Professional Documents
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Statistics Package
James Bartlett
1 Introduction
1.1 What is JASP?
JASP is a free, open-source alternative to SPSS that allows you to perform both simple and
complex analyses in a user-friendly package. The aim is to allow you to conduct complex Classical
(stuff with p values) and Bayesian analyses ("What the hell is Bayesian statistics?" you might ask,
look in appendix 9.1 if you are interested), but have the advantage of a drag-and-drop interface
that is intuitive to use.
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Figure 1: JASP startup window
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Figure 2: JASP file tab
levels. You just need to make sure the variable type is nominal (three little circles) at the top of
the column. An important thing to note is that if you use labels, all of them need to be exactly
the same to be considered the same condition throughout the dataset. For example, German could
not be spelled as german or GERMAN, or JASP would think these are three different conditions.
It has to be written exactly the same, capitals and spaces and everything.
2 Today’s session
The session is organised like the process you would normally go through when you perform data
analysis. You want to get a feel for the data through descriptive statistics and using some plots
to visualise the data. The next step is to make sure the type of analysis you want to perform is
appropriate for the data you have, so we will look at data screening. Finally, we will go ahead and
look at the inferential statistics. There are tasks listed throughout the guide. Make sure you have
the worksheet open to be able to write your answers down as you go along.
The data for all of the examples are from real published research and were made available on
the Open Stats Lab (McIntyre 2016). All the analyses you are going to perform are the same as
what was performed in the original research.
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Figure 3: JASP window with data
3.1.1 Task
1. What would your predictions be? As they are the same words, do you think the applicants
would be rated similarly, or do you think the audio recordings would result in higher ratings
due to additional indicators of intelligence? It is important to think about this first, so write
your prediction down briefly.
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to the "split by (optional)" box. This divides each of the ratings into our two groups to provide
the plots shown in Figure 5.
Taking a look at each boxplot, we can see that when the participants were provided with audio
recordings, they provided higher ratings of intellect, impression, and recommendation than those
provided with just transcripts. Take a look and have a think whether this is consistent or not
with the predictions you made in section 3.1. However, somewhat annoyingly, you do not get the
descriptive statistics in the table divided by Condition (we will return to this in section 3.3.2).
However, given that it is free and it is still in development, we will cut them a bit of slack and it
will apparently be included in the next version release along with data editing capabilities. Follow
them on Twitter (@JASPStats) or Facebook (JASPStats) to stay up to date with their version
releases.
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Figure 5: JASP window for boxplots and descriptive statistics
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Figure 6: JASP window for normality and equal variances
conclusion you make should be in conjunction with a careful look at the data using plots (scroll up
to the boxplots, are the boxes and lines roughly symmetrical around the median line?). However,
the Levene’s test suggests that the assumption of equal variances has not been violated and we are
fine to continue.
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Figure 7: JASP window for the T-Test results
1.13 standard deviations lower on average than those in the audio recording condition. As this is a
standardised unit, we would be able to compare this to other studies that used a different scale. To
interpret this result, we can look at the guidelines Cohen (1988) originally suggested. He suggested
results can be considered as small (±0.2), medium (±0.5), and large (±0.8) effects. However, it
is important that you compare the effects to those found in the published literature when you
perform your own research. These guidelines should be a last resort when you have no other point
of comparison. Following these rough guidelines for these examples, there appears to be a large
effect between the two conditions. Putting this all together, we could conclude something like this:
"An independent samples T-Test indicated that participants in the audio recording condition rated
the applicant significantly higher on a rating of intellect than participants in the audio recording
condition, t (37) = −3.53, p = .001, Cohen’s d = −1.13. This shows that there was a large effect
between the two conditions.". This is an example for the first DV, but there are two remaining.
Now it is your turn to think about the results and complete a few tasks.
3.4.1 Tasks
1. How would you write up the result for the impression rating?
2. What would you write up for the hiring recommendation rating?
3. Write this whole example up like you would for a results section in your coursework. Think
about the order we have done the analysis in. You want to include descriptive statistics, any
data screening, and finally inferential statistics. Include any plots or tables, and remember
effect sizes!
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are a member of the same social group and attract their attention by singing a familiar song to
them.
Mehr et al. (2016) invited 32 infants and their parents to participate in a repeated measures
experiment. Firstly, the parents were asked to repeatedly sing a previously unfamiliar song to the
infants for two weeks. When they returned to the lab, they measured the baseline gaze (where
they were looking) of the infants towards two unfamiliar people on a screen who were just silently
smiling at them. This was measured as the proportion of time looking at the individual who would
later sing the familiar song (0.5 would indicate half the time was spent looking at the familiar
singer. Values closer to one indicate looking at them for longer etc.). The two silent people on the
screen then took it in turns to sing a lullaby. One of the people sung the song that the infant’s
parents had been told to sing for the previous two weeks, and the other one sang a song with the
same lyrics and rhythm, but with a different melody. During this period, the amount of time spent
looking at each singer was measured (this was measured as the total gaze time (ms) as opposed to
a proportion). Mehl et al. (2016) then repeated the gaze procedure to the two people at the start
of the experiment to provide a second measure of gaze as a proportion of looking at the familiar
singer. We are therefore interested in whether the infants increased the proportion of time spent
looking at the singer who sang the familiar song after they sang, in comparison to before they sang
to the infants.
4.1.1 Task
1. What would your predictions be? Do you think the infants will look longer at the person
who sang the familiar song after they had sang the song, or do you think there will be little
difference between the two gaze proportions?
4.2.1 Tasks
1. Create a box plot for each condition and compare them.
2. Assess parametric assumptions. We do not need to worry about homogeneity of variance in
this example as it is a repeated measures design.
3. Analyse the data and write all this up in a short results section. Think about the design
of this study, you will need to click on T-Tests > Paired Samples T-Test this time. Do not
forget effect sizes!
4. If you fancy learning something new, you could have also performed One Sample T-Tests
on both of these conditions to investigate if they are significantly different from no gaze
preference (a gaze proportion of 0.5). Ask for help if you want to see how this is done.
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US Federal elections. The first variable is called ’Daily.Ebola.Search.Volume’ and is the search
volume for particular topics in a geographical region. The topic with the highest search volume
in a particular day is scored 100, and all other topics are expressed as a percentage of that value.
Therefore, the closer the value is to 100, the more people Googled the Ebola virus on a specific
day. The second variable is called ’Voter.Intention.Index’. This was calculated by subtracting the
percentage of voters who intended to support a liberal candidate in the election from the percentage
of voters who intended to support a conservative candidate. Therefore, positive values indicate
greater support for conservative candidates and negative values indicate greater support for liberal
candidates.
5.1.1 Tasks
1. What will your prediction be? Do you think greater concern for infectious diseases will be
associated with greater support for conservative or liberal candidates?
5.2.1 Task
1. What is the mean and SD for both variables?
2. Create boxplots for both variables to have an initial look at the data.
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you need to know for two variables: what is the correlation coefficient, and what is the p value.
Simple. We could write the result up like this: "The correlation between daily Ebola search volume
and voter intention was small and non-significant, Pearson’s r(22) = .17, p = .430". We have
the (22) after r as that is the degrees of freedom for a correlation. JASP does not provide it you
directly, but it is the number of people in the analysis minus two (24 was the sample as we only
have 24 matching pairs of data, so 24-2).
5.4.1 Task
1. Write this example up like you would for a results section in your coursework. Remember to
do it in a logical order, and you can copy and paste the scatter plot if you want (although
do not do this for an assignment as the axis labels are not written formally).
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will be looking at the correlations between each of the variables in the data file so it will be a bit
more crowded than the first correlation example.
6.2.1 Tasks
1. What is the mean and standard deviation for each of the variables?
2. Screen the data. Are there any outliers, and do we have matching pairs for each variable?
3. Look at the correlations between each of the variables. Are there any significant positive or
negative correlations?
4. Write this up like you would for a coursework assignment. You can look back to example
three if you need to.
7 Summary
This means it is now the end of the workshop! Hopefully you have found it interesting, and you can
now see there are alternatives to SPSS. JASP is a lightweight alternative that helpfully provides
you with information that you just do not get in SPSS. Although it is not perfect (it is still in
development and not even at version 1.0 yet!), there are many advantages that it can offer you as
a psychology student. For example, it provides you with a simple output with just the values you
need, with the option to add more information as and when required. Think back to when you
first came across an SPSS output. You are bombarded with information before you even know
what to do with it. On the other hand, JASP is more intuitive, and is hopefully a little easier to
understand if you are still getting to grips with statistics in psychology. Furthermore, one of the
most important contributions of JASP is the ease in which you can produce effect sizes. Jacob
Cohen (1990: 12), a famous statistician in psychology, said "the primary product of a research
inquiry is one or more measures of effect size, not p values". Despite its popularity, SPSS provides
only a handful of effect sizes and you are required to calculate most of them separately. JASP
allows you to simply tick a box to produce them which saves you time, and reduces the likelihood
of making a mistake if you were to calculate it by hand.
However, despite the drawbacks, SPSS is still useful at times and there are things that JASP
simply cannot do at this moment in time. Therefore, it is unlikely that you will solely use JASP
to analyse your data. There is nothing wrong with switching between different statistics packages
to play to each of their strengths. Hopefully you will see that JASP can offer several benefits, and
statistics might appear to be less frightening.
If you have any further questions about any of the topics covered (or not covered) in this session,
feel free to email me on bartle16@uni.coventry.ac.uk.
8 Additional Resources
• A free online textbook by Craig Wendorf can be downloaded from the Open Science Frame-
work. This has chapters on SPSS and JASP, and provides some additional content that was
not covered in this session.
• JASP have their own YouTube channel with a few tutorials on how to perform simple
Bayesian analyses (read appendix 9.1 if you still have no idea what this is). However, if
you search JASP on Youtube, there are a few tutorials on importing data and statistical
designs you may be more familiar with made by users that you might want to look at if you
want some guidance in your own time.
9 Appendix
9.1 Bayesian statistics
There is not really enough room to provide a thorough overview, but to cut a long story short, it is
an entirely different field of statistical inference. Whereas classical (or frequentist) statistics is based
on controlling long-term error rates through p values, Bayesian statistics allows the probabilities
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of different hypotheses to be calculated based on the data available. One of the limitations in
using p values is that all the information it provides is the observed data were unlikely assuming
the null hypothesis was true, nothing more, nothing less. The aim is to control your long-term
error rates, but it provides no information on the probability of different hypotheses. However, a
lot of published research and textbooks make out that it does, so it would be useful to be aware
of the concepts of Bayesian Statistics. There are a few good introductory sources to the basics
such as the blog post by Dablander (2015), and an annotated reading list by Etz et al. 2016 can
be downloaded from the Open Science Framework. More and more published research is using
Bayesian statistics, but it is currently not taught on many courses so it would be worthwhile to
read up on it yourself.
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