R/study_strategies.R

In gitrman/itns: Datasets from the book Introduction to the New Statistics

#'One-Way Independent Groups Design Example - Study Strategy Effectiveness
#'
#'Summary data used in Chapter 14 of the book \emph{Introduction to the New
#'Statistics}.
#'
#'To what extent does study strategy influence learning.  To investigate,
#'students were asked to study 27 facts about the circulatory system. Students
#'viewed each fact one-at-a-time on a computer screen and were prompted to use
#'different study stratgies: 
#'
#'
#'\itemize{
#'   \item Self-explanation - for each fact, students were asked "Explain what 
#'   the sentence means to you. That is, what new information does the sentence 
#'   provide for you? And how does it relate to what you already know?"
#'   \item Elaborative interrogation - for each fact, students were asked "Why
#'   does it make sense that..."?
#'   \item Repetition control - these students were simply
#'    asked to repeat each fact out loud and spent the same amount of time studying
#'     each fact as students in the other two groups.
#' }
#' 
#' Notice that self-explanation and elaborative interrogation seem quite similar.  
#' However, elaborative interrogation seems to ask students to use their own judgement 
#' of why the fact makes sense, whereas self-explanation focuses more on the new information
#'provided. 
#'
#'A number of measures were collected: 
#'\itemize{
#'  \item Before studying, student rated their prior knowledge of the circulatory system on 
#'  a scale from 5-20. 
#'  \item After studying, students completed a memory test in which they had to
#'  fill in key words for each fact (fill-in-blank) with a word bank available. 
#'  \item After studying and testing, students rated how easy they felt it was to use the study 
#'  strategy on a scale from 1-5.
#'}
#'
#'@source The summary data comes from:
#'
#'O'Reilly, T., Symons, S., & MacLatchy-Gaudet, H. (1998). A Comparison of
#'Self-Explanation and Elaborative Interrogation. \emph{Contemporary Educational
#'Psychology, 23}, 434-445. \url{doi:10.1006/ceps.1997.0977}
#'
#'@format A data frame with 9 rows and 5 variables: 
#'\describe{ 
#'  \item{dv}{Character string giving the dependedent variable}
#'  \item{statistic}{Character string indicitaing whether the statistic is the sample size (n), 
#'                    Mean (m), or Standard Deviation(s)}
#'  \item{self_explain}{Statistics for the self explain group}
#'  \item{elaborative_interrogation}{Statistics for the elaborative interrogation group}
#'  \item{repetition_control}{Statistics for the repetition control group}
#'    }
#'  
#'@references Cumming, G., & Calin-Jageman, R. (2017). \emph{Introduction to the
#'New Statistics}. New York; Routledge.
"study_strategies"