![]() ![]() Why? because each participant comes with a pair of samples (two samples), one for each level of the design. Or, this kind of design is also called a paired-samples design. To repeat from before, this is a repeated-measures design, because the infants are measured repeatedly (twice in this case). Each infant is measured twice, once during the Baseline phase, and once during the Test phase. Notice there are five different infants, (1 to 5). The table shows proportion looking times toward the singer of the familiar song during the Baseline and Test phases. Test = round(experiment_one$Test_Proportion_Gaze_to_Singer, Paired_sample_df <- ame(infant=1:5,īaseline = round(experiment_one$Baseline_Proportion_Gaze_to_Singer, SuppressPackageStartupMessages(library(dplyr)) This is a negative difference if we use the same formula: Test Phase Looking time - Baseline phase looking time (to familiar song singer). Negative change: Infants will look longer toward the singer of the unfamiliar song during the test phase (after they saw and heard the singers), compared to the baseline phase (before they saw and heard the singers).This is a positive difference if we use the formula: Test Phase Looking time - Baseline phase looking time (to familiar song singer). Positive change: Infants will look longer toward the singer of the familiar song during the test phase (after they saw and heard the singers), compared to the baseline phase (before they saw and heard the singers).No change: The difference between looking time toward the singer of the familiar song during baseline and test is zero, no difference.In general, the possible outcomes for the study are: This is a question about a change within individual infants. The important question was whether infants would change their looking time, and look more at the singer who sang the familiar song during the test phase, than they did during the baseline phase. This was a repeated measures design because the researchers measured proportion looking time twice (they repeated the measure), once during baseline (before infants heard each singer sing a song), and again during test (after infants head each singer sing a song). There was one dependent variable (the measurement), which was proportion looking time (to singer who sung familiar song). It was a repeated measures design, with one independent (manipulation) variable called Viewing phase: Baseline versus Test. ![]() There is more than one way to describe the design of this study. The question of interest, was whether the infants would spend a greater proportion of time looking at the singer who sang the familiar song, compared to the singer who sang the unfamiliar song. The researchers measured the proportion of time the infants spent looking at each person. During the test phase, each infant had an opportunity to watch silent videos of both singers. ![]() The test phase occurred after infants saw and heard each song, sung by each singer. The baseline phase was conducted to determine whether infants had a preference to look at either person (who would later sing them a song). The researchers recorded the proportion of time that the infant looked at each singer. During the baseline phase, the infants watched a video of both singers at the same time. The baseline phase occurred before the infants saw and heard each singer sing a song. There were two really important measurement phases: the baseline phase, and the test phase. ![]() The other singer sang an “unfamiliar” song the infant had not hear before. One singer sang the “familiar” song the infant had learned from their parents. Each new person in the video (the singers) sang one song to the infant. Each video involved two unfamiliar new people the infant had never seen before. In the first session, parents sat with their infants on their knees, so the infant could watch two video presentations. After many days of singing this song to the infants, a parent came into the lab with their infant. Here is a brief summary of what they did.įirst, parents were trained to sing a song to their infants. This example, prepares you for the lab activities. You will learn more about this study in the lab for this week. The person who sang the song might become more socially important to the infant. When an infant hears a familiar song, they might start to pay more attention to the person singing that song, even after they are done singing the song. Perhaps singing songs to infants aids this process of directing attention. For example, infants might need to learn to direct their attention toward people as a part of learning how to interact socially with people. Mehr, Song, and Spelke ( 2016) were interested in whether singing songs to infants helps infants become more sensitive to social cues. We will introduce the paired-samples t-test with an example using real data, from a real study. ![]()
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