Interactive Example Set 4

• Learning Principle governing questions

– Each slide has questions that allow you to assess your own
understanding of the SPSS output and the principles of the course
– The idea is to attempt them yourself to assess your understanding and
identify areas of the course where you may need to revise
– The answers are there if you are still stuck
• Answers
– The answers can be found in the “notes” section of the PowerPoint slide
– If you are viewing this on PDF and do not have PowerPoint, you can obtain a PowerPoint viewer by typing PowerPoint
viewer into Google or going to:
– http://www.microsoft.com/downloads/details.aspx?FamilyId=428D5727-43AB-4F24-90B7-A94784AF71A4&displaylang=en

– If viewing in PDF, it is best to cover the answers with a sheet of

paper and only check if you can not do them yourself
– Coverage
– These questions do not cover everything you need to know
– Corrections?
– Of course, I’d love all the answers to be perfect first time, but if you spot what looks like an
error, send me an email: jkanglim@unimelb.edu.au
 Interactive Example Additional Practice Material:
Skill Acquisition Data Set
• Motivation for research
– Understand relationship between abilities, prior skills and other individual
differences with learning a relatively simple psychomotor task
• Sample
– Around 116 participants (but varies because not all participants did all tests)
– mix of 1st year psychology students and friends and family of researchers
• Measures & Design
– Demographic Information (age, gender)
– Background Questionnaire (need for breaks; keyboard experience, etc.)
– Self-report questionnaire on knowledge of text-editing
– Initial motivation Questionnaire
– Multiple choice test of knowledge of text editing
– Typing test
– Battery of nine ability tests
• General cognitive; perceptual speed and reaction time
– Perceptions of ability tests and task motivation questionnaire
– 54 trials (on a text editing task (time to complete each trial; strategies used)
– Retrospective perception of experiment Questionnaire
For further info, see: Anglim, J., Langan-Fox, J., & Mahdavi, N. (2005). Modeling the Relationship between Strategies, Abilities
and Skilled Performance. CogSci 2005, 27th Annual Meeting of the Cognitive Science Society, July 21-23 Stresa, Italy
web ref: www.psych.unito.it/csc/cogsci05/frame/poster/3/p465-anglim.pdf
 Example 4.1

• Research Question
• A series of 11 questions were answered at the end of
the experiment after the completion of the text editing
task.
• Could they be grouped into a smaller set of
meaningful constructs?

1. Which statistical procedure could we use?

 4.1 Descriptive Statistics
Descriptive Statistics

Mean Std. Deviation Analys is N

Q1) During the task I often s et a specific goal for myself 4.5526 1.83425 114
Q2) I always focused my attention on the text-editing task 4.6316 1.69989 114
Q3) I often worried about not being able to reach my bes t pos s ible
4.4649 1.70984 114
s core
Q4) I often forgot about trying to reach my bes t pos s ible score 3.1491 1.57543 114
Q5) I wondered about how my performance compared with others 4.7105 1.84210 114
Q6) I cons tantly focus ed on trying to do my best 5.2982 1.51061 114
Q7) I often daydreamed while doing the tas k 2.8772 1.62470 114
Q8) I often let my mind wander while doing the tas k 2.9825 1.64550 114
Q9) How difficult was this task? (High=Extremely Difficult) 3.4211 1.49272 114
Q10) How much of your attention was required to perform this
5.1930 1.28901 114
task? (High = A great deal of attention)
Q11) How pres s ured did you feel while performing this tas k?
4.1930 1.63413 114
(High=Extremely Pres s ured)

• Here we see all the 11 items. They were all asked on a 1 to 7 scale.
• For items 1 to 8, 7 represented strongly agree; 1 strongly disagree.
• For items 9 to 11, the high score is shown
1. Looking at items 1 to 8, which two variables have the lowest means and
what does this suggests?
2. Looking at items 1 to 8, which two variables have the highest means and
what does this suggest?
 4.1 Communalities
• I Extracted 3 components Communalities

Initial Extraction
Q1) During the tas k I often s et a s pecific goal for mys elf 1.000 .730
Q2) I always focus ed my attention on the text-editing tas k 1.000 .594
Q3) I often worried about not being able to reach my best poss ible
1.000 .634
s core
Q4) I often forgot about trying to reach my bes t poss ible s core 1.000 .548
Q5) I wondered about how my performance compared with others 1.000 .453
Q6) I cons tantly focus ed on trying to do my bes t 1.000 .732
Q7) I often daydreamed while doing the tas k 1.000 .834
Q8) I often let my mind wander while doing the task 1.000 .852
Q9) How difficult was this tas k? (High=Extremely Difficult) 1.000 .649
Q10) How much of your attention was required to perform this task?
1.000 .620
(High = A great deal of attention)
Q11) How press ured did you feel while performing this task?
1.000 .571
(High=Extremely Press ured)
Extraction Method: Principal Component Analys is .
1. What is the interpretation of the numbers in the extracted column?
2. Which variable/s have less than half their variance explained by the extracted
components?
3. How much variance in Q1 was explained by the three components?
4. Looking at the content of the items, which items might you expect to group
together?
 How many factors to extract?
Total Variance Explained

Initial Eigenvalues Extraction Sums of Squared Loadings Rotation

Component Total % of Variance Cumulative % Total % of Variance Cumulative % Sums
Totalof
1 3.783 34.387 34.387 3.783 34.387 34.387 Squared
3.184a
Loadings
2 1.812 16.474 50.862 1.812 16.474 50.862 3.029
3 1.625 14.768 65.630 1.625 14.768 65.630 1.834
4 .798 7.253 72.883
5 .618 5.621 78.504
6 .593 5.395 83.898
7 .537 4.882 88.780
8 .451 4.099 92.879
9 .336 3.052 95.931
10 .312 2.835 98.766
11 .136 1.234 100.000
Extraction Method: Principal Component Analys is .
a. When components are correlated, s ums of s quared loadings cannot be added to obtain a total variance.

• Theory? There was no strong theory

1.What does the Eigenvalues over 1 rule suggest?
2.What does the Scree plot suggest?
3.What’s a reasoned Decision about how many components to extract?
 4.1 Variance Explained
Total Variance Explained

Initial Eigenvalues Extraction Sums of Squared Loadings

Component Total % of Variance Cumulative % Total % of Variance Cumulative %
1 3.783 34.387 34.387 3.783 34.387 34.387
2 1.812 16.474 50.862 1.812 16.474 50.862
3 1.625 14.768 65.630 1.625 14.768 65.630
4 .798 7.253 72.883
5 .618 5.621 78.504
6 .593 5.395 83.898
7 .537 4.882 88.780
8 .451 4.099 92.879
9 .336 3.052 95.931
10 .312 2.835 98.766
11 .136 1.234 100.000
Extraction Method: Principal Component Analys is .

1. How much variance was explained by the 3 components?

2. What is the sum of all 11 eigenvalues?
3. What is the sum of the three extracted eigenvalues?
4. What is 65.63% of 11?
5. What is 34.387% of 11?
6. What is 65.63% minus 14.768%?
 4.1 Unrotated Solution
Component Matrixa

Component
1 2 3
Q1) During the task I often s et a specific goal for myself .637 -.182 .540
Q2) I always focused my attention on the text-editing task .735 -.153 .173
Q3) I often worried about not being able to reach my bes t pos s ible s core .625 .288 .400
Q4) I often forgot about trying to reach my bes t pos s ible s core -.728 -.125 -.060
Q5) I wondered about how my performance compared with others .312 .340 .490
Q6) I cons tantly focus ed on trying to do my best .826 -.223 -.009
Q7) I often daydreamed while doing the tas k -.710 .253 .515
Q8) I often let my mind wander while doing the tas k -.620 .193 .656
Q9) How difficult was this task? (High=Extremely Difficult) -.118 .769 -.208
Q10) How much of your attention was required to perform this tas k? (High =
.369 .573 -.395
A great deal of attention)
Q11) How pres s ured did you feel while performing this tas k?
.313 .686 -.054
(High=Extremely Pres s ured)
Extraction Method: Principal Component Analys is.
1. Which
a. variables load highly on component
3 components extracted.
1? Which of them are positive and which are
negative?
2. How would you describe someone who was high on component 1?
3. Which variables load highly on component 2? Which of them are positive and which are
negative?
4. How would you describe someone who was high on component 2?
5. Which variables load highly on component 3? Which of them are positive and which are
negative?
6. How would you describe someone who was high on component 3?
 Total Variance Explained

Initial Eigenvalues Extraction Sums of Squared Loadings Rotation

Sums
Totalof
4.1 Rotations Component
1
2
Total
3.783
1.812
% of Variance Cumulative %
34.387
16.474
34.387
50.862
Total
3.783
1.812
% of Variance Cumulative %
34.387
16.474
34.387
50.862
Squared
3.184a
Loadings
3.029

& Variance 3
4
5
1.625
.798
.618
14.768
7.253
5.621
65.630
72.883
78.504
1.625 14.768 65.630 1.834

Explained 6
7
8
.593
.537
.451
5.395
4.882
4.099
83.898
88.780
92.879
9 .336 3.052 95.931
10 .312 2.835 98.766
11 .136 1.234 100.000
Extraction Method: Principal Component Analys is .
a. When components are correlated, s ums of s quared loadings cannot be added to obtain a total variance.
Total Variance Explained

Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings
Component Total % of Variance Cumulative % Total % of Variance Cumulative % Total % of Variance Cumulative %
1 3.783 34.387 34.387 3.783 34.387 34.387 2.733 24.847 24.847
2 1.812 16.474 50.862 1.812 16.474 50.862 2.652 24.110 48.956
3 1.625 14.768 65.630 1.625 14.768 65.630 1.834 16.674 65.630
4 .798 7.253 72.883
5 .618 5.621 78.504
6 .593 5.395 83.898
7 .537 4.882 88.780
8 .451 4.099 92.879
9 .336 3.052 95.931
10 .312 2.835 98.766
11 .136 1.234 100.000
Extraction Method: Principal Component Analys is .

1. Which table shows the oblique rotation and which shows the orthogonal rotation?
2. What is the sum of eigenvalues for three components prior to rotation?
3. What is the sum of eigenvalues after rotation for the top table?
4. What is the sum of eigenvalues after rotation for the bottom table?
5. Why are the two sums different?
 4.1 Orthogonal (Varimax) Rotation
Rotated Component Matrixa

Component
1 2 3
Q1) During the task I often s et a specific goal for myself .807 -.137 -.245
Q2) I always focused my attention on the text-editing task .628 -.436 -.093
Q3) I often worried about not being able to reach my bes t pos s ible s core .756 -.073 .238
Q4) I often forgot about trying to reach my bes t pos s ible score -.577 .419 -.202
Q5) I wondered about how my performance compared with others .600 .217 .216
Q6) I cons tantly focus ed on trying to do my best .560 -.641 -.091
Q7) I often daydreamed while doing the tas k -.125 .905 -.018
Q8) I often let my mind wander while doing the tas k .030 .917 -.104
Q9) How difficult was this task? (High=Extremely Difficult) -.140 .185 .772
Q10) How much of your attention was required to perform this tas k? (High = A
.057 -.333 .712
great deal of attention)
Q11) How pres s ured did you feel while performing this tas k? (High=Extremely
.265 -.034 .707
Press ured)
Extraction Method: Principal Component Analys is.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 6 iterations.

1. What is the meaning of each of the numbers in this table?

2. What is the meaning, if you square the number in the table?
3. What is .8072 + .1372 + .2452?
4. Going back to the earlier slide what was the extracted communality for Q1?
5. If we don’t look at the communalities table, which three numbers are required from the
above rotated component matrix to determine the communality for Q2?
6. Without looking at the communalities table, what is the communality for Q2?
 Oblique (Promax) Rotation Pattern Matrixa

Component
1 2 3
Q1) During the task I often s et a specific goal for myself .839 .048 -.271
Q2) I always focused my attention on the text-editing tas k .587 -.314 -.116
Q3) I often worried about not being able to reach my bes t poss ible score .789 .093 .214
Q4) I often forgot about trying to reach my bes t poss ible score -.531 .314 -.181
Q5) I wondered about how my performance compared with others .678 .364 .199
Q6) I cons tantly focus ed on trying to do my best .475 -.546 -.113
Q7) I often daydreamed while doing the tas k .042 .929 -.007
Q8) I often let my mind wander while doing the tas k .212 .980 -.099
Q9) How difficult was this task? (High=Extremely Difficult) -.126 .146 .778
Q10) How much of your attention was required to perform this task? (High =
-.014 -.355 .708
A great deal of attention)
Q11) How pres s ured did you feel while performing this tas k?
.265 .009 .699
(High=Extremely Pres s ured)
1. What is
Extraction 2
.839Principal
Method: 2
+ .048 + .271 ?
Component 2Analys is .
Rotation Method: Promax with Kaiser Normalization. Component Correlation Matrix
2. Why is it not
a. Rotation the same as the communality?
converged in 6 iterations .
3. For each of the three components say which variables Component 1 2 3
1 1.000 -.385 .039
load highly and what a person who was high on that 2 -.385 1.000 .004
component would look like? 3 .039 .004 1.000
4. Give a clever one or two word name to each component Extraction Method: Principal Component Analysis .
Rotation Method: Promax with Kaiser Normalization.
that reflects what high scores on the variable represent
5. Using the names you created state which two
components correlated?
6. Does this correlation make sense based on your
understanding of the components?
 Example 4.2
• Research Question
• Now that we have a measure of self-reported Task
Focus, we can use it as a dependent variable to think
about what might predict it. The variable was created
by getting the average score on the items that load on
it.
• Is there an effect of gender and/or age group as
defined by being either over or under 25 years of age
on Task Focus? Do these two variables interact?
1. Describe the three variables in terms of being binary, nominal, ordinal, interval
or ratio?
2. Which statistical procedure could we use?
3. What would be the null hypotheses?
4. What is your expectation?
UNIANOVA
qt_fac1 BY agegroup gender
/METHOD = SSTYPE(3)
/INTERCEPT = INCLUDE
/PLOT = PROFILE( agegroup*gender )
/PRINT = DESCRIPTIVE HOMOGENEITY
4.2 Descriptive Statistics
/CRITERIA = ALPHA(.05)
/DESIGN = agegroup gender agegroup*gender .
Descriptive Statistics

Dependent Variable: QT: Task Focus ed

Age Group Gender Mean Std. Deviation N
1 25 & under 1 male 4.5938 1.18160 16
2 female 4.6354 1.32668 16
Total 4.6146 1.23599 32
2 Over 25 1 male 4.7979 1.32332 16
2 female 4.3750 1.14261 16
Total 4.5865 1.23500 32
Total 1 male 4.6958 1.23842 32
2 female 4.5052 1.22510 32
Total 4.6005 1.22573 64

1. Looking at the graph, which gender was more task focused? Which age group
was more task focused? And does there appear to be an interaction?
2. What is the marginal mean for males? What is the marginal mean for females?
What is the difference between the two?
3. What is the approximate difference between the marginal means for males
and females in terms of one of the standard deviations?
4. Does the difference between the groups seem large?
5. What might be deceptive about the default graph from SPSS?
• Note that I filtered the cases to give equal group sizes. This would not typically be done
in real research but is purely done to make it clearer as a learning tool for you.
 4.2 Homogeneity of Variance
Descriptive Statistics

Dependent Variable: QT: Task Focus ed

Age Group Gender Mean Std. Deviation N
1 25 & under 1 male 4.5938 1.18160 16 Levene's Test of Equality of Error Variancesa
2 female 4.6354 1.32668 16
Total 4.6146 1.23599 32 Dependent Variable: QT: Task Focused
2 Over 25 1 male 4.7979 1.32332 16 F df1 df2 Sig.
2 female 4.3750 1.14261 16 .428 3 60 .734
Total 4.5865 1.23500 32 Tes ts the null hypothes is that the error variance of the
Total 1 male 4.6958 1.23842 32 dependent variable is equal acros s groups .
2 female 4.5052 1.22510 32 a. Des ign: Intercept+agegroup+gender+agegroup
Total 4.6005 1.22573 64 * gender

1. What is the assumption of homogeneity of variance?

2. What is the relationship between the standard deviation and variance?
3. What does the standard deviation and variance both describe about a sample?
4. What is the standard deviation of scores on Task Focus for Males Under 25?
5. What is the standard deviation of scores in the other three cells of the design?
6. Are any of the standard deviations twice as big as any of the others?
7. Which two cells have the most disparate standard deviations?
8. Are the standard deviations in the different cells very different?
9. What is the null hypothesis that Levene’s test is testing?
10. What interpretation do we make about the assumption based on Levene’s test?
 Tests of Between-Subjects Effects

Dependent Variable: QT: Task Focus ed

Type III Sum

4.2 Significance Source

Corrected Model
of Squares
1.457 a
df
3
Mean Square
.486
F
.313
Sig.
.816
Intercept 1354.547 1 1354.547 872.074 .000
Test agegroup .013 1 .013 .008 .928
gender .581 1 .581 .374 .543
agegroup * gender .863 1 .863 .556 .459
Error 93.195 60 1.553
Total 1449.199 64
Corrected Total 94.652 63
a. R Squared = .015 (Adjusted R Squared = -.034)

1. Write out the F statistics, degrees of freedom and p value for the three effects.
2. What’s the answer to our research questions?
3. Using your formula sheet to assist, what three values make up SS between?
4. What is SS between?
5. What is SS within?
6. What is SS between + SS within (i.e., SS Total)?
7. Which source does SS Total correspond to in the table?
8. Without looking back at earlier slides, what was the total sample size?
9. What two values were used to form the F ratio for Gender?
10.What is the critical F value from Howell’s Table for the hypotheses tested (α=.05)
11.If all you could see was the F values, and not the significance values, how would you know that all the
effects were not statistically significant?
12.What is the value for MS error?
13.What is the square root of MS error? How does this value compare to the standard deviations shown
on the previous slide?
 Example 4.3
• Research Question
– Do the three abilities (z-scores) and prior learning as
defined by typing speed (words per minutes) and
knowledge of text editing short cut keys (% correct)
predict task performance (seconds) at the end of
practice over and above initial performance
(seconds)?

1. Describe the three variables in terms of being binary, nominal, ordinal, interval
or ratio?
2. Which statistical procedure could we use?
3. What would be the null hypotheses?
4. What is your expectation?
 4.3 Descriptive Statistics
Descriptive Statistics

Mean Std. Deviation N

TEP: Text Editing Performance (Block 9) (Average Seconds to
34.0112 13.06938 99
Complete)
TEP: Text Editing Performance (Block 1) (Average Seconds to
52.7700 14.54237 99
Complete)
Zscore: GA: General Ability Total .0911 .98127 99
Zscore: PSA: Perceptual Speed Ability Total .1006 .99398 99
Zscore: PMA: Ps ychomotor Ability Total .0638 .93199 99
QBK: Total Knowledge of Text Editing Keys (% correct) .4747 .25881 99
Typing Tes t: Speed (Words Per Minute) 30.587 11.5023 99

1. What was the average improvement in seconds from block 1 to block 9?

• Note that the 54 trials were grouped into blocks made up of six trials each. Thus, initial
performance is defined by block 1 (i.e., trials 1 to 6) and block 9 is made up of trials 49 to 54)
• Also remember that faster times imply better performance
 4.3 Correlations & Multicollinearity
Correlations

Pears on Correlation
TEP: Text TEP: Text
Editing Editing Zscore: Typing
Performance Performance Zscore: Zscore: PMA: QBK: Total Tes t:
(Block 9) (Block 1) GA: PSA: Psycho Knowledge Speed
(Average (Average General Perceptual motor of Text (Words
Seconds to Seconds to Ability Speed Ability Editing Keys Per
Complete) Complete) Total Ability Total Total (% correct) Minute)
TEP: Text Editing Performance
(Block 9) (Average Seconds to 1.000 .725 -.312 -.403 -.571 -.389 -.492
Complete)
TEP: Text Editing Performance
(Block 1) (Average Seconds to .725 1.000 -.318 -.464 -.558 -.473 -.509
Complete)
Zscore: GA: General Ability Total -.312 -.318 1.000 .347 .216 .077 .207
Zscore: PSA: Perceptual Speed
-.403 -.464 .347 1.000 .425 .054 .358
Ability Total
Zscore: PMA: Ps ychomotor Ability
-.571 -.558 .216 .425 1.000 .138 .297
Total
QBK: Total Knowledge of Text
-.389 -.473 .077 .054 .138 1.000 .394
Editing Keys (% correct)
Typing Test: Speed (Words Per
-.492 -.509 .207 .358 .297 .394 1.000
Minute)

1. Which variable has the largest correlation with block 9 text editing performance?
2. Do all the variables have moderate or large correlations with the dependent variable?
3. Give an interpretation to the correlation between typing speed and block 9 text editing
performance
4. Are there any very large correlations between predictors (e.g., above .7)?
 4.3 Model Assessment
Model Summaryc

Change Statis tics

Adjus ted Std. Error of R Square
Model R R Square R Square the Es timate Change F Change df1 df2 Sig. F Change
1 .725 a .525 .520 9.05125 .525 107.324 1 97 .000
2 .771 b .594 .568 8.59244 .069 3.127 5 92 .012
a. Predictors : (Constant), TEP: Text EditingcPerformance (Block 1) (Average Seconds to Complete)
ANOVA
b. Predictors : (Constant), TEP: Text Editing Performance (Block 1) (Average Seconds to 1.Complete),
WhatZsiscore:
theGA: r-squared
General Ability
Sum of
Total, QBK: Total Knowledge of Text Editing Keys (% correct), Zs core: PSA: Perceptual Speed Ability Total, Typing Test: Speed
Model(Words Per Minute), Squares
Zs core: PMA:dfPsychomotor
Mean Square
Ability Total F Sig. before and after adding the
1 Regress ion 8792.527 1 8792.527 107.324 .000 a
c. Dependent Variable: TEP: Text Editing Performance (Block 9) (Average Seconds to Complete) ability and past experience
Res idual 7946.731 97 81.925
Total 16739.258 98
variables?
2 Regress ion 9946.903 6 1657.817 22.455 .000 b 2. What was the R-square
Res idual 6792.356 92 73.830 change?
Total 16739.258 98
a. Predictors : (Constant), TEP: Text Editing Performance (Block 1) (Average Seconds
3. Was the r-square change
to Complete) statistically significant?
b. Predictors : (Constant), TEP: Text Editing Performance (Block 1) (Average Seconds 4. Write out the F statistic for
to Complete), Zs core: GA: General Ability Total, QBK: Total Knowledge of Text
Editing Keys (% correct), Zs core: PSA: Perceptual Speed Ability Total, Typing Tes t: the final model with the r-
Speed (Words Per Minute), Zs core: PMA: Psychomotor Ability Total square?
c. Dependent Variable: TEP: Text Editing Performance (Block 9) (Average Seconds to
Complete) 5. What’s the answer to the
research question?
 4.3 Regression Coefficientsa

Uns tandardized Standardized

Model
Equation B
Coefficients
Std. Error
Coefficients
Beta t Sig.
95% Confidence Interval for B
Lower Bound Upper Bound Zero-
1 (Cons tant) -.360 3.440 -.105 .917 -7.188 6.468
TEP: Text Editing Performance (Block 1)
.651 .063 .725 10.360 .000 .527 .776
(Average Seconds to Complete)
2 (Cons tant) 19.819 6.895 2.875 .005 6.126 33.512
TEP: Text Editing Performance (Block 1)
.403 .091 .449 4.421 .000 .222 .584
(Average Seconds to Complete)
Zscore: GA: General Ability Total -1.040 .962 -.078 -1.082 .282 -2.950 .870
Zscore: PSA: Perceptual Speed Ability
-.114 1.076 -.009 -.106 .916 -2.251 2.024
Total
Zscore: PMA: Ps ychomotor Ability Total -3.474 1.162 -.248 -2.990 .004 -5.782 -1.167
QBK: Total Knowledge of Text Editing Keys
-4.086 4.057 -.081 -1.007 .316 -12.143 3.970
(% correct)
Typing Tes t: Speed (Words Per Minute) -.158 .092 -.139 -1.720 .089 -.340 .024
a. Dependent Variable: TEP: Text Editing Performance (Block 9) (Average Seconds to Complete)

1. Write out the unstandardised regression equation for the final model
2. Which regression coefficients have lower and upper bound 95% confidence intervals that are
either both positive or both negative?
3. Which regression coefficients are statistically significant?
4. What is the degrees of freedom associated with the Block 1 text editing performance regression
coefficient in model 1? What about model 2?
5. What is the unstandardised regression coefficient for General Ability? What is the standard
error? What is the regression coefficient divided by the standard error?
6. Look up Howell’s table and see what critical t is associated with 92 degrees of freedom alpha =
.05 (two tailed)?
7. What is 1 - .05 in percentage terms?
8. What is the critical t (.05 two-tailed) multiplied by the standard error for General ability?
9. What is -1.04 plus the value you obtained in Q8? What is -1.04 minus the value in Q8?
 4.3 Correlations & Multicollinearity
Coefficientsa

Correlations Collinearity Statis tics

Model Zero-order Partial Part Tolerance VIF
1 TEP: Text Editing Performance (Block 1)
.725 .725 .725 1.000 1.000
(Average Seconds to Complete)
2 TEP: Text Editing Performance (Block 1)
.725 .419 .294 .428 2.336
(Average Seconds to Complete)
Zscore: GA: General Ability Total -.312 -.112 -.072 .846 1.182
Zscore: PSA: Perceptual Speed Ability
-.403 -.011 -.007 .659 1.518
Total
Zscore: PMA: Ps ychomotor Ability Total -.571 -.298 -.199 .642 1.557
QBK: Total Knowledge of Text Editing Keys
-.389 -.104 -.067 .683 1.463
(% correct)
Typing Tes t: Speed (Words Per Minute) -.492 -.177 -.114 .678 1.475
a. Dependent Variable: TEP: Text Editing Performance (Block 9) (Average Seconds to Complete)

1. Why is tolerance 1 in Model 1?

2. Are there any concerns with multicollinearity?
3. What is VIF for psychomotor ability? What is 1 / VIF for psychomotor ability?
4. In Model 2 which variable has the largest semi-partial correlation? What is it squared?
What would be the interpretation of it when it is squared?
5. Which semi-partial correlations are statistically significant (hint: you may have to look at
the previous slide)?
 Residuals Statisticsa

4.3 Casewise Predicted Value

Minimum
8.8793
Maximum
62.0571
Mean
34.0112
Std. Deviation
10.07467
N
99

Diagnostics Std. Predicted Value

Standard Error of
-2.495

1.158
2.784

3.974
.000

2.210
1.000

.584
99

99
Predicted Value
Adjus ted Predicted Value 8.2281 64.8080 33.9752 10.18449 99
Res idual -22.08496 30.63221 .00000 8.32525 99
Std. Res idual -2.570 3.565 .000 .969 99
Stud. Res idual -2.661 3.630 .002 1.005 99
Deleted Res idual -23.66952 31.75273 .03602 8.96232 99
Stud. Deleted Residual -2.755 3.900 .005 1.026 99
Mahal. Dis tance .791 19.968 5.939 3.713 99
Cook's Dis tance .000 .145 .011 .023 99
Centered Leverage Value .008 .204 .061 .038 99
a. Dependent Variable: TEP: Text Editing Performance (Block 9) (Average Seconds to
Complete)
1. What is the rule of thumb suggested by Paul for studentised residuals in large samples? Are any cases
outside that rule of thumb?
2. What is the rule of thumb suggested by Paul for leverage in large samples? Are any cases outside this
rule of thumb?
3. What is the rule of thumb suggested by Paul for identifying influential cases? Are any cases outside the
rule of thumb?
4. If cases are identified as falling outside the rule of thumb, what is the next step?
5. What is the mean of the predicted value? Going back to descriptive statistics, what was the mean of
the DV?
6. If leverage is defined by extreme scores on predicted Y, based on the table above, what are the two
possible predicted values that correspond to the case with the largest leverage value?
 Casewise Diagnosticsa

TEP: Text

4.3 Residuals Editing

Performance
(Block 9)
(Average
Seconds to Predicted
Cas e Number Std. Res idual Complete) Value Res idual
17 3.565 69.60 38.9671 30.63221
a. Dependent Variable: TEP: Text Editing Performance (Block 9)
(Average Seconds to Complete)

1. Do the residuals look normally distributed?

2. What was the observed final text edit time minus the predicted time for case 17?
3. Is the residual positive or negative? Is the studentised residual positive or negative?
4. Some people were faster than predicted and some people were slower than predicted.
How does this relate to positive and negative residuals?
 4.3 Linearity &
Homogeneity
of variance

1. Going back to the casewise diagnostics what is the mean and standard deviation of the
predicted value?
2. What would be the unstandardised predicted time at minus 1 standardised predicted
values? What about plus 1 standardised predicted values
3. Is there a difference in the spread of residuals at one versus minus one standardised
predicted values? What might this mean?
4. Is there any evidence of non-linearity?
 4.3 Linearity

1. Is there any evidence of non-linearity?

 • The above table shows 5 cases from the
4.3 Looking at dataset and their associated values for the
variables in the model and various outlier values
and prediction values
Cases Case Summariesa

1 2 3 4 5
Uns tandardized Predicted Value 50.81 39.20 19.81 32.49 39.00
Uns tandardized Res idual 8.21 .22 -4.34 -7.17 -.50
Studentized Res idual .99 .03 -.53 -.88 -.06
Cook's Distance .011 .000 .004 .012 .000
Centered Leverage Value .06 .08 .09 .09 .02
TEP: Text Editing Performance (Block 9) (Average Seconds to Complete) 59.03 39.42 15.47 25.32 38.50
TEP: Text Editing Performance (Block 1) (Average Seconds to Complete) 76.91 57.25 30.00 46.69 60.54
Typing Test: Speed (Words Per Minute) 19.3 24.7 51.0 47.6 21.0
QBK: Prior Text Editing Knowledge Overall (% correct) .57 .57 1.00 .29 .43
Zscore: GA: General Ability Total -1.47 1.52 -.13 1.05 .72
Zscore: PSA: Perceptual Speed Ability Total -.66 1.14 -.76 .58 -.20
Zscore: PMA: Ps ychomotor Ability Total -1.08 -1.22 .06 -1.06 -.16
a. Limited to first 5 cases .
• Remember that the model regression equation looked like this:
• [Predicted Block 9] = 19.8 + .40Block1 – 1.0GA - .1PSA – 3.5PMA – 4.1QBK -.16WPM

1. Confirm for a couple of cases that when you apply the model regression equation to
the case’s value that it corresponds to the unstandardised predicted value?
2. Describe case 1 in words, you may wish to make reference to the means and standard
deviations in the descriptive statistics
3. Case 1 and 4 have very different profiles of scores. Compare case 4 to 1? Why do they
have similar leverage values, which are clearly larger than cases 2, 3 and 5?
 Example 4.4
• Initial Note
• Using a method that you wont learn about until 4th year
psychology called cluster analysis, 3 groups of participants
were created based on their ability scores.
• 3 Ability Groups
– Lower Ability Group
– Higher Ability Group
– Lower General Ability / Higher Psychomotor Ability Group
• Research Question
• Do the three groups differ in terms of their overall performance on
the text editing task?
• Overall did performance improve from block 1 (i.e., start of the task)
to block 9 (i.e., end of the task) on the text editing task?
• Did any of the three groups improve more or less between block 1
and block 9?
1. Describe the three variables in terms of being binary, nominal, ordinal, interval
or ratio?
2. Which statistical procedure could we use?
3. What would be the null hypotheses?
4. What is your expectation?
• Note that to simplify the example, I filtered
some cases to give equal group sizes.
4.4 Descriptives
Within-Subjects Factors

Meas ure: MEASURE_1 Descriptive Statistics

Dependent Ability Clus ter Mean Std. Deviation N

block Variable TEP: Text Editing 1 Lower Ability Group 63.4012 13.55512 25
1 tep_mean.1 Performance (Block 2 Higher Ability Group 44.7313 13.65499 25
2 tep_mean.9 1) (Average Seconds 3 Lower General Ability /
to Complete) Higher Ps ychomotor 50.0116 12.97988 25
Abilty Group
Total 52.7147 15.40415 75
TEP: Text Editing 1 Lower Ability Group 44.1289 14.11005 25
Performance (Block 2 Higher Ability Group 27.7679 10.25845 25
9) (Average Seconds 3 Lower General Ability /
to Complete) Higher Ps ychomotor 31.9039 11.85985 25
Abilty Group
Total 34.6002 13.90038 75

Looking at mean task performance:

1. Does it look like there is a difference
between the ability groups?
2. Does it look like people improved over
time?
3. Does it look like there is an
interaction?
 1. What does covariance mean?
4.4 Homogeneity of 2. What is the covariance of a variable with itself?
3. What is the relationship between correlation and covariance?
covariance matrices 4. What is the relationship between variance and the standard deviation?
Box's Test of Equality of Covariance Matricesa 5. If covariance was a positive number what would that say about the two
Box's M 6.492 variables being covaried? And what if covariance was a negative number?
F 1.038 6. What is the assumption of homogeneity of variance?
df1 6 7. What is the assumption of homogeneity of covariance?
df2 129201.2 8. What is the null hypothesis tested with Box’s test?
Sig. .398 9. What are the “two dependent variables” in this example?
Tes ts the null hypothes is that the observed 10. Would you expect performance at block 1 (start of task) to be correlated
covariance matrices of the dependent with performance at block 9 (end of task)?
variables are equal acros s groups . 11. Which group has the largest and which has the smallest covariance
a. between block 1 and block 9? What about correlation?
• Note, you are not expected to 12. What is the variance in task performance in the lower ability group at
Des ign:
know how Intercept+abilityclus
to produce the ter
Within Subjects Design: block block 1? What about block 2?
customised output below: it 13. Do the 6 variances look similar? Do the 3 covariances look similar?
shows the variance, 14. WhatResidual
does Box’s Test suggest about the status of our assumption?
SSCP Matrix
covariance and correlation
Covariance Correlation
between initial and final task TEP: Text Editing TEP: Text Editing
performance for the three Performance (Block
1) (Average
TEP: Text Editing
Performance (Block 9)
Performance (Block
1) (Average
TEP: Text Editing
Performance (Block 9)
groups Seconds to (Average Seconds to Seconds to (Average Seconds to
Ability Clus ter Complete) Complete) Complete) Complete)
1 Lower Ability TEP: Text Editing Performance (Block 1)
183.741 144.829 1.000 .757
Group (Average Seconds to Complete)
TEP: Text Editing Performance (Block 9)
144.829 199.094 .757 1.000
(Average Seconds to Complete)
2 Higher Ability TEP: Text Editing Performance (Block 1)
186.459 98.638 1.000 .704
Group (Average Seconds to Complete)
TEP: Text Editing Performance (Block 9)
98.638 105.236 .704 1.000
(Average Seconds to Complete)
3 Lower General TEP: Text Editing Performance (Block 1)
168.477 73.542 1.000 .478
Ability / Higher (Average Seconds to Complete)
Psychomotor TEP: Text Editing Performance (Block 9)
Abilty Group 73.542 140.656 .478 1.000
(Average Seconds to Complete)
 4.4 Significance Tests Tests of Between-Subjects Effects

1. Write out the F test and Meas ure: MEASURE_1

statistical significance for ability Trans formed Variable: Average
group, block and the interaction Type III Sum
2. If we had three levels to our Source of Squares df Mean Square F Sig.
repeated measures factor, how Intercept 285896.188 1 285896.188 1060.394 .000
many covariances could we have abilityclus ter 8216.399 2 4108.200 15.237 .000
between the three levels? Error 19412.152 72 269.613
3. In this case we have two levels,
how many covariances could we Mauchly's Test of Sphericityb
have? Meas ure: MEASURE_1
4. What is the assumption of a
Eps ilon
compound symmetry that Philip Approx. Greenhous
has taught you? Within Subjects Effect Mauchly's W Chi-Square df Sig. e-Geiss er Huynh-Feldt Lower-bound
block 1.000 .000 0 . 1.000 1.000 1.000
5. If there are three different
Tes ts the null hypothes is that the error covariance matrix of the orthonormalized transformed dependent variables is
covariances, it is possible for proportional to an identity matrix.
them to be different, but what if a. May be us ed to adjus t the degrees of freedom for the averaged tests of significance. Corrected tes ts are displayed in
Tests of Within-Subjects Effects
the Tests of Within-Subjects Effects table.
there is only 1? b. ure: MEASURE_1
Meas
Type III Sum
Des ign: Intercept+abilityclus ter
Source
Within Subjects Design: block
of Squares df Mean Square F Sig.
block Sphericity As sumed 12305.076 1 12305.076 211.158 .000
Greenhouse-Geiss er 12305.076 1.000 12305.076 211.158 .000
Huynh-Feldt 12305.076 1.000 12305.076 211.158 .000
Lower-bound 12305.076 1.000 12305.076 211.158 .000
block * abilityclus ter Sphericity As sumed 33.319 2 16.659 .286 .752
Greenhouse-Geiss er 33.319 2.000 16.659 .286 .752
Huynh-Feldt 33.319 2.000 16.659 .286 .752
Lower-bound 33.319 2.000 16.659 .286 .752
Error(block) Sphericity As sumed 4195.750 72 58.274
Greenhouse-Geiss er 4195.750 72.000 58.274
Huynh-Feldt 4195.750 72.000 58.274
Lower-bound 4195.750 72.000 58.274
 4.4 SPSS Output and Split Plot ANOVA formula
1. What is a, b and n in the present • Use the previous slide in
experiment? conjunction with the table
2. What does Factor A & subj w/in taken from your formula sheet
A correspond to in the previous below to answer the
SPSS Output? questions
3. What does Factor B, A x B, and B
x Subj w/in A correspond to in
the previous SPSS output?
4. Use the rules for adding and
subtracting sums of squares and
your knowledge from q2 and q3
to work out SS between
subjects; SS within subjects; SS
total; and SS cells
5. You may find it useful taking the
above Sums of squares and
knowledge of the design to fill
out the remainder of the ANOVA
table and checking your results
against the previous slide
4.4 Between Subjects contrasts
1. What is the sample size per group (see previous slide)?
2. How many levels were there to the within subjects variable?
3. The table on the bottom right represents the marginal means for the
groups, how many observations were the means based on?
4. If we were going to perform a contrast on marginal means for the
between subjects factor (Ability Cluster), and apply the formula on the
top right, what would n, ms error, df error, and critical F(α = .05) be?
5. How many orthogonal contrasts are possible on ability cluster?
6. Test for statistical significance whether mean task performance for the
average of group 2 and 3 is different from group 1?
7. What is the only possible remaining orthogonal contrast?
8. Test the remaining contrast from Q7 for statistical significance
9. What was the Sums of Squares for Ability Cluster (see earlier slide)?
10.If the numerator df = 1, what is the relationship between SS contrast
and MS contrast?
11.What’s the difference between the F contrast formula and the SS
contrast formula? Ability Cluster
12.All f ratios are the ratio between what and what?
13.What is the MS for the two contrasts you solved in Q6 and Q8? Meas ure: MEASURE_1
14.What is the sum of the two SS contrasts for Q6 and Q8?
15.What is the numerator df for the effect of ability cluster?
16.What is the numerator df for any contrast? Ability Cluster Mean
17.What is the sum of the numerator dfs in Q6 and Q8? 1 Lower Ability Group 53.765
18.What would the weights have been, if you had been testing for a linear
trend? What about a quadratic trend? 2 Higher Ability Group 36.250
19.What would our alpha be if we bonferonni corrected for the two 3 Lower General Ability /
contrasts performed? Higher Ps ychomotor 40.958
20.What would critical F Scheffé .05 be? Would this change the results? Abilty Group
 Fixed & Random Effects - Example
1.Imagine we were interested in the effect of a drug to reduce depression symptoms. A study was conducted at a particular
research centre (Centre A) comparing a group receiving the drug with a group receiving a placebo. Assuming that the only
measures obtained were Depression levels after 3 months of treatment, what is the independent and dependent variable?
What inferential statistic could we use?
2.In the language of fixed and random factors, what type of variable is group (treatment vs placebo)? Why?
3.If the drug is actually effective what effect would increasing our sample size have on statistical power?
4.How would we operationalise the effectiveness of the drug?
5.Imagine now that the study is being conducted in 10 randomly selected research sites around the country, of which
centre A is only one. Do you think the drug’s underlying effectiveness would vary across research sites? For what reasons
might it vary?
6.Would the assessed effectiveness of the drug vary based on random sampling between sites?
7.How would we assess empirically if the drug’s underlying effectiveness varies across sites?
8.If we had only two sites, would we have a good estimate of how much the effectiveness varies across sites?
9.Would increasing our sample size at each site improve our understanding of the degree of variability in effectiveness
across sites?
10.If you found out that the effectiveness of the drug varied substantially across sites, would you feel confident to
generalise the findings from any one site to the population? What about if the effectiveness of the drug was fairly stable
across sites?
11.What does the size of the site by group interaction represent in this context?
12.If there was no population interaction effect, what would MS interaction represent?
13.In the language of fixed and random effect variables, what kind of variable is site?
14.What do the rules tell us we use as our error term for site? What about group?
15.When the denominator mean square (either MS error or MS interaction) gets bigger what happens to obtained F?
16.When the denominator df (either df error or df interaction) gets bigger, what happens to critical F?
17.What happens to the interaction df when the number of sites increases?
18.If larger interaction effects indicate less certainty about the actual effect of the drug, does it make sense that we would
want to incorporate that uncertainty into our significance test (i.e., our F ratio)?
19.Does it make sense that the more sites we have, the better we are able to assess our interaction effect and therefore
that our interaction df will increase and power will increase?