s writing and turn it in as an original work. It is not difficult to purchase a pre-written paper or hire another individual to write a paper. Students are willing to pay whatever the cost so that they don’t have to do the work themselves. In fact, paper-selling services such as this have become quite a lucrative business. With the age of technology quickly advancing it has become all the more easily to plagiarize.
Numerous research and investigations were conducted on the topic of stereotype threat. In the articles connected to this paper, experiments were performed to see how stereotype threat affected test results. During tests some participants were exposed to variables that activated a negative stereotype while others were not. Those exposed to the negative stereotype had lower results. Therefore stereotype threat resulted in weaker performance. It is proven the threat exists but so...
Twenge, Jean M. "Attitudes Toward Women, 1970-1996: A Meta-Analysis." Psychology of Women Quarterly 21 (1999): 35-51. Print.
An infectious, virulent plague is ravaging the landscape of academia. It consumes young and old, male and female. The doctors won’t touch it for fear of ineffective results do to the rampant spread of “everyone has done it.” Plagiarism, as defined by the Austin Peay Woodard Library (2004), is “the act of using someone else's words, sentences, or ideas and passing them off as your own without giving credit by citing the original source.” While plagiarism isn’t actually a disease, its spread has been nothing short of pandemic. An infographic found at Schools.com lays out a telling revelation that over 75% of students admit to some form of plagiarism in their academic career. (Lynch, 2011) On the surface, it would appear that we may never find the cure to plagiarism, especially with the rise of universal access to information on the Internet. It is my position that this simply isn’t true; a prescription exists to eradicate the virus of plagiarism: 1) educate students early and often about the dangers of plagiarism; 2) identify and utilize a set of tools that aid the student in avoiding accidental plagiarism; and 3) encourage and reward students who strive for academic honesty.
Stereotypes are an extra thing that people worry about. In a study, researchers tried to find a way to see if stereotypes put a burden on people and their actions. In the experiment men and women were given a math test, half of the group were told that the test was gender biased. That means that the participants were told that men would do better than the women because women are not good in math. While the other half of the group were told that the test was gender fair. For the half that were told that the test is gender biased, the results revealed the favoring men in gender differences. While for the other half that were told that the test is gender fair, the results told that there were no gender difference. This experiment was conducted in 1998 by Steven J. Spencer, Claude M. Steele and Diane M. Quinn. (Spencer, 1998). This type of issue is called stereotype threat, which affects how one might perform because of the stereotype towards that person.
According to the article “Is Student Plagiarism Increasing”, students still understand that plagiarism is wrong, they say; they are just lazy and choose to plagiarize because they believe they can get away with it.” (“Is Student Plagiarism Increasing?”). Schools can implement harsher punishments for cheating, they can embarrass the cheater by publishing their name or even worse, they can expel them from school but even with those potential consequences, students are still cheating because they are getting away with it. Even with tools used now to catch plagiarism, no program is fool proof. If more than 50% of students admit to cheating but very few get caught, it’s impossible to completely stop students from cheating. While there may be many ways to curb cheating in some students who are mature and focused on their educations and learning the course material, these same methods may not work on a cheater. There is no way to stop a student who cheats, gets away with it and continues to see nothing but success in their education and potentially their
Evaluated more thoroughly, these statistics show not only a problem with student plagiarizing, but also an underlying problem of the failure to recognize it as a severe threat to the future development of today’s society. In order for society to continue to grow and prosper in technology, educators and employers alike must realize that plagiarism is indeed a genuine concern and as a result, must be dealt with in a more severe matter to encourage individualism. Often the threat of a failed grade or expulsion from a university is not enough to deter students from cheating if known instances have not been appropriately dealt with in the past. If the problem is to be mended, educators must make examples of students who plagiarize written material, so we can discontinue the trend that seems to be irresistible to today’s society.
Andrew N. Christopher and Mark R. Wojda. (2007). Social Dominance Orientation, Right-Wing Authoritarianism, Sexism, and Prejudice Toward Women in the Workforce. Psychology of Women Quarterly 2008 32: 65.
Even with the large evidential rise in academic dishonesty, cheating, and plagiarism, there is still hope to flip this statistic. Students who are surrounded by the right influences, and motivated by teacher...