Jackson S.L. Research Methods and Statistics: A Critical Thinking Approach
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CHAPTER 13
TABLE 13.3 APA Formatting Checklist
General Formatting and Typing
• There are 1-inch margins on all four sides of each
page of the manuscript.
• Th
e font is the correct size (12 point on a word
processor) and the correct style (a serif font such as
Courier, Palatino, or Times Roman).
• Th
e manuscript is double-spaced throughout,
including title page, references, tables, figure
captions, author notes, and appendixes.
• Th
e page number appears on the same line with
the short title and is five spaces to the right of the
short title.
• Th
e short title and page number are typed at the
top of each page 1⁄2 inch from the top of the page
(in the top-right margin).
• Th
e figure number is handwritten on the back of all
figures.
• Th
ere is only one space after punctuation marks,
including commas, colons, semicolons, punctuation
at the ends of sentences, periods in citations, and
all periods in the Reference section.
• Arabic numerals are used correctly to express
numbers that are 10 or greater; numbers that
immediately precede a unit of measurement;
numbers that represent fractions and percentages;
numbers that represent times, dates, ages,
participants, samples, populations, scores, or
points on a scale; and numbers less than 10 when
those numbers are compared to a number greater
than 10.
• W
ords are used correctly to express numbers less
than 10 and numbers at the beginning of a title,
sentence, or heading.
Title Page
• The running head is aligned with the left margin
and is less than 50 characters and spaces long.
• Th
e author note does not appear on the title page;
instead, the author note appears on a separate
page after the appendixes and before the tables and
figures.
Abstract
• ”Abstract” is centered at the top of the page.
• The first line of the Abstract is even with the left
margin (not indented).
• Th
e Abstract is 120 words or less.
Body of the Manuscript
• There are no one-sentence paragraphs.
• The word while is used only to indicate events that
take place simultaneously (alternatives: although,
whereas, but).
• T
erms that are abbreviated are written out
completely the first time they are used and then
always abbreviated thereafter.
• Th
e word and is used in citations outside of
parentheses.
• Th
e ampersand (&) is used in citations within
parentheses.
• Each an
d every citation used in the manuscript has
a corresponding entry in the References section.
• Th
e phrase et al. is used only when there are three
or more authors.
• In th
e Method section, the word participants not
subjects is consistently used.
• In th
e Results section, all test statistics (F, t,
2
, p) are italicized.
References Section
• ”Refer
ences” is centered at the top of the first page.
• The first line of each reference is flush left, and
subsequent lines are indented (a hanging indent).
• All entries are typed in alphabetical order.
• Authors’ names are separated by commas.
• A
uthors’ last names appear with first and (if
provided) middle initials (do not type out first or
middle names).
• Th
e name of the journal and the volume number are
italicized.
• Each an
d every entry is cited in the body of the
manuscript.
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Conference Presentations
Psychologists conducting research frequently attend research conferences at
which they present their finding. Their presentations typically take one of
two forms: an oral presentation or a poster presentation. Brief descriptions
of each of these methods of presenting research follow.
Oral Presentations
Most oral presentations have one thing in common—you are limited in the
amount of time you have to present. Typically you will have 10 to 15 minutes
to present your research and answer questions. Thus, the first dilemma you
must face is how to condense your entire paper down into a 10–15-minute
presentation. According to the Publication Manual, the material you deliver
verbally should differ in the level of detail from your written work. It is
appropriate to omit many of the details of the scientific procedures because
someone listening to your presentation cannot process at the same level of
detail as someone reading a written paper. You should decide on a limited
number of significant ideas you want the audience to process. In addition,
you should use clear, simple language free of jargon to state what you
studied, how you went about the research, what you discovered, and the
implications of your results. It is appropriate to be redundant to emphasize
important ideas. You might also consider using transparencies, slides, or
PowerPoint slides as part of your presentation. It is also recommended that
you write your presentation out and practice delivering it out loud to learn
it and to determine the length of the presentation. You should also consider
presenting your paper to a critical audience before you deliver it at a con-
ference. When you actually deliver the paper, do not read it. Instead, try to
speak directly to your audience and refer, when necessary, to an outline of
key points. In addition, make sure you leave time for questions. Last, you
should have copies of your paper ready for distribution (APA, 2001a).
Poster Presentations
Poster presentations differ from oral paper presentations in that they provide
the opportunity for the presenter and the audience to talk with one another.
Typically, posters are presented in an exhibit area with many posters, often
CRITICAL
THINKING
CHECK
13.1
1. What is the difference between the short title and the running head
in an APA-style manuscript?
2. Identify and briefly explain what the subsections in a Method sec-
tion should be.
3. Explain what information should and should not appear in a Results
section.
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CHAPTER 13
on a similar topic, being presented at the same time. In this manner, those
interested in that topic can visit the exhibit area and wander about viewing
the posters and speaking with the authors. Each presenter has a bulletin
board, usually around 3.5 feet high by 3 feet wide, on which to display
his or her poster. You should bring your own thumbtacks. In constructing
the poster, here are a few simple guidelines. As with paper presentations,
minimize jargon and try to use clear and simple language to describe what
you studied, how you went about the research, what you discovered, and
the implications of your results. Pictures, tables, and figures work very well
in poster presentations. Make sure you use an appropriate font size when
preparing the poster—you should be able to read it easily from a distance
of 3 feet. As with oral paper presentations, you should have copies of your
paper ready for distribution.
Summary
After reading this chapter, you should have an understanding of APA’s writ-
ing standards. We presented basic APA formatting and writing guidelines.
We discussed how to write clearly, avoid grammatical problems, report
numbers, and properly cite and reference the works of others. In addition,
we described the organization of an APA-style manuscript, with frequent
references to the sample paper in Chapter 14. Finally, we discussed present-
ing your research at conferences using either an oral paper presentation
format or a poster presentation format.
(Answers to odd-numbered exercises appear in
Appendix C.)
1. What information is contained on the title page
of a manuscript?
2. Briefly describe the type of information that
should be contained in an introduction.
3. Identify the grammatical or formatting errors in
each of the following statements:
a. 50 students participated in the study.
b. The F-score was 6.54 with a p-value of .05
and 1 and 12 degrees of freedom.
c. The data was analyzed using a one-way
ANOVA.
d. One group of participants took the medica-
tion while the other group did not.
CHAPTER EXERCISES
13.1
1. The short title appears in the upper-right mar-
gin of an APA-style manuscript (on all pages
except the figure pages) and is usually the first
two or three meaningful words of the title of
the paper. The short title will not appear in the
paper if it is ultimately published; it is simply
used for organizational purposes during the
review process. The running head appears only
on the title page of the manuscript and briefly
(50 characters or less) conveys the nature of
the paper. If the paper is ultimately published,
the running head will appear at the top of each
page of the journal article.
2. The Participants subsection should be first.
It provides a description of the participants,
CRITICAL THINKING CHECK ANSWERS
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which may include gender, age, and ethnicity.
Next comes a Materials or Apparatus sub-
section, describing any testing materials or
equipment used. The final subsection is usu-
ally a Procedure (or a Design and Procedure)
subsection. It should describe the variables in
the study and the procedure used to collect the
data in sufficient detail that another researcher
could replicate the study after reading this
section.
3. The Results section should identify the statistics
used to analyze the data and the results of those
analyses. It should not include any explanation or
qualification of the results, nor should it relate the
results back to the hypothesis being tested. These
matters will be covered in the Discussion section.
Check your knowledge of the content and key terms
in this chapter with a practice quiz and interac-
tive flashcards at http://academic.cengage.com/
psychology/jackson, or, for step-by-step practice and
information, check out the Statistics and Research
Methods Workshops at http://academic.cengage
.com/psychology/workshops.
WEB RESOURCES
Chapter 13
■
Study Guide
STUDY GUIDE FILL-IN SELF TEST
Answer the following questions. If you have trouble
answering any of the questions, restudy the relevant
material before going on to the multiple-choice self
test.
1. The subsections in a methods section of an APA-
format paper include the
.
2. Statistical findings are reported in the
section of an APA-format
paper.
3. The page after the title page in an APA-format
paper is always the .
CHAPTER 13 SUMMARY AND REVIEW: APA COMMUNICATION GUIDELINES
This chapter presented basic APA formatting and
writing guidelines. This included how to write
clearly, avoid grammatical problems, report num-
bers, and properly cite and reference the works of
others. The organization of an APA-style manuscript
was described, with frequent references to the sam-
ple paper in Chapter 14. Finally, the presentation of
both a conference paper and poster were discussed.
(Answers to exercises appear in Appendix C.)
STUDY GUIDE REVIEW EXERCISES
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STUDY GUIDE MULTIPLE-CHOICE SELF TEST
Select the single best answer for each of the following
questions. If you have trouble answering any of the
questions, restudy the relevant material.
1. A description of prior findings in the area of
study is to the
as a report of
statistical findings is to
.
a. Introduction; Method section
b. Method section; Introduction
c. Introduction; Results section
d. Results section; Method section
2. A summary of the entire research project is to
as an interpretation of the find-
ings is to .
a. Abstract; Results section
b. Method section; Results section
c. Abstract; Discussion section
d. Results; Discussion section
3. Which of the following lists represents the correct
ordering of the sections of an APA paper?
a. Abstract, Method, Introduction, Results
b. Introduction, Abstract, Method, Results
c. Discussion, Abstract, Introduction, Method
d. Title Page, Abstract, Introduction, Method
4. Based on APA style, what is wrong with the fol-
lowing reference?
Karau, Steven. J., & Williams, Kenneth. D. (1993).
Social loafing: A meta-analytic review and theo-
retical integration. Journal of Personality and Social
Psychology, 65, 681-706.
a. The name of the journal should be under-
lined.
b. Only the initials for the authors’ first and
middle names should be used.
c. The first letters of the words in the title of the
paper should be capitalized.
d. Nothing is wrong with the reference.
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APA Sample Manuscript
14
CHAPTER
This sample paper by Kim J. Driggers and Tasha Helms was originally
published in the Psi Chi Journal of Undergraduate Research (2000, Vol. 5,
pp. 76–80). This paper is reprinted with permission.
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CHAPTER 14
Running head: WILLINGNESS TO DATE
The Effects of Salary on Willingness to Date
Kim J. Driggers and Tasha Helms
Oklahoma State University
Effects of Salary 1
Short title is first two or three
meaningful words of title and right
justified one-half inch from top of
page. Page number appears five
spaces after short title.
Running head is left
justified and provides a
short (50 characters or
less, including punctuation
and spaces) description of
the topic of the paper. It is
typed in all capital letters.
Title, author names(s), and
affiliation(s) are centered
and double-spaced.
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Abstract
The purpose of the present experiment was to test the role of salary in
date selection by men and women. Male and female college students (N =
150) viewed pictures of the opposite sex and rated the target’s attractive-
ness and their own willingness to date the target. Varied among 3
conditions was the level of salary (i.e., $20,000, $60,000, and $100,000)
listed. Statistical analyses yielded support for the hypothesis that as the
target’s salary increased, a participant’s willingness to date the target
would also increase. That is, as salary increased, both men’s and women’s
willingness to date a target increased. We also found a significant main
effect for the sex of participants; as salary increased, women’s willingness
to date a person increased significantly more than men’s willingness.
Effects of Salary 2
“Abstract” is centered
at the top of page 2.
The abstract is typed in
block paragraph format
and is not more than
120 words long.
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CHAPTER 14
Effects of Salary 3
The title of the paper appears at the
top of page 3, centered. The
introduction begins on the next line.
In-text citation:
Author’s name is
followed by date
in parentheses.
End-of-sentence
citation: Author’s
name and date
are both in
parentheses.
Use an ampersand
(&) when authors’
names are in
parentheses.
The Effects of Salary on Willingness to Date
To properly review current research in the area of date selection, it is
first necessary to highlight theories that form the foundations upon which
this research was built. Scientists have studied human mate selection for
over a century. Darwin (1871) proposed that physical attractiveness and
survival attributes were the essence of mate selection (a.k.a. natural selec-
tion). Many anthropologists and biologists have explained the factors of
physical attractiveness and socioeconomic status (SES) on the basis of evo-
lutionary principles. Often when selecting a mate, one’s instinct is a driv-
ing factor. Men, according to sociobiologists, search for the most attractive
woman to mate with in order to ensure reproductive success (Buss, 1987).
Men thus must use physical appearance or related factors (e.g., age and
health) to predict the fertility and genes of a woman. To men, mating with
a highly attractive woman ensures that their offspring will have a “good”
(i.e., viable) genetic makeup. Yet the suggested pattern for women is some-
what different. In terms of evolution, women are more selective than men
in their mate selection. Women have more potential risks when choosing a
mate (e.g., pregnancy, childbirth, child rearing) and thus concentrate more
on a man’s ability to provide for her and her offspring (Townsend & Levy,
1990b); hence commitment and the man’s ability to offer resources are im-
portant factors when it comes to a woman’s selection of a man.
Social psychologists explain these differences in mate selection as a
social exchange between the sexes (Rusbult, 1980). Scientists have found
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Effects of Salary 4
the exchange of a man’s security for an attractive woman is the basis of
mate selection (Rusbult, 1980). Elder (1969) found that men’s personal
prestige ratings increased when they were paired with an attractive
woman. However, ratings of women in Elder’s study were based on
physical attractiveness only. Therefore, women are exchanging attractive-
ness for the resources men can provide.
These diverse theories highlight the importance of physical attractive-
ness and SES. Research (Buss, 1987; Darwin, 1871; Elder, 1969; Rusbult,
1980; Townsend & Levy, 1990b) suggests that physical attractiveness is a
better predictor of mate selection in men, and SES is a better predictor of
mate selection in women. Current studies have also found that both of
these attributes play an integral part in female and male mate selection
(e.g., Buss, 1989; Davis, 1985; Goode, 1996; Hill, Nocks, & Gardner, 1987;
Hudson & Henze, 1969; Joshi & Rai, 1989; Sprecher, 1989; Townsend &
Levy, 1990a, 1990b).
Townsend and Levy (1990a) questioned participants regarding
different types of relationships ranging from casual conversation to
dating, sex, and other types of serious relationships. Participants rated
their willingness to engage in these types of relationships based on a slide
photograph of a person (face and torso were depicted in the picture).
Results indicated that men and women were more likely to engage in all
types of relationships when a person was physically attractive. Sprecher
(1989), on the other hand, presented only a description of a person (e.g.,
In parentheses,
multiple citations
are separated by
semicolons.
When there are three
to five authors, give
all authors’ names in
the first citation; use
the first author’s name
followed by “et al.”
for subsequent
citations. If there are
six or more authors,
use the “et al.” form
for first and sub-
sequent citations.
Use “and”
when authors’
names are part
of the text.
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