QuestionQuestion

Research Report Psychology

Identity Shift

Status

Independent variable: Group R/ Group G

Double points- high status group

NO writing the method section in your research report

Half points- low status group

People who were in your group vs people who were not in your group

Dependent variable: group favoritism.

Which was measured 1-5 (5- more likely to award points of your member group, 1 – closer to zero. Favored the out group rather than your own group)

Research report should flow

NUMERICAL VALUES DO NOT SHOW UP ANYWHERE ELSE EXCEPT IN THE RESULTS SECTIONS

If the p value is less than 0.5, there is a significant difference between A and B.

No other comparisons were significant.

Hypothesis: Structure around the data

STRUCTURE OF THE PAPER

Abstract: 100-150

4-5 concise sentences that reflect everything in the paper

background information about the study

What was done within the study

What did we do?

What are the implications

One sentence for each sentence of the paper.

Do mention a little of the methods

The abstract is not indented

Introduction: Title center, no underline no italics no bold, Research report, should not say introduction

1st Paragraph: Not the time to bring in quotes, no vague, no throwaway sentence “since the beg of time” Talk about the theory, operationalized and defined in the context of research.
No oxford dictionary definition

2nd paragraph: No sources, should flow from 1st paragraph. Should start “according to…however Richardson conducted the study” integrating the resources.

3rd paragraph: Where you start to discuss the study, do not state the method. Meant to current study with what we know.

This is where the set references are going to get their spotlight. Look at what was done and look at what was found and compare with what we did, “ Ex. argue that ran a similar study using these variable and we extend the..”
how our proposed study is extending what was found previously?

4th paragraph: Start to introduce the hypothesis, prediction and what you expect and integrate that information. Explicitly clear with what the relevance, no explaining the method.

Concrete statements. “We expect this compared to that.. based on this”

1st recapping Results: Should contain a paragraph, written results explaining what was found and should include a graph or a table. Prefer graphs to tables. Outlines the data. ONLY 1.

Write the written results first- Put it into sentence form- example: in the first round, participants in the high status group showed more in group favoritism.

Show what it means. In the end of the sentence you put the p value in brackets. (p=0.03). One sentence for each significant results.

· If you are going to do a graph then do a bar graph- black or gray, no lines in the background. What is being graphed in the mean not the p values. P values go in the written, the mean goes in the graph. Title to each bar.

Discussion and Results section: Subheading of discussion is in the center

· Discussion: Match the introduction section in length. Talk about the ideas again. Do not give conditions. ( 4 paragraphs in total, 2&3 are being marked on the same scale)

· Next two paragraphs explain the results, the hypothesis supported or rejected, and include why you got that results, include sources from the past and explain why from previous researches.

· Last paragraph is the conclusion- what variables did this study not address, including certain variable. Practical implications in high vs low.
References: Centered, no bold, italics, no underline

Organize them in alphabetical order (A-z)

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These solutions may offer step-by-step problem-solving explanations or good writing examples that include modern styles of formatting and construction of bibliographies out of text citations and references. Students may use these solutions for personal skill-building and practice. Unethical use is strictly forbidden.

Decision Making Biases among University Students: Empirical Study of the Impact of In-Group Favoritism

Abstract

The purpose of this research was to examine the presence of bias due to in-group favoritism and its dynamic when strategies or interests are changed or swapped.
The researchers hypothesize that bias in decision making among students shows the impact of in-group favoritism.

In the first round for in-group favoritism, the high status group means score was 3.4 while the low status group mean score was 2.9.
In addition, the p value for A vs B was 0.03.
In the second round for in-group favoritism (that is after identity shift), the high status group that was initially high status had a score of 3.6.

The mean score for the low status group that was initially high status was 4.6.
The high status group that was initially low status had a mean score of 2.6 while the low status group that was initially low status achieved a mean score of 2.8.

Thus, it was concluded that that bias in decision making among students shows the impact of in-group favoritism due to the inherent...

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