ࡱ>  /Jbjbj 9 W8$'''Pw;<'U%bww:hhh$$$$$$$$'Y*$OhF"hdb 4$$<### 8O$#h$##7#`"V'!#$ %HU%#+"*+##J+#hh#hhhhh$$#hhhU%hhhh+hhhhhhhhh :  Sample Paper of American Psychological Association Style Author's I. Name University of Affiliation Authors Note Authors I. Name, Department of Affiliation, University Name. I thank Dr. Mentor for her timely review of and feedback on an earlier draft of this paper, and Dr. Reviewer and Dr. Readitveryclosely for his insightful comments regarding this manuscript. Correspondence concerning this article should be addressed to Authors I. Name, 1234 Address Street, City, ST 12345. Email: AName@UoA.edu For student papers, I ask them to include some additional information. The contribution information is related to discussions in the literature about authorship and the class information helps when students submit to the online portfolio. I realize neither may be appropriate for your purposes. 4Title Page with Author Note (1 page) / PM 6e 2.01-2.03 Page 1. See the PM and SZZ for appropriate content and format. In your acknowledgements paragraph, indicate each authors contribution (e.g., planning and executing the study, analyzing and interpreting the data, researching and writing the report, and preparing the presentation or talk). In the acknowledgements paragraph, say we thank rather than we would like to thank . Add another paragraph at the end of the Author Note (not described in the PM) stating: Manuscript submitted to Dr. Blaine Peden on September 16, 2009 in partial fulfillment of the requirements for Research Methods in Psychology (P271). Substitute the correct date. Abstract The abstract is a brief, inclusive summary of the study, limited in length by journal guidelines to between 150 to 250 words. Using digits and abbreviations is helpful. It summarizes each of the substantive sections of the paper including a statement of what you did and why, important elements of the method (how you carried out the study), the basic findings without too many minute statistical details and the interpretation of those findings (what it all means). The abstract often appears by itself, for example in PsychInfo. Therefore, it needs sufficient details for the reader to decide whether to acquire and read the entire article. The Abstract should be comprehensive, accurate, self-contained, to-the-point, readable, and nonevaluative. Type the abstract on its own page, for most student papers this will be page 2 of the manuscript, with the word Abstract centered after the short title. The layout consists of one, unindented paragraph with nothing else on the same page. As a guideline, this abstract contains 16627 words. Keywords: APA style, style rules For what it is worth I like the note on page 26 of Publication Manual that list five things that should be included in the abstract for an empirical report. I find students do not distinguish between the result and the conclusion all too often. Sample Paper of American Psychological Association Style The introduction section begins on a new page regardless of where on the previous page the abstract ended. It begins the body of the paper and begins at the top of a new page. The full title is typed in title case, and appears centered on the first line of the page, with the text beginning after a normal double space. In fact, you should double space the entire paper. In terms of content, the introduction presents, generally in order, the problem being investigated, past research (relevant literature review), overview of the method to be used, hypothesis or hypotheses tested as well as the rationale for each, and the expected outcomes. It is important to keep the literature review focused on the main purpose of the study. Students read many articles and are often tempted to cite every one of them as if doing so will earn a higher grade on the paper. But if a particular source is not directly relevant to the study, this can be distracting and confusing. This section may go on for several pages with each new paragraph beginning with a -in. indentation. Be sure to use two spaces after a period that ends a sentence. The preferred font is Times Roman, 12-point size. Margins for a paper in American Psychological Association (APA) style are at least 1 in. all around. The only exception occurs when a heading or subheading would occur at the bottom of a page. Then it should be carried over to the next page and a slightly larger margin will be left at the bottom of the previous page. There are many additional general typing rules. For example, check the APA manual to see the proper way to use abbreviations, as has been done on this page for APA. Check the manual for the proper way to type numbers--when to write them out and when to use digits. Notice that words are never hyphenated at the end of a line. If an entire word does not fit, it is just started on the next line. Don't use right-margin or full justification. Check the APA website for an acceptable sample paper to use as a model. Make sure to use the proper format for citations. This format can differ depending on the number of authors, on whether you are referring to multiple publications in the same year by the same author(s), on whether the references citations are within or outside of parentheses, and on the number of times you refer to the same source. An additional consideration is that in scientific writing style, we use first and second person language sparingly. Instead, we use the more neutral and objective sounding third person. However, when you must refer to yourself then the use the first person is preferred because the use of third person can leave the reader confused about whom you are referring to. In terms of verbs, the active voice gives a more direct sense of action, whereas the passive voice suggests the occurrence of events that no one controls. Writing in the active voice can be difficult, and older, classic papers that you read were primarily written in the passive voice and therefore, are not very good for modeling your own writing. This combination of rules, to use third person, objective sounding language, while at the same time maintaining active voice can be challenging for beginning scientific writers. The sample paper in your textbook (Cozby, 2007) is a good reference source, but reflects the guidelines for the previous edition of the APA style manual, which was just recently updated. There are several books as well as many websites that present templates that can be downloaded to help you with APA style. Templates help with the technical details of style, but do not help in determining appropriate content for each section. Austin and Caldern (1996) provide such a template for the previous style manual. In addition, many educators consider the mastery of APA style as a way to socialize young psychologists into the discipline (c.f., Madigan, Johnson & Linton, 1995). Therefore, learning to write in APA style is more than just an exercise in learning to follow rules. When the introduction ends the next section continues on the same page. This is the method section and the word Method appears centered in bold font on the next line of text. This section provides specific information about the details for conducting the study, with sufficient information to permit exact replication. Because this is a report of a completed study, this section should be entirely written in past tense, active voice. The method section usually has several subsections, the most common of which are labeled Participants, Materials and Apparatus, and Procedure. Each of these subtitles appears on the next text line with the first letter capitalized and in bold font, without any punctuation. Method Participants This section describes the nature and number of participants so that a reader can visualize them. Include only the relevant characteristics as they pertain to the particular study. Other details may detract from the main point of the study. You may, however, want to include sampling details if these affect the generalizability of findings. Materials and Apparatus This section describes any equipment and materials used in the study. The description should be sufficiently detailed to allow exact replication, but without including details irrelevant for replication, operationalization of concepts in the hypothesis, or for later critique in the discussion. For example, you do not want your study to depend on too narrow a range of stimulus materials. Therefore you should describe your stimuli in terms of their most important characteristics but seldom need to specifically include the exact, verbatim, stimulus materials that you used. Procedure This section tells the reader exactly what happened, step-by-step, just as it occurred during the study. You should include sufficient details to allow for replication by other researchers. If the study itself is a replication then only the substantive modifications need to be mentioned. Sometimes you might add details that pertain to a later discussion of findings. Results The results section continues the main body of the paper. This section needs to have sufficient details to justify any conclusions later reached in the discussion section. The use of subheadings can greatly clarify complicated results sections. This section only presents the numerical facts as they correspond to the hypotheses; however, there is no need to present the raw data. Discuss the interpretations of these results in the next section, the discussion section. Narrative Description The results can appear in several ways. Start with a simple narrative description, followed by a statement of descriptive statistics (i.e., means) and inferential statistics (significance tests) performed on the data. Don't forget to italicize letters when they name a statistic, i.e., t-test. The results should appear in the same order as the hypotheses in the introduction. For inferential statistical tests you need to report the test, the degrees of freedom, the obtained value, and the probability of that value, as well as the effect size, in that order. Tables and Figures Another way to report data is to use tables and figures. Tables summarize large arrays (rows and columns) of data (see Table 1). Figures, as depicted in Figure 1, present a visual display that helps to understand the outcome of the study and which cannot appear as an array, i.e., graphs and pictures. You do not place the figures and tables in the body of the paper; they belong after the references. Each figure and table appears on a separate page and must have a reference to it in the body of the paper (e.g., Figure 1 presents ). Similarly, each table and figure referred to in the body of the text must be included in the manuscript. Tables come immediately after follow the references, but each one appears on its own page. Figures then follow tables. Table captions appear immediately above the table, whereas figure captions appear immediately below the figure. The title or caption for each table and figure should reflect the information presented, and can include an explanatory legend. Tables might also require a note, explaining any abbreviations used in the table, or other relevant information. Discussion Continuing the body of the paper, this section continues on the same page as the results. This section provides an examination of the implications of the results-whether the results support the hypothesis or not, or perhaps whether the results replicate or follow from past research.  The discussion section should open with a summary of the purposes and/or goals of the study. Remember that the reader has just finished reading all of the technical details of the method, and all of the mathematical details of the statistics. Now that they are ready for the interpretation, it helps to bring the focus back to the purpose of the paper. Once again, discuss the hypotheses in the same order as you presented them in the introduction. If the results are not as predicted, then the original theory may need to be revised, or it may be that the procedure was faulty. This is the place to criticize your own study, and to suggest future studies. Finally, remember to have a true ending. Do not just go through interpreting each result and then suddenly stop. In summary, there is nothing wrong with beginning the last paragraph with a phrase such as In summary or In conclusion... The paper needs closure and should not just abruptly come to an end. The discussion ends the body of the paper and no more is printed on this page. Start a new page for the references, which appear listed alphabetically by the first author's last name, with the first line flush with the margin and all subsequent lines indented -inch. References Austin, J. T., & Caldern, R. F. (1996). Writing in APA style: Why and how. In F. T. L. Leong & J. T. Austin (Eds.), Psychology research handbook: A guide for graduate students and research assistants (pp. 265-281). Thousand Oaks, CA: Sage Publications. Cozby, P. C. (2007). Methods in behavioral research (7th ed.). New York: McGraw-Hill. Madigan, R., Johnson, S., & Linton, P. (1995). The language of psychology: APA style as epistemology. American Psychologist, 50(6), 428-436. doi:10.1037/0003-066X.50.6.428 (These are examples respectively, from a chapter from an edited book, a book, and a journal article.) ((Next would come Tables, Figure Caption page, Figures--each on its own, separate page except that all the Figure Captions appear on a single, or on a continuous, page.)) Table 1 Mean Percent Correct Recall Across across the First Two (Primacy) and Last Two (Recency) Serial Positions, Across as a function of Presentation Conditions ______________________________________________________________________________ Presentation Condition _______________________________________________ Serial Position Control Speeded Delayed _____________________________________________________________________________ Primacy 66.0 42.2 52.2* Recency 70.9 59.3 53.1* ______________________________________________________________________________ Note. * p < .05 compared to Control Condition Axis labels (and condition labels) should be in upper/lower case and omit numbers above bars. Legend (5.23) goes within the figure and eliminate lines. Edward Tufte refers to such numbers and lines as chartjunk. See 5.25 last paragraph on advice on shading (page 161).   Figure 1. Mean percentage of recall per item as a function of serial position (primacy/recency) and presentation condition (control/speeded/delay).     Running head: SAMPLE APA STYLE PAPER  PAGE \* MERGEFORMAT 1> SAMPLE APA STYLE PAPER  PAGE \* MERGEFORMAT 2 SAMPLE APA STYLE PAPER  PAGE \* MERGEFORMAT 3> 4.01 one space after , but two spaces after period at end of sentence. To tell you the truth, it was a lot easier with one space throughout themanuscript. 6e just makes this harder to do. 2.03 Author Note One space I encourage students to use or consider use of subheadings in this section . I think it helps them include all the relevant results and think about the order of presentation as well. The results should be well organized (e.g., consider use of subheadings like those is Method section) and should convey an understanding of statistical analyses and graphical presentations. I do understand the Publication Manual shows usage like this; however, I always say: Use active voice to introduce all tables and figures (e.g., Table 1 presents ) in the body of the manuscript. My reason is that I want students to featurestables and figures prominently rather than consider them as add ons. This suggestion may not suit your purposes however. Perhaps an overly picky comment: of little interest to you Avoid Orphans and Widows! Orphan is a term used to describe a single word appearing at the bottom of a paragraph or column. A widow is a single word or short phrase appearing alone at the top of column. They add "rivers" of white space and interfere with eye movement from one line of text to the next. You should also avoid putting less than three lines of a new paragraph at the bottom of a column. Fewer than three lines will make it harder for the reader to keep information organized. The example below demonstrates all three points.  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