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- Genre: Diaries--Psychological aspects.
- Genre: Interactive multimedia--Equipment and supplies.
- Creators: Arizona State University
Description
Daily dairies and other intensive measurement methods are increasingly used to study the relationships between two time varying variables X and Y. These data are commonly analyzed using longitudinal multilevel or bivariate growth curve models that allow for random effects of intercept (and sometimes also slope) but which do not address the effects of weekly cycles in the data. Three Monte Carlo studies investigated the impact of omitting the weekly cycles in daily dairy data under the multilevel model framework. In cases where cycles existed in both the time-varying predictor series (X) and the time-varying outcome series (Y) but were ignored, the effects of the within- and between-person components of X on Y tended to be biased, as were their corresponding standard errors. The direction and magnitude of the bias depended on the phase difference between the cycles in the two series. In cases where cycles existed in only one series but were ignored, the standard errors of the regression coefficients for the within- and between-person components of X tended to be biased, and the direction and magnitude of bias depended on which series contained cyclical components.
ContributorsLiu, Yu (Author) / West, Stephen G. (Thesis advisor) / Enders, Craig K. (Committee member) / Reiser, Mark R. (Committee member) / Arizona State University (Publisher)
Created2013
Description
Guitar Hero III and similar games potentially offer a vehicle for improvement of musical rhythmic accuracy with training delivered in both visual and auditory formats and by use of its novel guitar-shaped interface; however, some theories regarding multimedia learning suggest sound is a possible source of extraneous cognitive load while playing so players may score higher with sound turned off. Also, existing studies have shown that differences in the physical format of interfaces affect learning outcomes. This study sought to determine whether (a) the game’s audio content affects rhythmic accuracy, and (b) the type of game controller used affects learning of rhythmic accuracy. One hundred participants were randomly assigned in approximately equal numbers (ns = 25) to the four cells of a 2x2 between-subjects design. The first variable was the audio content of the game with two levels: on or off. The second variable was the type of game controller: the standard guitar-style controller or tablet interface. Participants across all conditions completed a pre- and post-test with a system that required them to tap along with repeated rhythmic patterns on an electronic drum pad. Statistical evidence showed better outcomes with a tablet controller with respect to input time error, reduction of extra notes played, and reduction of missed notes; however, the guitar-style controller produced superior outcomes in terms of avoiding missed notes and was associated with higher satisfaction by participants. When audio was present better outcomes were achieved at multiple factor-levels of reduction of missed responses, but superior outcomes in input time error were seen without audio. There was no evidence to suggest an interaction between controller type and the presence or absence of audio.
ContributorsThomas, James William (Author) / Zuiker, Steven J (Thesis advisor) / Atkinson, Robert (Thesis advisor) / Savenye, Wilhelmina C (Committee member) / Arizona State University (Publisher)
Created2017
Description
The comparison of between- versus within-person relations addresses a central issue in psychological research regarding whether group-level relations among variables generalize to individual group members. Between- and within-person effects may differ in magnitude as well as direction, and contextual multilevel models can accommodate this difference. Contextual multilevel models have been explicated mostly for cross-sectional data, but they can also be applied to longitudinal data where level-1 effects represent within-person relations and level-2 effects represent between-person relations. With longitudinal data, estimating the contextual effect allows direct evaluation of whether between-person and within-person effects differ. Furthermore, these models, unlike single-level models, permit individual differences by allowing within-person slopes to vary across individuals. This study examined the statistical performance of the contextual model with a random slope for longitudinal within-person fluctuation data.
A Monte Carlo simulation was used to generate data based on the contextual multilevel model, where sample size, effect size, and intraclass correlation (ICC) of the predictor variable were varied. The effects of simulation factors on parameter bias, parameter variability, and standard error accuracy were assessed. Parameter estimates were in general unbiased. Power to detect the slope variance and contextual effect was over 80% for most conditions, except some of the smaller sample size conditions. Type I error rates for the contextual effect were also high for some of the smaller sample size conditions. Conclusions and future directions are discussed.
A Monte Carlo simulation was used to generate data based on the contextual multilevel model, where sample size, effect size, and intraclass correlation (ICC) of the predictor variable were varied. The effects of simulation factors on parameter bias, parameter variability, and standard error accuracy were assessed. Parameter estimates were in general unbiased. Power to detect the slope variance and contextual effect was over 80% for most conditions, except some of the smaller sample size conditions. Type I error rates for the contextual effect were also high for some of the smaller sample size conditions. Conclusions and future directions are discussed.
ContributorsWurpts, Ingrid Carlson (Author) / Mackinnon, David P (Thesis advisor) / West, Stephen G. (Committee member) / Grimm, Kevin J. (Committee member) / Suk, Hye Won (Committee member) / Arizona State University (Publisher)
Created2016