Final Lab ReportPlease make sure to read the final lab report .docx

Final Lab Report
Please make sure to read the final lab report guide on
Blackboard
Has grade breakdown
Has information about each section
Due by Fri., May 3 at 11:59 p.m.
Can use late breaks
Lose 10% of grade per day that it is late w/o late breaks
Must be submitted by Sun., May 7 at 2:00 p.m!!!
Results
Start by pointing reader to the figure you are talking about
Don’t use the term “significant” as you are not conducting
inferential statistical tests.
Avoid vague qualifiers like “much longer” or “a lot higher”
Instead calculate the actual difference and report the difference

Figure 1 shows that overall the mean PRP increased as the
unfavorable interval increased. The PRP was 2.31, 6.34, and
10.82 s longer when the FI was 15, 20, and 25 s, respectively,
than when it was 10 s.
FI 10 s FI 10 s
Upc - UF 1.2622044208447374 0.90503959397734379
1.2622044208447374 0.90503959397734379
Unfavorable Favorable 1.87 3.6983333333333328
Upc - F 0.97764342511299218 1.5882065356873445
0.97764342511299218 1.5882065356873445
Unfavorable Favorable 4.1566666666666672
3.7300000000000004
PRP (s)

FI 10 s FI 15 s
Upc - UF 0.91885798685106901 1.7733020047357917
0.91885798685106901 1.7733020047357917
6.0371428571428583 Upc - F 1.5177038578062585
0.81895767086380455 1.5177038578062585
0.81895767086380455 Unfavorable Favorable
3.9728571428571433 2.9314285714285715
FI 10 s FI 20 s
Upc - UF 2.4080503870697285 2.5342533417162505
2.4080503870697285 2.5342533417162505
Upc - F 0.64183071496046784 1.8875424940028949
0.64183071496046784 1.8875424940028949
2.4016666666666664
Past Interval
PRP (s)
FI 10 s FI 25 s
Upc - UF 1.5 2 1.5 2 Unfavorable Favorable
9.1999999999999993 18 Upc - F 1 0.5 1
0.5 Unfavorable Favorable 2.5 2.2999999999999998

Past Interval
Figure 1 shows that overall the mean PRP increased as the
unfavorable interval increased. The PRP was 1.83, 3.28, and
4.88 times longer when the FI was 15, 20, and 25 s,
respectively, than when it was 10 s.
Overall, the PRP was 24-54% of the interval value.
FI 10 s FI 10 s
Upc - UF 1.2622044208447374 0.90503959397734379
1.2622044208447374 0.90503959397734379
Upc - F 0.97764342511299218 1.5882065356873445
0.97764342511299218 1.5882065356873445
3.7300000000000004
PRP (s)

FI 10 s FI 15 s
Upc - UF 0.91885798685106901 1.7733020047357917
0.91885798685106901 1.7733020047357917
6.0371428571428583 Upc - F 1.5177038578062585
0.81895767086380455 1.5177038578062585
3.9728571428571433 2.9314285714285715
FI 10 s FI 20 s
Upc - UF 2.4080503870697285 2.5342533417162505
2.4080503870697285 2.5342533417162505
Upc - F 0.64183071496046784 1.8875424940028949
0.64183071496046784 1.8875424940028949
2.4016666666666664
Past Interval
PRP (s)
FI 10 s FI 25 s

9.1999999999999993 18 Upc - F 1 0.5 1
Past Interval
Figure 1 also shows that the past and upcoming interval length
interacted with respect to the PRP. That is, the PRP was longer
in the favorable-unfavorable transition than in the unfavorable-
unfavorable transition.
For example, when the upcoming FI was 25 s, the PRP was 8.8 s
longer when the past FI was 10 s than when it was 25 s.
FI 10 s FI 10 s
Upc - UF 1.2622044208447374 0.90503959397734379
1.2622044208447374 0.90503959397734379
Upc - F 0.97764342511299218 1.5882065356873445
0.97764342511299218 1.5882065356873445
3.7300000000000004

PRP (s)
FI 10 s FI 15 s
Upc - UF 0.91885798685106901 1.7733020047357917
0.91885798685106901 1.7733020047357917
6.0371428571428583 Upc - F 1.5177038578062585
0.81895767086380455 1.5177038578062585
3.9728571428571433 2.9314285714285715
FI 10 s FI 20 s
Upc - UF 2.4080503870697285 2.5342533417162505
2.4080503870697285 2.5342533417162505
Upc - F 0.64183071496046784 1.8875424940028949
0.64183071496046784 1.8875424940028949
2.4016666666666664
Past Interval
PRP (s)

FI 10 s FI 25 s
9.1999999999999993 18 Upc - F 1 0.5 1
Past Interval
The interaction between the past and upcoming interval values
increased as the difference between the intevals grew.
Pauses before the FI 10 s were comparable independent of the
past interval and remained fairly constant as the unfavorable FI
increased.
FI 10 s FI 10 s
Upc - UF 1.2622044208447374 0.90503959397734379
1.2622044208447374 0.90503959397734379
Upc - F 0.97764342511299218 1.5882065356873445
0.97764342511299218 1.5882065356873445

3.7300000000000004
PRP (s)
FI 10 s FI 15 s
Upc - UF 0.91885798685106901 1.7733020047357917
0.91885798685106901 1.7733020047357917
6.0371428571428583 Upc - F 1.5177038578062585
0.81895767086380455 1.5177038578062585
3.9728571428571433 2.9314285714285715
FI 10 s FI 20 s
Upc - UF 2.4080503870697285 2.5342533417162505
2.4080503870697285 2.5342533417162505
Upc - F 0.64183071496046784 1.8875424940028949
0.64183071496046784 1.8875424940028949
2.4016666666666664
Past Interval
PRP (s)

FI 10 s FI 25 s
9.1999999999999993 18 Upc - F 1 0.5 1
Past Interval
Discussion
Brief summary of your results.
Overall effects – don’t need specific values, etc.
Your results
Compare to other exps.

Limitations, future experiments, summary paragraph
Explain your results
Discussion
Can discuss pause data and run rate data separately
Did you replicate general result that as FI increases, PRP
increases?
Why is that important?
What does it suggest is controlling paus in FI schedules?
Your results

Discussion
Did you replicate pause data from Perone and Courtney’s and
other studies that looked at rich-lean transitions?
Extends generality of rich-lean effect to FI schedules
Reinforcement rate
Explain why PRPs are longer in favorable-unfavorable
transition
Is it just switching levers?
Are there other explanations for the
Your results

Discussion
Are there other explanations other than changing from a
pauses?
Is it just switching levers?
Is it the fact that there are more responses made in the longer
interval compared to the shorter interval?
That is, are the pauses more a function of large work
reinforcement?
How might you test that?

Your results
Discussion
Did you replicate run-rate data from Perone and Courtney’s and
other studies that looked at rich-lean transitions?
If so, what does that mean with respect to run rate versus pause?
If not, what did you find? What does this suggest about
favorable-unfavorable transitions?
Your results

Discussion
Were there limitations/problems in your experiment that might
have led to your results?
Can’t say just 1 subject.
Or that your subject was “stupid.”
If you say that variability was an issue, need to describe how
you would change that.
Your results

Discussion
Important aspect of discussion is not only point out results,
issues, etc., but also, explain/interpret them.
Your results
Discussion
Remember that confounding variable is something that varies

across levels of IV (phases of the experiment).
Noise level or other students can’t be confounding variables
because they were there during all phases. Didn’t change across
phases.
Your results
Discussion
Last paragraph should be an overall summary of lab report.
This should be a positive statement about results – not “we
couldn’t figure anything out because it was an undergrad class”
OR
“more research needs to be done”

Your results
Option A
Step 1: Carefully read the following brief case study.
Bernice was hesitant during her initial counseling session
because she feared what the therapist would think of her. The
therapist focused on building a therapeutic alliance with
Bernice by engaging in empathic, nonjudgmental listening.
Soon, Bernice shared that she feared contamination. She was
particularly upset by touching wood, mail, and canned goods.
She also disliked touching silver flecks. By silver flecks,
Bernice meant silver embossing on greeting cards, eyeglass
frames, shiny appliances, and silverware. She was unable to

state why these particular objects were special sources of
possible contamination. Bernice became more distressed during
the session, and she started sharing what made her come for
counseling. Bernice shared that disturbing images pop in her
mind, and the images are mind’s eye pictures of her “worst
fear.” The images are so disturbing to Bernice that she showed
marked distress when talking about them. She explained that
the images were in regards to her child, “The person I love most
in the world and would do anything to protect.”
Bernice explained that she feels compelled to do specific
behaviors to try to reduce her distress. Bernice engages in a
variety of rituals that, when taken together, take up much of her
day. In the morning, she spends hours washing and rewashing.
Between each bath she has to scrape away the outer layer of her
bar of soap so that it will be free of germs. Bernice said that
although the decontamination rituals are tiresome, the rituals
she does to protect her child from harm are so detailed that
Bernice has to repeat them several times to get them “right.”
She said that she feels a sense of urgency to do the rituals
perfectly to protect her child.
Step 2: Based on the Bernice Case Study, identify the most
relevant psychological disorder associated with her symptoms
and explain your rationale.
(Hint: Bernice does *not* have a specific phobia; she does not
have “fear of germs.”)
Step 3: In your own words, explain what you have learned from
the assigned readings about the psychological disorder you
identified for the Bernice Case Study.
Step 4: You will need to select at least *one* academic journal
article that explains one treatment approach used for the
psychological disorder you identified for the Bernice Case
Study. To conduct your research on the treatment approach,
please use one of the following methods:
· You can search the following: Monitor on Psychology
(webpage, opens in a new tab). In the search box, type the
disorder you identified. Then, you can locate an article about a

treatment approach.
· You can also search the PsychArticles Database, which you
can access using the following steps. First click on: SPC's
LibraryOnline (webpage, opens in a new tab). Then, click
"Search Online." Next, click "Databases by Subject." Next to
"Social Sciences," click PsychArticles. In the search box, type
the disorder you identified. Then, you can locate an article
about a treatment approach.
· You can also search Google Scholar (webpage, opens in a new
tab). Google Scholar only provides an abstract, which is a
summary. After you locate an abstract on Google Scholar, you
will need to locate the full article on SPC's LibraryOnline
(webpage, opens in a new tab).
In your own words, summarize the treatment approach you
identified from the research you conducted. Please avoid
quoting the academic journal; instead, describe the treatment
approach with depth and in your own words. Use APA style for
in-text and reference page citations.
Step 5: Review the grading rubric (webpage, opens in new tab),
which explains the expectations for your writing assignment.
Step 6: Submit your responses to Steps 2, 3, and 4 in the drop
box. Please save your responses in PDF format or in RTF
format if you are not using Word.
Step 7: After the writing assignment is graded, please access
your rubric and feedback. The steps to do so are explained
here: https://mycoursessupport.spcollege.edu/dropbox-rubrics
Option B
Step 1: Review the Module 12 Gray Area (located in the
module). Next, read the following scenario:Your friend says, I
saw a movie in which the main character must have been
suffering from schizophrenia because he kept switching between
different personalities.
Step 2: Based on the minimal information in the scenario, state
the more likely psychological disorder and explain your
rationale.

Step 3: You will need to select at least *one* academic journal
article that explains the psychological disorder you identified.
To conduct your research, please use one of the following
methods:
· You can search the following: Monitor on Psychology
(webpage, opens in a new tab). In the search box, type the
disorder you identified. Then, you can locate a relevant article.
· You can also search the PsychArticles Database, which you
can access using the following steps. First click on: SPC's
LibraryOnline (webpage, opens in a new tab). Then, click
"Search Online." Next, click "Databases by Subject." Next to
"Social Sciences," click PsychArticles. In the search box, type
the disorder you identified. Then, you can locate a relevant
article.
· You can also search Google Scholar (webpage, opens in a new
tab). Google Scholar only provides an abstract, which is a
summary. After you locate an abstract on Google Scholar, you
will need to locate the full article on SPC's LibraryOnline
In your own words, summarize what you have learned from the
Module 12 Gray Area as well as your additional research to
describe the psychological disorder. Please avoid quoting the
assigned readings or your research; instead, describe the
psychological disorder with depth and in your own words. Use
APA style for in-text and reference page citations.
Step 4: In one sentence, explain the main difference between
the psychological disorder you identified and schizophrenia.
Step 5: Review the grading rubric (webpage, opens in new tab),
which explains the expectations for your writing assignment.
Step 6: Submit your responses to Steps 2, 3, and 4 in the drop
box. Please save your responses in PDF format or in RTF
format if you are not using Word.
Step 7: After the writing assignment is graded, please access
your rubric and feedback. The steps to do so are explained
here: https://mycoursessupport.spcollege.edu/dropbox-rubrics

Hide RubricsRubric Name: Module 12 Written Assignment
Total
/ 30
Overall ScoreLevel 1
25 points minimumLevel 2
0 points minimum
Psy 417 Full Lab 4
Psy 417 Full Lab Report
Due: TBD at 11:59 p.m. Worth: 100 points
You need to submit a complete copy of your paper via Safe
Assign on Blackboard by 11:59 p.m. on the due date (unless you
are using your late break(s) or there are extenuating
circumstances – email or talk to me, please, at least 24 hr before
the paper is due – see your syllabus). You also must submit
your Excel file(s) and the pdfs of the articles (you do not need
to submit the Mazur (1983), Lowe et al. (1983), or Perone &
Courtney (1992) papers) by the due date. You will submit the
lab report (Word file), data (Excel file), and articles (pdfs)
through separate assignments on Blackboard. All aspects (final
lab report, Excel file, and articles) must be submitted on time
for your report to be considered complete and on time. Failure

to turn in your Excel file or articles will mean that certain
sections cannot be graded (see those individual assignments).
You will lose 10% of your overall grade per day that the paper
is late
Please consult your APA manual (6th edition). If you are unsure
about formatting or how to write your paper, please ask. Please
consult the lab manual for instructions about general APA
format and what I require for your papers with respect to
format. Also consult the lab manual about suggestions for each
section.
These are the required sections and corresponding grades.
Section
Points
Title Page
1
Abstract
2
*APA Grade
You will receive a grade out of 5 for APA format. I will be
looking at the entire paper and “counting” the number of
different APA errors. Your grade out of 5 will be based on the
number of errors. An error will be counted only once, even if
you make it several times. Errors could occur in spacing,
margins, title page, headings, use of abbreviations, use of units
of measurement, numbers, references, etc. Please check your
previous submissions for yellow highlighting. Usually, I have
highlighted or commented on the first instance of a mistake.
Please correct all instances in your paper. If you have any
questions, please ask.
Introduction

Intro paragraph
3
Mazur (1983)
3
Perone et al. (1987)
3
Perone and Courtney (1992)
4
Article 4
4
Article 5
4
Article 6
4
Summary/Your Study/Predictions
3
Method
Subject
3
Apparatus
3
Procedure
8
Data Analysis
3
Results
PRP
10
Run rate
8
Discussion
Summarization of your results
2

Comparison to past research
3
Explanation of data and discussion of PRP and FI
schedules/transitions
3
Future directions
2
Summary/conclusion
2
References
3
Figures with Captions
10
APA Grade*
5
Articles and Excel File (2 pt each)
4
TOTAL
100
***PLEASE NOTE ***
If you do not revise the relevant sections from previous
submissions, you will not get the same points that you received
for the first submission. That is, if you don’t revise a section,
you will receive a lower grade. It is expected that you will
revise the sections and add the additional required information.
Sections
Title page (page 1)
See your APA manual. Please note that the title page in the 6th
edition is different than in the 5th edition – the running head is
now the page header and should appear, along with the page
number, on all pages. Please think about your title and make
sure it is a good description of what we did this semester. Read
titles of other articles that you are using. In a title, it’s often
good to mention the independent and dependent variables – for

example, “Effects of Fixed-interval Length on…”
Abstract
(on page 2)
This is a 200-word (maximum) paragraph in which you
summarize the purpose (0.5 pt), method (0.5 pt), results (0.5
pt), and conclusions (0.5 pt) of your study. This paragraph is
NOT indented; it is aligned left only (as is the rest of the
paper). You don’t need lots of details here – but make sure to
summarize the actual results. Your abstract should be similar to
those in the articles.
Introduction
(starts on page 3; see table above for points for individual parts
of this section)
The title of this section is the title of your paper – NOT the
word “Introduction”.
Your introduction should be organized like an inverted triangle.
You should start with introductory sentences/paragraph in
which you describe schedules, pausing, etc. generally –
definition, pattern of behavior, etc. You don’t talk about your
study in this paragraph. You could talk about both FR and FI
schedules here or just FR – it’s up to you. But you do need to
describe pausing and run rate with FI schedules (Lowe et al.,
1983) somewhere in your introduction.
Then you should describe each of your six studies. The order in
which you describe the articles is up to you. The degree of
depth to your descriptions depends on the study, but you should
at least describe the subjects, the basic procedure, and the
results. You don’t need to describe every experiment or all
phases of an experiment in the article; describe what is most
relevant to our study and to the point you want to make. You

need to tie these descriptions together – you shouldn’t just have
a list of paragraphs. Think about how they are related and point
that out. If you include more articles, then the points per article
summary will be adjusted.
Make sure to cite the articles appropriately. If you are unsure
about citations, please talk to me. If you don’t cite
appropriately, then you might plagiarize.
Your last one or two paragraphs will be a description of your
study. You need to briefly describe the purpose, your methods
(but not a lot of details), and your predictions based on the
literature that you have just described. Remember, all the
previous rich-to-lean studies tend to use FR schedules, but we
used FI schedules. So it isn’t work load or difficulty or
reinforcer magnitude that is controlling the pauses. What is in
FI schedules?
Method
(starts immediately after Intro)
Revise and finish your subject, apparatus, procedure, and data
analysis sections. Remember – you need details. See table above
for points for individual sections.
Results
(starts immediately after you finish Data Analysis; see table
above for points for individual parts of this section)
You need to complete your figures before you write your results
as you will be referring to them in your results (e.g., Figure 1
shows that…). But you don’t need to wait until you get
feedback about your figures from me.
You should start with a general characterization of the effect of

the independent variable (see descriptions in articles). Then
describe the data quantitatively – don’t just say the PRP was
high in a particular transition, describe how much longer or
shorter it was compared to in the other transitions.
You should describe the PRP data first and make sure to answer
the questions that we have discussed in your descriptions. But
you also need to describe more of the data than just the answers
to these questions – you would want to describe the differences
in PRP across the transitions.
1. Did PRP increase as upcoming FI value increased?
a. You would want to compare the FI 10-s schedule with the
longer FIs and also compare the unfavorable FIs – as it
increased from FI 10 s to FI 15 s to FI 20 s, etc. (or whatever
values you had).
2. Did the past FI value interact with the upcoming FI value?
Was the PRP longer in the FUF transition than in the UFUF
transition?
a. This is the important comparison, but you also want to
describe the differences across the four transitions.
i. For example, were there differences in PRP in the FI 10-s
schedule in the UFF and the FF transitions?
3. How much did switching levers contribute to the differences
in pauses?
a. You can compare the difference in pauses between the FUF
and the UFUF to the difference in pauses between the UFF and
FF as both involve a switch in levers. You can’t just look at the
absolute differences in this comparison – you want to look at
percentage or proportion of difference - as the pauses are going
to be longer overall when the FI is longer.
Then you should describe your run rate data and answer similar
questions with respect to the run rate.
Discussion

(starts immediately after Results - see table above for points for
individual parts of this section)
Your discussion should be organized like a triangle. It should be
more than one or two paragraphs. It should take you a few pages
to fully discuss your study.
You should start with a summary of your results. This should be
just a paragraph, and the description is similar to what you put
in your abstract – you don’t have to present all of the detail
again.
Then you need to compare your results to results from past
studies. Make sure to clearly describe similarities and
differences.
Then explain your results. If you replicated previous research,
state that, but you also have to explain your results. Why is it
important and/or interesting that the rich-to-lean effect occurs
in FI schedules and not just FR schedules? Read the discussions
of the other articles.
If you didn't replicate the results, you need to explain, as best
you can, why you didn't replicate the results. Here you can refer
to other studies and look for procedural differences. What are
the differences between FR and FI schedules that would produce
the difference in results? Don’t just point to a difference in
their procedure, but you need to explain why that difference
would produce changes in their study but not in yours.
You should talk briefly about future directions. What other
studies would follow from yours?
You should point out any problems and describe how these
problems might have affected your results. And you should
describe how you would address them in future studies. Again,

it’s not enough to simply describe these issues; you need to
explain how those issues would affect your data (if those issues
weren’t there, do you think you would have seen different
results?). Remember, a variable is only a confounding variable
if it varies systematically with the independent variable. So to
be a confounding variable, something would have to be different
when one pellet was delivered than when four pellets were
delivered. Extraneous noise is a problem, but can’t be a
confounding variable as it was generally present throughout the
various conditions.
You don’t want to say that you only had 1 subject and that was
a problem. It’s not.
Finally, you need to summarize your study – make some
conclusions– you want to end strong. What is the “bottom line”
or the “take home message”?
References
(starts on a new page; the points for the reference are for
accuracy of the list (including spelling of names, complete
titles, etc.) and correspondence between citations and items in
the reference list – not the APA format)
Please consult your APA manual and previous Psy 355 papers
for the correct format (but don’t necessarily assume that what
you did in Psy 355 was correct). Do not rely on published
articles or PsycINFO; those references are not necessarily
printed in APA format. Revise your reference list from the
assignment. All references cited in the paper must be in the
reference list, and all references in the list must be cited in the
paper.
Figures and Captions
(each figure is on a new page; but you can have several graphs
in one figure)

Revise your figures from the assignment and add any more data
that you have collected. Make sure that if your figures have
mean/medians that you have included a measure of variability.
Also, make sure that your captions (use the caption feature in
Word once you have copied your graphs into Word) include all
the required information, including what is on the y and x-axes,
the legend, error bars, etc.
THE ACADEMIC HONOR CODE APPLIES TO YOUR
WRITING AND TO THE DATA.
DO NOT SHARE GRAPHS OR DATA CALCULATIONS OR
WRITING. IF YOU DO, THEN YOU WILL BE REFERED TO
THE DEAN OF STUDENTS.
PLEASE BE CAREFUL WHEN SUMMARIZING THE
ARTICLES; DO NOT PLAGIARIZE. SEE YOUR LAB
MANUAL. IF YOUR DESCRIPTION OF THE ARTICLE IS
TOO SIMILAR TO THE ACTUAL ARTICLE (EVEN IF YOU
CITE IT), THEN YOU WILL GET 0 FOR THAT ARTICLE.
Psy 417 Assignment
Total points available: 15 points
7.5 points per summary
Due: May 1 at 10:00 p.m.
This assignment is to be completed individually and, although
related to our lab project, is to be completed independent of the
lab report that you will be submitting. The points earned on this
assignment will be added to your lab-participation point total
and will be factored into your final grade.
You can earn 7.5 points for 1 article summary or 15 points for 2
article summaries. The summaries of the article should be

similar to a summary that you would include in your
introduction. They should be approximately 250 words (1
double-spaced page). If you choose to complete two summaries,
then you should write them together in one essay – as if you
were writing both summaries as part of the same introduction.
You must:
1. Find 1 (or 2) empirical article that is related to your lab
project. THIS ARTICLE MUST BE IN A PEER-REVIEWED
JOURNAL AND INVOLVE AN EXPERIMENT. This article
cannot be one that has been described in class (see the
PowerPoint slides and your notes) or one that you are using for
your introduction of your lab report.
2. Obtain a pdf version of the article. This pdf file must be
submitted as part of your assignment. If you don't submit the
article, then I can't grade your summary.
3. Write a summary in complete sentences and paragraph format
of the article in which you include a description of the
following:
a. purpose
b. methods
c. results
d. what the results mean overall
e. how this article is related to your project
4. Format your paper in correct APA format; points will be
deducted for APA errors.
5. Write no more than one page per article (double spaced, 1-in.
margins, 12-pt font – approximately 250 words). I will stop
grading at one page if you submit one summary and at two
pages if you submit two summaries.

Your behavior must still conform to the rules of the class
and is subject to the Academic Honor Code.
That is, if you plagiarize or cheat on this assignment,
you will be referred to the Dean of Students.

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