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Using confidence intervals in within-subject designs

Overview of attention for article published in Psychonomic Bulletin & Review, December 1994
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Title
Using confidence intervals in within-subject designs
Published in
Psychonomic Bulletin & Review, December 1994
DOI 10.3758/bf03210951
Pubmed ID
Authors

Geoffrey R. Loftus, Michael E. J. Masson

Abstract

We argue that to best comprehend many data sets, plotting judiciously selected sample statistics with associated confidence intervals can usefully supplement, or even replace, standard hypothesis-testing procedures. We note that most social science statistics textbooks limit discussion of confidence intervals to their use in between-subject designs. Our central purpose in this article is to describe how to compute an analogous confidence interval that can be used in within-subject designs. This confidence interval rests on the reasoning that because between-subject variance typically plays no role in statistical analyses of within-subject designs, it can legitimately be ignored; hence, an appropriate confidence interval can be based on the standard within-subject error term-that is, on the variability due to the subject × condition interaction. Computation of such a confidence interval is simple and is embodied in Equation 2 on p. 482 of this article. This confidence interval has two useful properties. First, it is based on the same error term as is the corresponding analysis of variance, and hence leads to comparable conclusions. Second, it is related by a known factor (√2) to a confidence interval of the difference between sample means; accordingly, it can be used to infer the faith one can put in some pattern of sample means as a reflection of the underlying pattern of population means. These two properties correspond to analogous properties of the more widely used between-subject confidence interval.

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The data shown below were compiled from readership statistics for 1,068 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 39 4%
Germany 25 2%
United Kingdom 19 2%
Canada 11 1%
Netherlands 9 <1%
Australia 5 <1%
France 4 <1%
Italy 3 <1%
Brazil 3 <1%
Other 25 2%
Unknown 925 87%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 291 27%
Researcher 227 21%
Professor > Associate Professor 89 8%
Student > Master 88 8%
Professor 73 7%
Other 214 20%
Unknown 86 8%
Readers by discipline Count As %
Psychology 611 57%
Neuroscience 75 7%
Agricultural and Biological Sciences 53 5%
Engineering 32 3%
Medicine and Dentistry 31 3%
Other 126 12%
Unknown 140 13%