A simulation laboratory for statistics

In this paper, we describe a general purpose data simulator, Datasim, which is useful for anyone conducting computer-based laboratory assignments in statistics. Simulations illustrating sampling distributions, the central limit theorem, Type I and Type II decision errors, the power of a test, the effects of violating assumptions, and the distinction between orthogonal and non-orthogonal contrasts are discussed. Simulations illustrating other statistical concepts—partial correlation, regression to the mean, heteroscedasticity, the partitioning of error terms in splitplot designs, and so on—can be developed easily. Simulations can be assigned as laboratory exercises, or the instructor can execute the simulations during class, integrate the results into an ongoing lecture, and use the results to initiate class discussion of the relevant statistical concepts.     

Videodisc instruction in science and mathematics: Implications for media research and instructional design

This article summarizes research conducted over the last seven years on videodisc instruction in science and mathematics. Research findings, as well as the instructional design principles used to create programs, have direct implications for the general debate over media and its effects on learning. The array of studies conducted with the videodisc programs indicates that the medium is very cost effective. High quality instruction can be presented reliably and with much less human effort than traditional methods of instruction. By using videodiscs, developers are also able to exploit the strong graphic features of the medium, thus allowing carefully-designed visual images to play a key role in the instruction. Empirical support for non-text presentations along with examples of the graphics used in the science and mathematics programs are discussed.     

Fractional Design Wizard: A computer program for cost-effective experimental research design

The computer program Fractional Design Wizard creates fractional factorial designs that are cost-effective and especially useful for discarding irrelevant factors from a large number of possible candidates. The program is intended for researchers who are relativelynew to the field of fractional design and who want to acquaint themselves with the use of fractions for the reduction of large experimental designs. Fractional designs allow estimation of main effects, and sometimes two-way interactions, without one’s having to examine all treatment conditions. The program needs Microsoft Windows 95 or better and 32 MB of memory. In a step-by-step fashion, the user can specify the required properties of the fractional design. When there are more valid designs, the user can generate these successively If necessary the user can go back to diminish the requirements. The output can be copied, printed, and saved. The program generates all the information that is needed for the use and interpretation of fractional designs. A help file explains the use of the program and also the purpose, the analysis, and the interpretation of fractional designs. The program, which is written in Object Pascal, is available as freeware on www.fss.uu.nl/ms/hl/fracdes.htm.     

N-Watch: A program for deriving neighborhood size and other psycholinguistic statistics

This article describes a Windows program that enables users to obtain a broad range of statistics concerning the properties of word and nonword stimuli, including measures of word frequency, orthographic similarity, orthographic and phonological structure, age of acquisition, and imageability. It is designed for use by researchers in psycholinguistics, particularly those concerned with recognition of isolated words. The program computes measures of orthographic similarity on line, either with respect to a default vocabulary of 30,605 words or to a vocabulary specified by the user. In addition to providing standard orthographic neighborhood measures, the program can be used to obtain information about other forms of orthographic similarity, such as transposed-letter similarity and embedded-word similarity. It is available, free of charge, from the following Web site: http://www.maccs.mq.edu.au/≈colin/N-Watch/.     

What simulation can do to the statistics and design course

The increasing appearance of an integrated statistics and research design course is noted, and the use of computer simulation in such a course is discussed. Four different kinds of courses are suggested: the problem set course, the demonstration labs course, the design-your-own course, and the “research community” course. Example simulations are discussed for each course.     

A microcomputer-dependent statistics and design course

A one-semester course in statistics and research design is described. All computations are carried out by a Macintosh computer. No hand calculation is expected of the students, and little class time is spent on computational procedure. The course covers much more statistical content than is the norm for a one-semester course, and student understanding of the logic of the material and its application is enhanced.     

The exact null distribution for radial maze statistics: A FORTRAN 77 program

Performance in the radial-arm maze may be assessed by comparing the number of correct responses or, alternatively, the number of repetition errors with that expected if a subject were simply selecting a location at random on each choice. Previous attempts to estimate the null distribution of correct responses or repetition errors have re-lied on computer simulation. In the present approach, a direct analytic argument is used to derive exact expressions for the probability density functions of these random variables. Knowledge of the exact null distributions provides the researcher with enhanced analytic capabilities. For example, it supplies the means of constructing an exact test of significance to evaluate performance at the level of a single subject A FORTRAN 77 program is provided to compute the null distribution of correct responses and repetition errors as well as their respective expectations and variances. Application of the technique to other situations is described briefly.     

BuscaPalabras: A program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish

This article describes a Windows program that enables users to obtain a broad range of statistics concerning the properties of word and nonword stimuli in Spanish, including word frequency, syllable frequency, bigram and biphone frequency, orthographic similarity, orthographic and phonological structure, concreteness, familiarity, imageability, valence, arousal, and age-of-acquisition measures. It is designed for use by researchers in psycholinguistics, particularly those concerned with recognition of isolated words. The program computes measures of orthographic similarity online, with respect to either a default vocabulary of 31,491 Spanish words or a vocabulary specified by the user. In addition to providing standard orthographic and phonological neighborhood measures, the program can be used to obtain information about other forms of orthographic similarity, such as transposed-letter similarity and embedded-word similarity. It is available, free of charge, from the following Web site: www.maccs.mq.edu.au/~colin/B-Pal.     

INFOBITS: A Visual Basic program for calculating information theoretic statistics from behavior sequences

We describe a Visual Basic add-in macro program for Microsoft Excel 5 and 7 (and later versions) that calculates basic, first-order, information theoretic statistics from matrices based on behavior sequences, such as those from animal or human interaction studies. Information theoretic statistics measure association between behavioral events in bits, a unit that is independent of the particular system under study. A sample size bias correction of the value for the mean information transmission (Ht) is included in the program. A normalization of Ht reports the efficiency of information transmission relative to the amount of information in the system. The program incorporates an iterative pseudo-random resampling algorithm that reports a confidence level (P) for Ht. Mean information transmission is partialized, to determine the relative contribution of each behavior category to Ht. An algorithm for calculating confidence intervals allows comparison among different matrices. The program runs in a common spreadsheet, and is therefore useful to researchers or students who only have access to desktop or laptop microcomputers.     

The potential of HyperCard for psychological research and instruction: A general discussion and description of two research applications

In this paper, we discuss the potential of HyperCard for research and instruction in psychology. First we give a general overview of the HyperCard program; after that, we present two HyperCard stacks as sample solutions for two specific research applications. Surveyor, a self-contained survey tool, is a HyperCard-based vehicle for developing, administering, and processing tests and surveys. Queston demonstrates how HyperCard can be used as a data-management and data-analysis tool during the stages of questionnaire development. Both stacks illustrate how flexible HyperCard is and how easy it is to use it to manage, analyze, and process data, to transfer data to other programs, and to print reports. HyperCard, unlike traditional applications, gives the user a great degree of control over the way information is stored, mainipulated, and presented. Although both stacks are custom-made for specific purposes, the concepts underlying the design can be generally applied and adapted for other purposes.     

Cyberball: A program for use in research on interpersonal ostracism and acceptance

Since the mid-1990s, research on interpersonal acceptance and exclusion has proliferated, and several paradigms have evolved that vary in their efficiency, context specificity, and strength. This article describes one such paradigm, Cyberball, which is an ostensibly online ball-tossing game that participants believe they are playing with two or three others. In fact, the “others” are controlled by the programmer. The course and speed of the game, the frequency of inclusion, player information, and iconic representation are all options the researcher can regulate. The game was designed to manipulate independent variables (e.g., ostracism) but can also be used as a dependent measure of prejudice and discrimination. The game works on both PC and Macintosh (OS X) platforms and is freely available.     

The relationship between research and design of AIDS prevention program

The global threat of AIDS requires massive public educational campaigns that employ social and behavioral sciences such as psychology, sociology, and anthropology because sexual behavior possesses a social dimension. Research is concerned with what stimulates behavioral change, what are the prerequisites of learned behavior, and what enables personal control over the environment and future. Educational programs designing strategies for AIDS prevention require social and behavioral science content and input. Interdisciplinary provides general principles with psychological, social, and cultural aspects of human behavior. Without knowledge about psychological processes (thinking, perception, speech, aspects of personality, and interactive behavior) and social processes (economic conditions, social networks, and resources) which are implicated in health problems and also in AIDS, these educational programs cannot produce credible results. These programs and their subsequent implementation require their application in practice in a systemic and consistent fashion. Evaluations are also needed to make sure that the applied processes for behavioral change conform to methodological criteria that ensure their effectiveness. These types of studies are more complex than pure AIDS research which is aimed at finding a cure.     

Computing lag sequential statistics: The ELAG program

ELAG, a FORTRAN program that computes lag sequential statistics from event sequence data, is described, and its use is demonstrated. ELAG lets the user specify positive or negative lags of any length, whether codes may follow themselves or not, and whether z scores are to be computed as suggested by Allison and Liker (1982) or by Sackett (1980). Data sequences for individual subjects need not be continuous but can be broken into separate observations. Summary statistics for different groups of subjects may be printed. In addition, the initial data may be modified. The user may specify that an instance of one of a group of codes or of a particular two-code sequence is to be replaced with a new code before ELAG proceeds with its computations.     

Inexpensive plotters and digitizers for psychological research and instruction

The availability of low-cost microcomputers has been accompanied by the development of many inexpensive peripheral devices. The recent introduction of digitizers and plotters for use with microcomputers makes new research designs and instructional applications possible. This paper reports the characteristics and applications of one plotter and three digitizers of reasonably low cost. The application of digitizers in obtaining individual responses, quantifying data, preparing stimuli, and translating stimuli into machine-readable form is discussed. The application of plotters to hands-on instruction in data analysis and stimulus preparation is presented.