Research Report Assignment | Online Homework Help

Assessment 2: Research Report Students are required to write a laboratory report, not exceeding 1,500 words in accordance with APA (American Psychological Association, 7th edition) formatting requirements. The report is based on the experiment conducted in tutorial classes during Week 2 of the trimester. All students will be provided with the method and results section to copy and paste into their report. Students are then required to complete the remaining sections, including, title page, abstract, introduction, discussion, and references. Additional information and resources will be provided on the class space under Assessment Information (see below Assessment 2 Instructions and Resources    Students are required to write a laboratory report, not exceeding 1,500 words in accordance with APA (American Psychological Association, 7th edition) formatting requirements. The report is based on the experiment conducted in tutorial classes. All students will be provided with the method and results section to copy and paste into their report. Students are then required to complete the remaining sections, including, title page, abstract, introduction, discussion, and references. The following textbooks can support your writing process. O’Shea, R. P., Moss, S. A., & McKenzie, W. A. (2013). Writing for psychology (7th ed.). Melbourne, Australia: Cengage. American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). Author Additional Resources for this Assessment (links will be updated and provided over the first few weeks of term) Tutorial Slides that are relevant to Assessment Method + Results Method and Results section (please PASTE THIS IN YOUR ASSESSMENT AS IS) Method and Results PDF version Background Article + Suggesting Key Words Background Articles:  Nettle (2006) Lukaszeweski and Roney (2011) Suggested Keywords (generated in class Week 3) attractivenessextraversionperceived extraversionevolution theorypersonalitypersonality traitscorrelationbig 5traitsevolution of extraversionpersonality evolutionPSYC1022 T1 2020 Assessment 2: Research Report
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This method and results section is to be included in full in your research report.
Please cut and paste everything in the section below and include directly in your paper
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Method
Participants
Participants were 155 undergraduate students from Australian College of Applied Psychology (ACAP). All participants were required to be over 18 years of age and participated voluntarily as part of their studies. Failure to participate did not impact the participants’ progression in the unit of study. Participants had a mean age of 30.72 years (SD = 10.85), with a range of 18-68 years. Of these participants, 24 identified as male, 124 as female, 3 as non-binary, and 4 preferred not to answer.
Materials
Participants were presented with face stimuli drawn from an online face data base, made freely available for research involving face perception. Faces were selected based on previous ratings of self-identified gender (male or female) and ratings of attractiveness given within a previous face perception study. For the purposes of this task, attractiveness was left with an “open” definition. That is, participants in both the original ratings study, and in the present study, were asked top rate perceived attractiveness of the face without being given a specific framework within which to define attractiveness (e.g. they were not told that attractive faces are more symmetrical, or any other specific definition). Extraversion was described to
participants using the following quote taken from Weiten (2017) “People who score high on extraversion are characterised as outgoing, social, upbeat, friendly, assertive, and gregarious. They also have a more positive outlook on life and are motivated to pursue social contact, intimacy, and interdependence (Wilt & Revelle, 2009)”.
Based on the previous ratings, 24 male faces (12 more attractive, 12 less attractive) and 24 female faces (12 more attractive, 12 less attractive) were chosen for this study. Face stimuli were presented in colour, in a cropped format with elements of hair and body diminished by the use of an oval mask around the face. During the rating task, face stimuli were presented sequentially in the middle of the screen with a slider-based rating scale directly underneath. In separate blocks, participants were asked “How attractive is this person?”, “How extraverted is this person?”, and “How honest is this person?”. Ratings were given on a scale of “1= Not at all” to “5=Very”. Ratings of honesty were used as a distractor item to dissuade participants from immediately identifying the purpose of the study and are not used in any data analysis. Examples of the face stimuli, and the set up of the rating screen, are given in Figure 1.
Procedure
Participants were instructed to access the Qualtrics survey link via their online class space. Instructions given in general at the start of the experiment in text format and were repeated before each block of responses. Before beginning the task, participants were asked to read the consent information carefully and to indicate their informed consent to continue with the task.
Ratings were presented in randomized blocked format for the attractiveness, extraversion, and honesty (distractor) variables. Face stimuli were randomized within
blocks, such that a random assignment of male and female faces and those initially determined to be more attractive or less attractive were presented. Participants were given the option to participate outside of class time to ensure equity of access and anonymity of response. One beginning the task, participants were required to complete all questionnaires in one sitting and were asked to respond as honestly as possible. There was no time restriction on the task and participants could complete the task at their own pace.
At the completion of the task participants were immediately debriefed as to the general purpose of the study and again more specifically at a delay of roughly 1 week after the completion of the task when the participants attended their tutorial classes. Copies of all materials were provided to students such that all students could experience the task, regardless of whether they gave consent to also participate.
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Figure 1. Example of face rating task, for the Attractiveness block.
Results
Descriptive statistics for attractiveness and extraversion ratings across male and female faces are given in Table 1.
Table 1. Descriptive statistics for Attractiveness and Extraversion ratings of Male and Female faces
Attractiveness
Average (Range)
Extraversion
Average (Range)
Male Faces
2.44 (1.68-3.27)
2.80 (2.08-3.59)
Female Faces
2.82 (2.03-3.72)
3.02 (2.25-3.79)
To determine if there is a systematic relationship between ratings of perceived attractiveness and ratings of perceived extraversion, correlation analyses were conducted for faces overall, as well as face stimuli split by face gender. As predicted, the analysis identified an overall significant positive correlation between perceived extraversion and perceived attractiveness, r(46)= 0.93, p<.001. This trend was consistent when face gender was considered, with a positive relationship identified between extraversion and attractiveness for both male faces r(22) = 0.92, p<.001, and female faces r(22)= 0.93, p<.001. This relationship is depicted in Figure 2.
Figure 2: Ratings of Perceived Extraversion and Perceived Attractiveness
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Extraversion Ratings
Extraversion Ratings
Attractiveness Ratings
Attractiveness Ratings
Male Faces
Male Faces
Female Faces
Female Faces