Individual Differences & Item Effects: How to test them, & how to test them well

Transcription

1 Individual Differences & Item Effects: How to test them, & how to test them well

2 Individual Differences & Item Effects Properties of subjects Cognitive abilities (WM task scores, inhibition) Gender Age Properties of items Lexical frequency Segmental properties Plausibility L2 proficiency Task strategy

3 Two Challenges Subject & item properties are not at the level of individual trials How to implement in your model? What do they mean statistically? Subject & item properties often not experimentally manipulated How to best investigate?

4 Example Study Fraundorf et al., 2010 Both the British and the French biologists had been searching Malaysia and Indonesia for the endangered monkeys. Finally, the British spotted one of the monkeys in MALAYSIA and planted a radio tag on it. British found it or French found it? In Malaysia or in Indonesia? INTRO. EXPT 1 EXPT 2 DISC.

5 Manipulate presentational vs contrastive accents Finally, the British spotted one of the monkeys in MALAYSIA... Finally, the BRITISH spotted one of the monkeys in Malaysia... Finally, the BRITISH spotted one of the monkeys in MALAYSIA... Finally, the British spotted one of the monkeys in Malaysia... INTRO. EXPT 1 EXPT 2 DISC.

6 Original Results Contrastive (L+H*) accent benefits memory No effect of accent on other item Effects seem localized INTRO. EXPT 1 EXPT 2 DISC.

7 Implementing in R New experiment: do these effects vary with individual differences in working memory? Need trial level and subject level variables in the same dataframe

8 Implementing in R Then, can add to model just like any other factor: lmer(correct ~ Accent * WM_Score + (1 Subject) + (1 StoryID), family=binomial) R automatically figures out it's subject-level Each subject always has the same score

9 Merging Dataframes What if trials & subjects in separate files? Data1: Trial-level Data2: Subject-level Load them both into R and use merge: FullDataframe = merge(data1, Data2, all.x=true)

10 Merging Dataframes But, these may be separate files Data1: Trial-level Data2: Subject-level Load them both into R and use merge: FullDataframe = merge(data1, Data2, all.x=true) Need some column that has the same name in both data frames

11 Merging Dataframes Load them both into R and use merge: FullDataframe = merge(data1, Data2, all.x=true) Need some column that has the same name in both data frames Can specify WHICH columns to use with the by parameter. See?merge for more details. Default is to delete subjects if they can't be matched across data frames. all.x = TRUE fills in NA values instead so you can track these subjects

12 What's Going On Statistically? LEVEL 2: Subjects, Items Knight story Monkey story LEVEL 1: Trial Knight Monkey Knight Monkey

13 What's Going On Statistically? LEVEL 2: Subjects, Items Knight Monkey Have random effects of our subjects & items. Results in residuals: Eun-Kyung accuracy: 80% Tuan accuracy: 72% +4 vs mean -4 vs mean Level 2 factors may help us explain this variation

14 What's Going On Statistically? Model without WM: Unexplained variance between subjects Model with main effect of WM: Unexplained subject variance reduced Fixed effects unchanged because these were manipulated within subjects

15 Random Slopes & Adding main effects at Level 2 will not change fixed effects at Level 1 But can also add INTERACTIONS with trial level factors These help explain the random slopes

16 Effect of Subject-Level Variables Remember random slopes? Variance between subjects in a fixed effect Memory Accuracy Alison Zhenghan Other Item Has Presentational Accent Other Item Has Contrastive Accent

17 Random Slopes & Adding main effects at Level 2 will not change fixed effects at Level 1 But can also add INTERACTIONS These help explain the random slopes May be more interesting, theoretically People with low WM scores DO show a penalty to memory if something else in the story gets a contrastive accent

18 Random Slopes & Illogical to have a random slope by subject for something at the subject level There isn't a separate WM effect for each subject lmer lets you fit this but I'm not sure what it represents

19 Individual Differences: How to Do Them Well What Scott has learned from the individual differences literature Example study: Pitch accenting as cue to reference resolution (deaccented referents are usually given) Can we predict individual differences in use of this cue?

20 Discriminant Validity Many individual differences are correlated

21 Discriminant Validity Many individual differences are correlated e.g. some subjects may just try harder than others Consequently, they would do better on both WM task & eye-tracking task Usually not theoretically interesting Principle #1: Include >1 construct so we know what really matters

22 Discriminant Validity How to deal with correlated predictors? Simple solution: Regress 1 on the other ModelWM <- lm(wmmean ~ PSpeed, data=cyclops) Then use the residuals as new measure Cyclops$ResidWM <- residuals(modelwm) The part of WM we couldn't explain from perceptual speed Better solutions: path analysis & structural equation modeling

23 Discriminant Validity

24 Discriminant Validity Here you select which variables go in the scatterplot Some people asked about how to get these colored scatterplots... Need to download & load package gclus Then... Cyclops.short <- subset(cyclops, select=c('pspeed', 'GoodProsody', 'ResidWM')) Cyclops.r <- abs(cor(cyclops.short, use="pairwise.complete.obs")) Cyclops.col <- dmat.color(cyclops.r) Cyclops.o order.single(cyclops.col) cpairs(cyclops.short, Cyclops.o, panel.colors=cyclops.col, gap=.5)

25 Reliability Not all individual measures are good measures Measures may be noisy Measures may not measure a stable or meaningful characteristic Suppose you found vocab predicted outcome but not WM Maybe you had a bad WM measure

26 Reliability Good tests produce consistent scores Measuring something real about a person Can test this yourself with >1 assessment or split halves Calculate Pearson's r: cor.test(cyclops$pspeed1, Cyclops$PSpeed2) Scatterplot: plot(cyclops$pspeed1, Cyclops$PSpeed2) Typical standard may be r = needed for good reliability

27 Reliability Good tests produce consistent scores Measuring something real about a person Can test this yourself with >1 assessment or split halves r =.77 Good! r =.16 Bad! Principle 2: Check reliability of measures!

28 Latent Variables Some things can be measured directly e.g. gender of a subject, segmental properties of a work Many things in psychology measured indirectly i n k Ə d Ability to do tasks in spite of interference Alphabet Span Task (Read words & recall alphabeticaly)

29 Latent Variables But, few tasks are process pure Alphabet knowledge Alphabet Span Working memory Reading Span Reading ability

30 Latent Variables Principle 3: Overcome task-specific factors with multiple measures of same construct Simple analysis: Use sum or average as your predictor Advanced techniques Verify measures are related with factor analysis Examine only common variance: latent variable analysis, structural equation modeling

31 Continuous Predictors Many individual differences are continuous Good to include continuous variation if you have full range Splits needed in ANOVA But throws away info.; less powerful Histogram: hist(cyclops$wm, breaks=20)

32 Continuous Predictors Don't want to treat predictor as continuous if sampling was dichotomous In this case, we didn't sample middle-aged people

33 Continuous Predictors Don't want to treat predictor as continuous if sampling was dichotomous Pattern could be this...

34 Continuous Predictors Don't want to treat predictor as continuous if sampling was dichotomous...or this!

35 Continuous Predictors Don't want to treat predictor as continuous if sampling was dichotomous Here there be dragons We have no info. about what should be in the middle

36 Comparing Predictors How do we tell which has a stronger effect? QVT QVR TEMERITY (A) rashness (B) timidity (C) desire (D) kindness Perceptual Speed Measure: # of same/different judgments in 2 min. Beta = add'l trial: prosody score + 6 Vocab Measure: # of multiplechoice Qs correct of 40 Beta = add'l correct word: prosody score + 15

37 Comparing Predictors Issue: Measures often on different scales Perceptual Speed Beta = 6.03 Range: 82 to 236 Mean: 160 Std. Dev.: Vocab Beta = Range: to Mean: Std. Dev.: 5.30

38 Center so mean = 0 Comparing Predictors Issue: Measures often on different scales Solution: Standardize the predictors so you are comparing z scores Cyclops$Vocab_z = scale(cyclops$vocab, center=true, scale=true) Changes your parameter estimates but not your hypothesis tests Perceptual speed: Standardized beta =.31 Vocab: Standardized beta =.14 Scale so SD = 1

39 Comparing Predictors