To complete this part of the assignment you must have (a) the data file called Data_Analysis_Report_A.sav, which you can find on LEO and (b) access to SPSS. You will need to use SPSS and the data file to answer the research question provided on the page below.
Based on the research question, you will need to decide which statistical analyses you should perform, run these analyses, and report your findings in APA 6th edition style.
1. Using SPSS and the data file provided, conduct the analyses required to answer the research question on the following page.
2. Save your SPSS output file with the analyses you conducted as YOUR-STUDENT- NUMBER.SPV (please submit your output file on LEO as per instructions below and ensure it is in spv format). Your output file should only include the specific analyses conducted in order to write the results section (i.e., assumption testing, descriptive statistics, inferential statistics). Additional or redundant analyses included in your output file may result in a loss of marks for the SPSS Analysis section of the marking criteria (see Unit Outline for Marking Criteria).
3. Write a results and discussion section in which you report and interpret the results of the analyses. These sections must include the following:
a. Discussion of assumption testing. Were all the assumptions for the analysis met? Your output MUST include evidence of assumption testing. If any assumptions were not satisfied, please proceed with the researcher's intended analyses and specify in the results section the appropriateness of this.
b. Reference to the descriptive statistics for the relevant variables (i.e., n, M, SD). These may be presented in a Table, a Figure, OR in the text. The reporting, or presentation of any Table or Figure, must conform to APA formatting standards. It is NOT acceptable to copy and paste SPSS output into your assignment.
c. Reference to the inferential statistics for both the main effect (i.e., F, df, p, and effect size) and for any follow-up tests conducted.
d. In the text you should refer to any Table/Figure (if included), but you must not replicate the statistical information already detailed in any Table/Figure.
e. A discussion of the results in relation to the research question. That is, what is the answer to the research question? What is your interpretation of the findings? What are the conclusions?
RESEARCH QUESTION:
One key part of development is learning to understand what emotions are and how they are expressed by others. The term ‘emotion scripts' is used to refer to this comprehensive understanding that we as adults have of emotions - including the conscious feeling, facial expression, label and actions associated with this emotion. This understanding helps us to differentiate emotions from each other (e.g., discriminating anger from disgust). Developmental research to date has mainly focused on how the ability to label emotions from facial expressions develops during childhood - for instance, by showing children pictures of faces and asking them to label the emotion displayed on the face (Widen, 2013). This research has shown that children do not recognise emotions in an adult-manner, but that gradual improvements in the ability to label emotions occurs over the course of childhood (Herba, Landau, Russell, Ecker, & Phillips, 2006).
While this gradual improvement in the ability to label facial expressions from childhood to adulthood has been well documented, less well understood is how other aspects of emotion knowledge develop. For instance, some researchers have suggested that children's understanding of specific emotions begins not with an understanding of facial expressions, but with their understanding of the causes and consequences associated with emotion (Wang, Lu, Zhang, & Surina, 2014; Widen & Russell, 2010). This understanding of the typical causes and consequences that emotions are associated with is referred to as emotional conceptual knowledge.
A researcher wanted to investigate how conceptual knowledge of emotions develops from childhood to adolescence. To investigate this, the researcher conducted a study involving three age groups: (1) younger children (7 - 9 years) (2) older children (10 - 12 years), (3) adolescents (13 - 15 years). To assess emotional conceptual knowledge, participants read a series of emotional scenarios and then categorised the emotion experienced by the main character in the scenario (e.g., "Ben was swimming at the beach when he saw a shark swimming towards him"). The dependent variable was the percentage of correct responses on the emotional conceptual knowledge task. A higher score indicates better performance on the task.
The researcher anticipated that emotional conceptual knowledge would improve over the course of childhood and intended to perform a one-way between subjects ANOVA and follow-up tests to test her prediction. Specifically, the researcher predicted that on average, children (7-9 years and 10-12 years) would have inferior emotional conceptual knowledge compared to adolescents, and that younger children (7 - 9 years) would have inferior emotional conceptual knowledge compared to older children (10 - 12 years).
Attachment:- spss.rar