Research & Summaries Question

Description

A graduate-level academic paper is required, incorporating data compiled in an Excel spreadsheet. Some data needs to be formulated in the spreadsheet. All data is provided. An example paper that scored 98% is provided. A research paper temple in APA 7th ed. is provided. Instructions on requirements for assignment are provided.

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Requirements for the Graduate-Level Research Paper
1. Hello, I kindly request that you provide detailed responses to the questions in blue posed
by the professor.
a. Use the document (Example of Good Paper) as a reference to answer the
questions.
b. Ensure that any potential issues within the remaining 2% that may have been
missing in the (Example of Good Paper) assignment are identified and rectified, if
possible.
c. Any information formulated from the (Example of Good Paper) document must
be paraphrased aside from the data that may be identical in the accompanying
Excel Spreadsheet (DATA and T-Test Analysis)
d. If possible, expand the answers from the (Example of Good Paper) document in
further detail to paraphrase a new answer.
2. The accompanying Excel spreadsheet (DATA and T-Test Analysis) must be completed to
compare the results of the (Example of Good Paper) document.
3. Then, a new graduate-level research paper can be created. The document (Research Paper
Template) has been provided for your convenience to create the needed paper.
a. Some information has been pre-filled. You may choose to retain this existing
information or enhance it based on your assessment or if the information seems
inaccurate.
b. The template addresses the APA 7th edition formatting errors.
4. New graphs must be created from the site: http://www.rapidtables.com/tools/index.htm
5. The research paper does not need an abstract or introduction.
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6. This assignment does not need external references, as it primarily centers on deciphering
the particulars of the conducted experiment.
7. Please contact me if you have questions.
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Methodology
IMPORTANT: Follow the template below precisely. The text in blue is instructions and should
NOT be included in your assignment. Please read all instructions carefully.
Hypothesis
Write an excellent Alternative H1 and Null Hypothesis Ho for this experiment below.
H1
H0
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 the DV (one or two words).
Type of DV
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.
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CV
Identify any possible CoVariate. These must be variables that were collected in the study.
Be concise on the CV (one or two words).
Type of CV
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,
Mixed Methods Design
Multifactor, multiple-baseline, single factor
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
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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, recruitment, and any other descriptions appropriate for a
Participant section.
Materials
Titles of Measures Go Here in Black
List and describe the materials and measures used. Address the reliability and validity for each
as best as you can, demonstrating a clear understanding of these terms.
Use the following information in quotations to help with this (do not use this verbatim,
paraphrase). Make sure to cover both the 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
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been 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. This section
can be paraphrased to include in the paper:
“Task 1’s experiment is called Response Time Task A; Task 2’s experiment is called Response
Time Task B. 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 be viewed as equal measures
of response time. In the (fake) research, Keiser (2017) found the Response Time Task A 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 Task
B 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 express the manipulation in the study clearly.
Results
Analysis of the results is reviewed in the Week 7 discussion. Ensure your datasheet is ready to go
and follow along with the recording.
In this section, you will report the results of two simple Independent sample T-tests. These will
include reporting the means, standard deviations, and p values. Notice that on the data sheet for
this week, there are two sheets with templates for t-tests. Cut and paste the correct data cells into
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the sheet to compare the means (what a t-test does). Do this first for the overall comparison of
Music versus no Music and then to compare the conditions. Make sure to use the difference
between the scores (test minus baseline) to compare the conditions. This is the response time
changed (i.e.. how much it changed from baseline to condition).
Use this template for reporting the results. There should be two T-tests reported. Fill in the
Variables as appropriate:
An Independent Sample T-Test revealed that _____________ (n= xx , M = xxx , SD = xxx) was
__________[insert here what the relationship was- significantly greater? Significantly less than?
Not significantly different? ] than ________________ (n = , M = xxxx, SD = XXXX, t(df) =
xx.xx, p= .xxx) .
Notes on Reporting : The p = actual value when it is > .05; When it is less than .05 it should be
p < .05, p < .01 or p < .001. M's and SD's are to two decimal places, but p value to 3 decimal places. N, M, SD, t, p and other stats abbreviations are italicized. Use N for the entire sample and n for part of the sample. Include two graphs or charts in APA format. Use the examples in your textbook to help. You can create these in Excel and paste them here, or you can create these differently. If you are not familiar with how to create these in Excel, here is a link that allows you to create graphs and charts by plugging in numbers: http://www.rapidtables.com/tools/index.htm Discussion Discuss what the results mean here. Interpret and explain them so they make sense. Report the internal and external validity and reliability of this experiment here. 8 This is the story. This is where you must think and provide a story (or clear explanation) about why the results are what they are. Limitations Disclose the limitations of the study. Be specific. Future Work Suggests some logical next steps in exploring this subject area and why those steps would be important to take next. 1 Example of Good Paper • This is an example of a paper that received a high grade (98%). • Any information formulated from this source must be paraphrased aside from the data that may be identical in the accompanying Excel Spreadsheet (DATA and T-Test Analysis). • Additionally, ensure that any potential issues within the remaining 2% that may have been missing in this assignment are identified and rectified, if possible. Methodology H1: Measures of Response scores are better when listening to music versus having no music. H0: Measures of response scores have no significant difference when listening to music or having no music. Variables IV: Music or No music Type of IV Categorical, Nominal. DV Measures of Response Scores Type of DV Continuous scale, Ratio. H1b Measures of response scores were better when listening to classical music than Rock music. Ho1b: Measures of response scores had no significant difference when listening to classical music or rock music. 2 Variables IV: Music type (Classical, Rock) Type of IV Categorical, nominal. DV Measures of response scores Type of DV Continuous scale, ratio Exploratory: H1b: The total difference in response scores for classical music with phase 2 would be greater than rock music response scores from phase 1. Ho1b: There would be no change in the total difference in response scores for classical music with phase 2 than the difference for rock music in phase 1. IV: Classical and Rock total Difference Type of IV: Categorical, nominal DV: Response score Type Of DV: Continuous scale, interval Design The design is experimental because it has the manipulation of the independent variable by first applying the sound and then by changing the type of music. 3 This experiment falls under a few different types, the first design that comes to mind is the quasi-experimental equivalent time samples design. Although not perfectly aligned this experiment has all the makings of fitting under this design as its participants are from an equivalent group and it does use a sample of time of one week with pre and post treatment of music types. The design is experimental as it has a manipulation to the independent variable. The next experimental design that fits for this lab is a Parametric, it is parametric because it deals with numbers quantitatively. It is also a single subject multifactor design, as there are multifactor tested across each individual subject with the main effect for all individuals. With the added week of time between each test however it can affect the baseline and make it unrecoverable as participants are now familiar with and have learned what to expect with the next attempt creating a carryover effect. Baseline designs fits this experimental design extremely well as it measures the baseline of the single subjects across each experimental treatment and then a week later repeats the two conditions in a ABAB design using music type as the intervention phase. In all instances this lab can be used as a within-subjects experimental design once all the data is collected from each individual, this is because all subjects are exposed to all treatments. Lastly The nested design could be used for this experiment as each level of a factor is completely crossed with every level of every other factor and nested together. Participants The sample consisted of 28 Ph.D. students who participated in the study online. The sample was gender-diverse, including both male and female students. 4 It is important to note that the participants' specific ethnic backgrounds, gender identities, and ages were unavailable in the provided data. Therefore, the potential influence of these demographic variables on the study outcomes could not be assessed. The study was conducted with ethical standards. Participants voluntarily took part in the research and were not provided any form of compensation for their participation. The guidelines of ethical research conduct were strictly adhered to throughout the study, ensuring the protection of the participant's rights, safety, and well-being. Materials Measures of Response time. Two measures were used for response time in phase 1 and 2, the first measure was assessed by pressing the b key for the color yellow or the circle shape or the letter n for the color blue and the square shape. The second measure was assessed by pressing b for any big or small H, or O letters or the n key in the absence of those letters. Music was added for each phase and each phase had a different type of music. Reliability. The reliability of the measures for response time were good as the test was repeated a week later under almost identical conditions with similar results. The Pre-test posttest design use gives decent reliability. Validity. Phase 1 and phase 2 response scores show us strong predictive validity with them being measured a week apart and similar in nature, although flipped in each phase. Materials. Computer, Internet connection, Enrollment in Research Theory and Methodology, the links to phase 1 and phase 2 referenced below as well as the 2 YouTube music links. Quiet location. Procedure Participants are instructed to go to a quiet location free of distractions, once ready participants will test their speakers for sound the right and left. Then the participants will confirm 5 they want to do the survey. The next page the participant will provide their Surname. Then participants read the instructions which include what they will be doing and how. Participants will then press the keys “B” for any circles or the color yellow, whichever is being specified or the key “N” for squares or the color blue. They will do this in silence and then are provided a YouTube link with classical music to again preform the same tasks while music is playing. The second part of the task’s also requires participants to Identify any H’s or O’s small or large and press “B” and if there isn’t any H’s or O’s then press “N”. Phase two is similar except it takes place 1 week later, the two tasks are reversed in order, and the YouTube link provided for the music is now Heavy metal instead of classical music. Results An Independent Sample T-Test revealed that when music was playing (n= 26, M = 186.65, SD = 20.23) response time was significantly greater than when no music was playing (n= 26, M = 167.93, SD = 36.87) t (50) = 2.27 p < .05). An Independent Sample T-Test revealed that when classical music was playing (n= 26, M = 90.58 SD = 21.57) response time were not significantly different than when rock music was playing (n= 26, M = 77.34, SD = 30.59) t (50) =1.80 p=.077). Exploratory An Independent Sample T-Test revealed that Classical Music total Difference response scores (n= 26, M = 14.62 SD = 21.50) were not significantly different than rock music total difference response scores (n= 26, M = 4.10, SD = 29.37) t (50) =1.47 p=.147). Figure 1 Interaction between Music Type and difference in response scores 6 200 180 160 140 120 100 TOTAL CLASSICAL 80 TOTAL ROCK 60 40 20 0 BASELINE MUSIC Footnote: Classical and rock music compared to differences in response scores Figure 2 Interaction between Music Type and difference in response scores 200 180 160 140 120 100 TOTAL CLASSICAL 80 TOTAL ROCK 60 40 20 0 BASELINE MUSIC Footnote: Classical and Rock music compared to differences in response scores 7 Discussion The results of this study provided a clear overview of response scores when listening to music, whether classical or rock, or not listening to music. Hypothesis one stated that response scores would be greater when listening to music than not listening to any music. Hypothesis 1 was supported as statistically significant and response scores were greater when music was playing than when music was not play. The findings for this could indicate that attention is greater to response task time when there is music playing during the task than when music is not playing. Hypothesis 2 stated that classical music would have better response scores than rock music and these findings were not supported or statically significant. Response scores when listening to Classical music versus rock music did not impact the response scores on a significant level leading to the belief that music type did not have an overall impact on the response scores during phase 1 or phase 2. Perhaps this means that it is not the type of music that is being listened to as long as there is a constant sound playing that helps in the response score. Hypothesis 3, the exploratory response stated that the overall total difference in response scores from classical music from phase 2 would be greater than the overall total difference in response scores from rock music from phase 1. This hypothesis was also not supported as there was no significant total difference in response scores between classical music and phase 2 or the total difference in response scores from rock music and phase 1. This makes a lot of sense as there was no significant difference from hypothesis 2 and music type so there should not have been a significant difference between the overall score difference between the two music types either. 8 This lab had good overall reliability as it used a pre-test posttest design both for the baseline of no music and music as well as music type in 2 different weeks of testing. The reliability was also able to be seen across hypothesis as both hypothesis comparing music type had similar results of not having a statistically different significance while they all also measured that music regardless of type had better response scores than no music. The validity of this study used predictive validity using the same measures but flipped in phase 1 and phase two a week apart with similar response scores in both weeks for the baseline and music tests. Overall, this study displayed that music plays a crucial role in helping with response time for these labs and further studies of this could be useful in everyday living for humans. For example when driving or even doing household chores music could help enhance response time whether it is for concentration, or attention would have to be examined further. Limitations The limitation for this study is the inability to control for extraneous variables, such as the level of noise in the environment each participant is in. The volume level of the music the participants use could also be considered an extraneous variable. Internet connection and speed could also differ and impact results. Time of day the lab is taken could be considered a limitation as well. Participant’s overall hearing and vision health could also impact results. Any distractions that could happen in one’s own home such as pets or kids could also affect the outcome and therefore be considered a limitation. It would be hard if not impossible to eliminate all these extraneous variables when in remote settings. Future Work Future work for this study could include a larger population sample and even different types of music at various volumes. Testing in a lab setting that eliminates sounds or accounts for 9 all sounds and distractions that participants could be influenced by at an even level would help in controlling for some of the extraneous variables and perhaps give different results. It can be used in music therapy sessions for those who struggle with attention disorders to test if response time changes with and without music for certain tasks, or even eye tracking to try and detect levels of focus with music playing or not playing. 1 Methodology Hypothesis Alternative Hypothesis (H₁): Null Hypothesis (H₀): Variables Independent Variable (include type of IV) Dependent Variable (include type of DV) Covariates (include type of CV) Exploratory Research Hypothesis Alternative Hypothesis (H₁): Null Hypothesis (H₀): Variables Independent Variable (include type of IV) Dependent Variable (include type of DV) Covariates (include type of CV) Design 2 (Enter Desing Here) (is it a 2x2 design?) Table 1 Structure of 2x2 Factorial Design (enter more description) (insert appropriate table) Quantitative Design The IVs of this study were systematically manipulated, and their corresponding effects on the DVs, potentially comprising metrics such as time and accuracy, were measured. Given the collected data's numerical nature and subsequent statistical analysis, the study could be classified under a quantitative design. Time-series Design Furthermore, the investigation structure, split into two distinct phases, Phase I and Phase II, conducted with a one-week interval between them, resonated with the framework of a timeseries design. This design was particularly beneficial as it facilitated observing changes or trends in the DVs over time following the manipulation of the IVs. (enter more designs from the list provided on the Instructions Document) Participants The sample consisted of 28 Ph.D. students who participated in the study online. The sample was gender-diverse, including both male and female students. It is important to note that the participants' specific ethnic backgrounds, gender identities, and ages were unavailable in the provided data. Therefore, the potential influence of these demographic variables on the study outcomes could not be assessed. (The data from two participants was excluded as it did not meet the necessary criteria for inclusion in the analysis. Resulting in n = 26) 3 The study was conducted with ethical standards. Participants voluntarily took part in the research and were not provided any form of compensation for their participation. The guidelines of ethical research conduct were strictly adhered to throughout the study, ensuring the protection of the participant's rights, safety, and well-being. Materials The study utilized two tasks: 'Response Time Task A' and 'Response Time Task B'. Both tasks were conducted in Phase 1 and Phase 2 of the study and were designed to measure the dependent variables of response time and task accuracy. Reliability Validity (convergent?) Procedure Results Discussion Limitations Future Work 4 References Bordens, K. S., & Abbott, B. B. (2022). Research design and methods: A process approach. Mcgraw-Hill Education. ID Alan Anabelle Audrey Baskin Brittany Carol Chase Daniel Ellis Eugenia Hadir Hadiya Jenny Jermaine Jessica Kari Latasha Marco Maryhan Melody Missy Nancy Nerissa Phillip Robin Rory Gender M F F M F F M M M F F F F M F F F M F F F F F M F M DateTaken Phase 1- Response Time Task A 11/21/2023 2.93 2.23 11/21/2023 1.59 2.11 11/21/2023 1.45 1.92 11/21/2023 1.70 2.54 11/21/2023 0.83 4.65 11/22/2023 0.97 1.89 11/22/2023 1.32 1.05 11/20/2023 3.43 2.90 11/20/2023 0.64 2.60 11/21/2023 2.82 1.66 11/22/2023 0.62 1.80 11/22/2023 2.82 1.66 11/22/2023 1.13 1.48 11/21/2023 1.50 3.00 11/22/2023 0.78 2.01 11/21/2023 2.02 3.19 11/21/2023 2.15 2.50 11/21/2023 3.6 2.5 11/22/2023 1.38 1.95 11/22/2023 1.38 1.95 11/20/2023 1.95 2.71 11/22/2023 2.58 2.70 11/22/2023 0.64 2.60 11/22/2023 0.97 1.89 11/22/2023 1.88 2.08 11/20/2023 2.50 1.46 Brian John M M 11/25/2023 11/28/2023 1.52 2.7 2.29 3.9 Time Task A 2.74 1.49 1.87 2.50 0.60 1.30 1.52 1.54 1.08 0.67 2.55 0.67 2.38 2.20 2.93 1.00 2.41 3.8 1.25 1.25 1.58 0.94 1.08 1.30 1.62 1.59 2.84 1.32 2.32 4.66 0.41 2.15 2.72 2.95 2.73 2.75 2.44 2.75 1.59 1.96 2.64 2.98 5.79 2.5 2.66 2.66 2.15 0.75 2.73 2.15 2.77 0.92 2.55 3.05 2.66 2.75 1.66 2.90 1.02 3.20 1.97 1.33 0.79 1.33 3.23 1.63 1.76 1.63 2.72 2.4 2.97 2.97 1.21 1.09 1.97 2.90 2.81 5.09 2.12 1.33 1.50 2.78 5.08 4.46 1.44 3.01 1.48 2.85 2.47 2.85 2.32 3.00 2.39 2.41 1.15 4 1.05 1.05 1.33 2.93 1.48 4.46 2.04 2.87 1.56 2.42 1.20 0.65 1.70 0.90 1.74 2.22 1.13 2.91 2.77 2.91 3.07 2.36 2.42 2.82 2.96 2.8 2.06 2.06 2.56 1.79 1.13 0.90 1.24 2.90 2.22 3.23 0.76 1.57 1.66 1.28 2.69 2.09 1.72 2.82 2.09 2.82 2.91 2.31 2.44 2.09 1.21 4.8 1.96 1.96 2.56 1.94 1.72 1.28 2.42 1.66 1.96 2.00 0.70 1.88 3.89 2.49 2.12 2.01 2.23 0.92 3.44 0.92 1.63 2.43 2.40 2.08 1.80 2.6 1.52 1.52 2.59 2.81 2.23 2.49 2.84 2.23 1.23 3 1.92 3.3 2.60 2.9 4.60 2.9 2.00 2.6 1.13 3.2 2.87 3.6 1.89 1.40 2.20 1.86 3.82 1.44 1.42 2.23 2.99 1.11 0.84 1.11 1.88 3.00 1.86 1.17 2.63 3 2.30 2.30 1.12 1.23 2.99 1.44 3.10 0.67 1.90 1.77 2.99 2.03 3.21 1.19 1.24 2.35 0.72 2.16 2.75 2.16 2.08 2.64 2.33 3.20 1.77 4.4 1.54 1.54 1.53 0.97 0.72 1.19 3.19 0.91 3.00 1.32 2.03 2.61 5.12 2.46 2.04 3.19 2.95 2.70 0.79 2.70 1.62 2.64 2.30 1.61 2.79 2.7 1.43 1.43 3.66 2.08 2.95 2.46 1.63 1.73 2.83 1.92 2.04 1.38 4.20 1.16 2.72 3.08 2.54 1.40 2.36 1.40 2.77 2.57 1.69 2.55 0.84 2.6 0.67 0.67 2.62 0.64 2.54 1.16 2.33 1.76 2.54 2.12 1.00 2.53 4.31 2.75 2.13 3.11 1.23 1.03 3.00 1.03 2.81 1.86 1.98 2.79 1.47 3.7 1.99 1.99 1.61 1.02 1.23 2.75 0.98 1.87 2.37 1.14 2.03 1.79 1.43 1.29 1.55 1.90 1.92 1.24 1.39 1.24 2.04 2.02 2.92 1.05 2.87 3.4 1.79 1.79 1.01 2.86 1.92 1.29 4.20 0.76 1.46 1.31 1.20 2.10 5.11 2.78 1.16 1.90 1.28 1.47 0.60 1.47 1.24 1.36 2.37 2.98 1.81 3.1 1.27 1.27 0.69 2.73 1.28 2.78 1.80 2.73 0.93 4.2 1.38 3.6 1.42 4.5 1.56 4.6 2.67 2.8 2.67 2.8 0.66 3.8 1.40 1.18 0.90 2.84 4.86 2.94 2.86 2.69 0.67 2.43 2.40 2.43 2.42 2.92 1.10 3.06 1.77 4.5 2.88 2.88 1.18 1.50 0.67 2.94 4.91 2.57 1.75 1.60 0.62 1.99 3.36 1.75 1.29 2.81 1.34 1.83 2.74 1.83 2.80 2.69 0.67 2.35 2.02 2.6 2.50 2.50 2.06 1.44 1.34 1.75 4.19 1.53 2.85 1.56 2.21 0.83 4.13 1.83 2.33 1.83 1.20 0.95 1.05 0.95 2.32 1.17 1.37 1.64 1.05 2.6 2.59 2.59 2.27 1.71 1.20 1.83 4.45 2.98 1.05 2.79 1.82 1.10 1.72 1.42 1.00 2.33 0.88 0.87 0.86 0.87 1.23 1.09 0.96 1.67 2.00 3.4 1.80 1.80 0.94 2.52 0.88 1.42 1.88 1.81 1.05 2.50 1.04 0.89 2.68 0.83 2.20 2.58 1.00 1.36 2.55 1.36 1.06 2.07 2.61 3.46 0.75 2.2 1.20 1.20 1.70 1.78 1.00 0.83 2.08 0.76 0.92 2.55 1.86 1.16 2.98 1.95 1.05 2.81 1.25 0.76 2.53 0.76 1.42 1.67 1.82 3.25 2.20 2 1.63 1.63 2.37 2.92 1.25 1.95 1.62 1.04 1.03 1.28 0.72 2.72 4.85 2.39 1.49 1.97 1.95 2.47 1.97 2.47 2.08 2.36 0.89 1.22 1.63 3.2 0.68 0.68 1.93 0.67 1.95 2.39 2.77 1.62 2.90 4.7 2.76 4.1 0.81 3.6 1.03 3.8 1.65 3 1.57 2.4 1.94 2.7 1.96 2.13 1.37 2.19 0.93 1.04 2.02 1.69 1.88 0.63 2.84 0.63 3.43 0.97 1.19 2.65 2.71 2.2 1.33 1.33 2.47 2.53 1.88 1.04 2.81 0.80 1.67 1.60 2.24 1.65 2.14 0.78 2.83 1.61 1.61 1.75 3.11 1.75 3.30 1.09 1.37 2.97 1.79 3.6 0.91 0.91 1.70 0.73 1.61 0.78 2.04 2.59 4.13 2.52 0.69 1.92 3.01 2.87 2.95 1.36 2.98 1.34 0.98 1.34 1.13 2.79 2.15 1.10 0.85 3.2 2.90 2.90 1.08 1.17 2.98 2.87 1.24 1.45 2.06 3.07 1.55 0.60 4.58 0.64 1.41 1.33 2.69 2.03 2.70 2.03 1.13 2.37 1.36 3.22 1.47 3.6 1.08 1.08 2.84 1.77 2.69 0.64 2.42 1.50 1.82 2.53 2.77 1.03 1.59 1.52 1.93 1.59 2.13 2.34 1.29 2.34 2.47 1.28 0.97 2.31 1.71 2.8 2.65 2.65 2.81 1.29 2.13 1.52 4.43 1.68 1.76 2.54 2.87 2.21 2.14 0.64 2.81 3.26 2.78 2.64 3.82 2.64 2.05 0.73 2.93 1.16 2.95 4.5 1.75 1.75 0.66 1.75 2.78 0.64 1.27 1.83 2.25 1.13 1.95 1.68 5.18 1.79 2.42 3.00 1.29 1.27 2.15 1.27 3.12 1.89 1.19 2.27 2.58 3.4 1.85 1.85 2.59 2.58 1.29 1.79 4.25 1.47 2.98 2.7 1.10 3.4 1.56 3.4 2.25 2.6 0.77 4.7 1.74 2.7 1.35 2.9 2.59 2.23 1.42 2.32 1.66 2.27 2.25 1.50 4.15 1.83 1.57 1.83 1.30 2.58 1.28 2.97 0.81 3.5 2.18 2.18 0.94 2.21 4.15 2.27 2.58 1.10 2.47 1.94 0.72 2.27 1.88 1.63 1.38 1.23 0.71 1.91 2.47 1.91 1.17 1.70 2.69 2.40 2.91 3.9 1.67 1.67 1.73 1.81 0.71 1.63 2.20 2.40 1.30 3.20 2.16 0.94 2.08 2.04 3.00 1.45 2.62 2.40 1.27 2.40 1.87 0.63 2.79 1.30 4.67 3.7 2.60 2.60 2.34 0.81 2.62 2.04 3.34 0.85 1.53 2.73 1.51 2.59 1.62 1.15 2.16 1.09 1.30 1.98 2.39 1.98 1.44 2.86 1.78 2.37 2.01 4 1.23 1.23 1.04 2.28 1.30 1.15 1.67 2.01 1.87 2.90 2.17 1.78 2.77 2.80 2.59 1.71 1.01 1.70 3.62 1.70 3.01 1.63 1.57 1.99 2.87 4.9 0.77 0.77 1.31 0.96 1.01 2.80 1.86 0.72 2.26 3.49 1.37 2.11 2.81 2.85 1.56 1.38 1.29 2.89 1.33 2.89 1.57 2.79 2.01 3.32 1.99 3.9 1.03 1.03 1.20 1.90 1.29 2.85 1.65 2.20 0.87 1.08 2.98 2.13 2.04 1.07 2.92 1.24 0.86 2.03 1.65 2.03 2.60 2.22 3.00 2.10 2.40 2.9 1.50 1.50 2.43 1.97 0.86 1.07 1.52 1.15 2.89 3.3 1.79 2.5 2.11 4.2 1.98 2.8 1.40 3.1 2.08 3.6 3.90 5 0.61 1.48 0.68 2.60 1.24 2.82 1.40 1.68 0.72 1.44 1.91 1.44 3.18 2.23 1.08 2.41 1.39 2.1 2.77 2.77 1.68 2.13 0.72 2.82 1.59 2.88 2.25 1.95 2.88 2.04 2.42 1.33 1.37 3.32 1.51 1.89 2.18 1.89 3.20 2.47 1.28 1.37 2.25 4.9 3.81 3.81 1.16 0.74 1.51 1.33 2.00 1.81 1.23 3.28 2.15 2.47 2.83 1.83 2.13 2.59 2.65 2.55 1.67 2.55 3.21 4.51 0.90 2.00 2.03 4.8 0.61 0.61 0.80 1.98 2.65 1.83 4.22 0.71 0.86 2.2 1.49 2.1 0.99 4.2 Phase 1- Response Time Task B 1.47 1.77 2.44 2.04 1.24 1.01 2.36 1.52 0.67 2.16 2.70 1.07 2.51 1.30 2.76 1.22 3.20 2.02 1.81 3.19 2.54 1.32 1.54 1.85 1.06 2.45 2.79 0.79 1.59 1.49 2.51 1.30 2.76 1.03 1.61 1.25 2.29 1.33 2.62 1.72 1.10 0.99 2.92 2.02 3.38 1.71 0.41 2.05 1.66 2.11 0.77 0.3 1.9 1.3 1.72 1.10 0.99 1.25 1.02 1.98 2.46 1.87 3.24 2.73 0.89 1.67 1.81 1.11 2.54 1.35 0.82 1.56 2.31 0.93 2.63 1.93 0.75 1.68 1.00 0.8 1.59 1.6 1.49 0.8 0.66 2.57 1.15 2.21 0.99 3.95 1.54 0.55 1.35 0.89 4.40 0.78 2.16 1.29 1.13 2.44 1.60 1.1 1.29 1.13 0.75 1.34 4.24 1.30 1.11 1.14 2.02 1.99 1.65 1.60 2.33 0.75 2.15 0.72 1.57 1.08 0.89 1.74 0.45 1.11 1.90 2.72 1.24 0 1.01 4.67 1.13 1.90 2.15 2.16 2.13 0.46 1.47 2.10 0.75 1.98 0.63 4.29 2.52 2.21 1.74 0.90 0.63 1.98 2.58 1.38 2.21 2.59 2.33 0.9 1.38 1.46 4.45 1.50 2.52 1.49 2.34 2.63 1.87 0.54 1.67 1.99 2.66 2.66 1.13 1.32 1.49 1.40 2.66 0.73 1.01 1.48 3.16 2.75 1.33 0 1.48 1.02 1.93 1.30 1.99 0.84 0.78 1.10 1.75 2.58 2.78 2.66 0.86 1.38 2.54 0.63 0.99 1.06 0.86 2.21 4.43 1.39 1.32 1.37 0.97 1.7 1.39 1.75 1.41 2.62 4.40 1.19 2.29 1.98 2.19 1.15 2.39 0.64 1.77 2.23 1.13 2.54 0.58 2.71 1.77 2.51 2.55 1.58 2.00 1.20 1.52 0.3 1.58 4.00 2.51 1.10 4.15 2.68 1.61 2.12 0.89 0.65 0.61 1.11 2.52 1.15 1.05 1.14 2.23 0.66 2.52 1.25 4.49 1.78 0.75 2.78 1.18 1.7 1.78 1.30 5.01 2.09 1.05 1.14 1.03 0.86 2.76 1.3 1.30 0.2 4.40 0.8 4.15 0.5 1.06 0.9 2.71 1.2 0.66 2 2.16 1.53 1.82 2.25 2.14 1.13 1.62 4.40 0.78 0.56 2.14 2.49 3.86 0.46 3.10 0.70 2.22 0.5 0.46 2.18 2.21 1.10 1.62 0.98 2.02 2.29 1.27 1.28 0.64 1.02 1.27 2.99 1.67 4.15 1.23 1.75 1.27 0.50 1.31 2.65 1.03 2.70 2.35 0.4 2.65 3.62 3.62 0.76 4.48 1.86 1.70 0.86 0.49 1.87 1.03 2.52 0.64 3.14 1.19 1.36 1.65 1.75 0.64 1.51 3.23 1.55 3.78 0.53 1.32 1.4 1.55 4.51 1.64 0.97 1.19 2.67 1.38 1.45 1.33 1.66 2.03 1.17 0.61 3.55 2.11 2.47 0.46 1.12 0.61 1.66 1.02 1.23 1.37 1.41 1.50 0.2 1.23 2.31 0.24 0.78 0.35 2.05 2.66 2.30 0.86 1.87 0.97 1.49 1.79 1.34 2.14 2.00 1.15 0.53 1.79 0.47 3.60 1.51 1.12 1.53 1.13 1 1.51 1.91 2.06 2.54 2.14 0.56 0.57 2.64 2.42 1.56 2.26 1.62 2.24 2.57 1.67 2.58 1.45 0.55 2.24 2.74 2.80 0.94 3.19 1.06 1.38 0.2 0.94 2.25 1.45 1.78 3.36 2.77 2.65 1.59 2.18 0.63 1.33 0.53 2.63 1.42 1.37 0.94 1.22 1.34 2.63 0.68 3.09 1.15 4.07 2.53 1.94 0.7 1.15 3.69 4.53 0.73 4.24 2.48 1.74 1.18 0.56 0.6 1.75 0.8 1.75 0.9 1.12 1.5 0.53 0.7 0.55 1.7 1.34 0.4 2.36 0.78 2.26 1.39 2.33 2.25 1.59 1.65 0.91 1.75 2.33 2.48 1.14 1.25 1.31 0.67 2.40 1.3 1.25 2.00 2.88 1.19 1.59 2.37 1.97 2.75 1.10 0.77 1.00 1.28 1.34 1.91 1.67 1.02 1.36 2.11 1.34 0.48 3.97 0.71 3.45 1.66 0.74 1.2 0.71 2.75 3.63 0.53 2.89 2.41 2.06 1.52 2.73 1.57 0.85 2.33 1.91 2.93 0.78 0.47 0.52 2.23 1.91 2.41 3.48 2.74 3.29 0.86 2.15 1.4 2.74 0.95 2.84 2.65 1.54 1.03 1.41 2.33 2.25 2.65 1.66 2.44 2.14 1.61 1.45 0.78 0.45 1.97 2.14 2.26 2.40 1.92 3.97 2.19 1.13 1.8 1.92 2.06 5.17 1.21 4.18 1.95 2.37 0.41 0.60 2.08 0.98 0.43 0.57 3.43 1.67 1.28 1.11 1.16 0.57 0.68 4.26 1.15 3.03 2.39 1.59 0 1.15 2.28 2.31 0.60 3.36 1.88 2.71 1.74 0.89 2.55 2.22 1.11 1.76 3.66 2.21 0.83 1.15 0.56 1.76 2.51 3.48 1.68 0.75 0.69 2.18 0.4 1.68 1.30 2.72 1.84 2.21 1.33 0.43 2.28 1.68 2.76 0.64 2.47 2.11 4.20 2.94 2.75 2.18 2.07 2.11 0.47 1.61 1.02 1.52 2.59 1.17 1.5 1.02 3.56 1.66 1.88 2.94 0.63 2.10 1.75 1.75 0.6 2.11 0.3 2.23 1.1 1.97 1 1.16 1.1 0.56 1.5 2.07 1 2.08 2.83 0.41 2.68 0.66 2.69 1.57 2.17 0.47 1.48 4.40 1.87 4.29 2.73 3.24 0.99 2.36 1 2.73 0.90 2.86 2.18 1.57 2.04 0.66 0.47 1.79 3.15 2.73 1.90 1.73 3.05 2.63 1.19 2.68 2.04 4.15 2.59 1.21 2.43 1.80 1.47 0.51 1.1 2.43 3.81 3.98 2.37 2.63 1.26 1.67 1.20 1.86 3.22 0.49 2.66 2.76 1.32 1.17 1.40 0.84 0.87 2.76 2.16 3.12 0.90 2.63 0.44 1.42 1.5 0.90 1.54 2.66 0.47 1.17 2.79 2.63 2.