N​‌‍‍‍‌‍‍‌‌‍‌‍‍‌‌‌‍‍‍‍​O Plagiarism Please use Bordens, K. S. & Abbot, B. B. (2013). Research design and methods: A process approach (9th ed.). New York, NY: McGraw Hill Education. Chapter 13: Describing Data as one of the references. I will provide you with additional document, Please read the instruction and do both the survey and the youtube links you must do this first in order to be able to write up the assignment, be original when write up the Ho and H1 you do not have to write the quetion over that is in blue. Methodology Hypothesis Write a good Alternative H1 and Null Hypothesis Ho for this experiment below. H1. Ho. Variables Identify the variables in the spaces below. IV. Identify the Independent Variable(s) Be concise on what you call the IV (one or two words). Type of IV Identify whether the variable is categorical (nominal or ordinal) and identify the categories or if the scale is continuous (ratio or interval scale). If there are more than one IVs, repeat sequence IV, Type of IV. DV. Identify the Dependent Variable(s). Be concise on what you call the DV (one or two words). Type of IV Identify whether the variable is categorical (nominal or ordinal) and identify the categories or if the scale is continuous (ratio or interval scale). If there are more than one DVs, repeat sequence DV, Type of DV. CV. Identify any possible CoVariate. This must be variables that were collected in the study. Be concise on what you call the CV (one or two words). Type of IV Identify whether the variable is categorical (nominal or ordinal) and identify the categories or if the scale is continuous (ratio or interval scale). If there are more than one CVs, repeat sequence CV, Type of CV. Design Report the design of this experiment including the factors in a table as seen on page 333. Below is a list of designs we have learned. Select as many as are applicable and clearly explain why this study fits the designs selected. Archival Research Meta-Analysis Baseline Design Mixed Design Baseline designs: AB, ABA, ABAB,Multifactor, multiple-baseline, single factor Mixed Methods Design Behavioral baseline Multiple –Baseline Design Between Subjects Design Multiple Control Design Case History Naturalistic Observation Changing Criterion Design Nested Design Cohort- Sequential Design Nonequivalent Control Group Design Content Analysis Nonparametric Design Correlational Design Parametric Design​‌‍‍‍‌‍‍‌‌‍‌‍‍‌‌‌‍‍‍‍​Cross-Sectional Design Pretest-Postest Design Discrete Trials Design Qualitative Design Dynamic Design Quantitative Design Equivalent Time Samples Design Quasi- Experimental Design Ethnography Randomized Two-Group Design Experimental Design Single factor/ Factorial etc. (1×1, 2×2, 2,3 etc.) Interrupted Time Series Design Single Subject Design Longitudinal Design Solomon Four group Design Matched-Group Design Survey Research Matched-Pairs Design Time Series Design Within Subjects Design Participants Describe the participants, their location, and any other descriptions appropriate for a Participant section. Materials List and describe the materials and measures used. Address the reliability and validity for each as best as you can demonstrating a clear understanding for these terms. Use the following information in orange to help with this (do not use this verbatim, paraphrase). Make sure to cover both reliability of the measures as well as all validity of the measures that may apply (face, content, construct, convergent, predictive, discriminant, concurrent). Pay attention to what these tasks measure, not to the tasks themselves as they have found to equally measure the SAME variable (hint- this is the DV). You are NOT comparing the tasks here, they are just different ways of assessing the same variable. Task 1’s experiment is called Response Time; Task 2’s experiment is called Response Time Cued. Both appear in Phase 1 and Phase 2. Both experiments measure response time by calculating your response time plus 3 seconds for errors. Both Tasks (experiments) have been tested for compatibility and have been found to be equivalent measures of response time despite their differences in appearance. Thus, there is no reason to reassess the methods of gathering response time or differences between these measures. These should viewed as equal measures of response time. In the (fake) research, Keiser (2017) found the Response Time measure demonstrated high test-retest reliability when administered a month apart on the same group of college students (N = 56) with a correlation of .94. Keiser (2016) found the Response Time Cued measure demonstrated high test-retest reliability when administered a month a part on the same group of college students (N = 74) with a correlation of .95. Procedure Describe the procedure for this study in your own words. This should include enough information to be replicated. Make sure to clearly express the manipulation in the​‌‍‍‍‌‍‍‌‌‍‌‍‍‌‌‌‍‍‍‍​ study.