Introduction to Research in the Health Sciences Assessment

Background to study

There is evidence that people associate the colour red with danger and so when presented with red they often do things to try to avoid negative outcomes for themselves (Elliot et al., 2007). Further red has been found to influence compliance behaviour in some participants (Mehta, Demmers, van Dolen & Weinberg, 2017) particularly someone who is in general more cautious will be even more so when exposed to red, while someone who is in general more impulsive will be more likely to engage in risky behaviours when exposed to red.

Mehta et al. (2017) in Experiment 2 looked at the difference in compliance attitudes between people high in sensation seeking (people who seek varied, novel, complex, and intense sensations and experiences, and are more willing to take physical, social, legal, and financial risks to get those experiences) compared with those low in sensation seeking.

The current study 

In the current research we wanted to investigate whether the colour red has an impact on high and low sensation seekers (measured by the Brief Sensation Seeking Scale) when responding to warning when compared to black text. A section of blue text with a video to watch was used as a distractor to separate the conditions and hide the purpose of the study.

Analyses

There are many analyses that could be conducted on the data file provided, however in your laboratory report you will need to conduct and report the following two analyses only. You need to determine which variables to use and what statistical tests to conduct to address these two analyses. We have practiced conducting, interpreting, and reporting these statistical tests in this unit.

Analysis 1

Is there a difference in reaction time of high and low sensation seekers to the red warning?

Analysis 2

For the high sensation seekers is there a difference in reaction time to a red warning and a black warning?

Assessment Requirements – Brief Summary

The assessment focused on understanding how the colour red influences behaviour, particularly compliance and reaction times , in individuals with varying levels of sensation seeking . The key pointers to be covered in the assessment were:

1. Background Understanding:

   • The psychological association of red with danger and caution (Elliot et al., 2007).

   • How red affects compliance behaviour differently in cautious vs. impulsive individuals (Mehta et al., 2017).

2. Research Focus:

   • Investigate the impact of red vs. black warnings on reaction time .

   • Compare the responses of high and low sensation seekers using the Brief Sensation Seeking Scale .

   • Include a distractor task (blue text with a video) to mask the study’s purpose.

3. Analyses Required:

   • Analysis 1: Examine differences in reaction times between high and low sensation seekers to the red warning.

   • Analysis 2: For high sensation seekers, compare reaction times to red and black warnings.

4. Data Handling:

   • Select appropriate variables.

   • Conduct suitable statistical tests and interpret results.

   • Report findings in a laboratory report format as practiced in the unit.

Assessment Approach 

The Academic mentor guided the student through the assessment using a structured, step-by-step approach:

1. Understanding the Background:

   • The mentor began by explaining the psychological theories linking red with danger and behavioural responses.

   • Students were encouraged to read the studies by Elliot et al. (2007) and Mehta et al. (2017) to understand prior research and contextualize their study.

2. Clarifying the Research Question:

   • The mentor highlighted the two core research questions:

     1. Difference in reaction times between high and low sensation seekers to red warnings.

     2. Difference in reaction times of high sensation seekers between red and black warnings.

   • The student was guided to identify dependent variables (reaction time) and independent variables (sensation seeking level, warning colour).

3. Data Preparation:

   • The mentor assisted in examining the dataset, identifying relevant columns (e.g., reaction times, sensation seeking scores).

   • Students were shown how to categorize participants into high and low sensation seekers based on the Brief Sensation Seeking Scale.

4. Choosing Statistical Tests:

   • The mentor explained the logic behind selecting t-tests for comparing two groups:

     • Independent samples t-test for Analysis 1 (high vs. low sensation seekers).

     • Paired samples t-test for Analysis 2 (red vs. black warnings within high sensation seekers).

5. Conducting Analyses:

   • Stepwise demonstration of running the t-tests using software (e.g., SPSS, Excel, or R).

   • The mentor emphasized interpreting p-values, mean differences, and effect sizes correctly.

6. Reporting Results:

   • Guidance on presenting findings clearly in a laboratory report format, including:

     • Introduction and background.

     • Methodology (participants, materials, procedure).

     • Results (tables, figures, and statistical output).

     • Discussion linking findings to prior literature.

7. Ensuring Learning Outcomes:

   • Students reflected on how sensation seeking interacts with colour cues.

   • Practice in data handling, statistical reasoning, and scientific writing.

   • Reinforcement of critical thinking by linking results back to the theoretical framework.

Outcome Achieved

By following this approach:

• Analysis 1 successfully identified whether high and low sensation seekers differ in their reaction times to red warnings.

• Analysis 2 demonstrated whether high sensation seekers respond differently to red versus black warnings.

• The final laboratory report was structured, accurate, and aligned with academic standards.

Learning Objectives Covered:

1. Understanding psychological effects of colour on behaviour.

2. Using sensation seeking as a moderating variable.

3. Selecting and applying correct statistical tests for hypothesis testing.

4. Interpreting and reporting statistical outcomes in a scientific format.

5. Enhancing critical thinking and linking empirical results to theory.

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