被试间设计

实验三采用的是知识类型2（陈述性知识，程序性知识）×呈现问题2（呈现问题，不呈现问题）的被试间设计。

This experiment uses the knowledge style 2 ( declarative knowledge , procedural knowledge ) x 2 presents the problem ( present the problem , do not present issues ) of the between-subjects design .

本研究采用了知识类型2（陈述性知识，程序性知识）×呈现方式3（文字+声音，图片+声音，动画+声音）的被试间设计。

This study introduces knowledge style 2 ( declarative knowledge , procedural knowledge ) x presentation 3 ( text + sound , picture + sound , animation + sound ) of the between-subjects design .

采用单因素被试间设计（呈现刻板印象vs无刻板印象）。

The experiment uses single-factor between-subject design & negative stereotype vs no stereotype .

采用2（性别：男vs女）×2（策略条件：有vs无）两因素被试间设计。

The experiment uses two factors between-subject design & gender ( male vs female ) X condition ( strategic vs non-strategic ) .

实验二采用2（学习材料难度：容易vs复杂）×2（呈现方式：单通道vs双通道）的混合设计，呈现方式为被试间设计，材料难易为被试内设计。

In experiment ⅱ, we employed a mixed design , 2 ( learning materials difficulty : easy vs. complex )× 2 ( presentation mode : single channel vs. dual channel ), and presentation mode is between-subject design , the learning materials difficulty is within-subject design .

实验一采用2（年龄：老年人组vs年轻人组）×2（呈现方式：单通道vs双通道）的被试间设计。

Participants were the students of an elderly university and university students of second-year In experiment I , we employer a between-subject design , 2 ( age : the old group vs. younger group ) x2 ( presentation mode : single channel vs. dual channel ) .

实验采用被试间设计，三个实验组、一个控制组。

In the experiment , there are three experimental groups and one control groups in the testers .

采用2（先前知识）×8（文本组织形式）的被试间设计，以平均搜索时间和迷路指数为因变量。

A 2 X 8 experiment design with 8 repeats was employed . The independent variables were prior knowledge and text organization forms . The dependent variables were the mean search time and lostness .

实验2同样采用了2×2被试间设计，区分了2种收入来源（常规收入、额外收入）及2种阈下启动条件（非仁爱启动、仁爱启动）对助人行为的效果。

Experiment 2 also adopted a 2 × 2 between-subject design , and made a distinction in the effects on helping behaviors between two sources of income ( conventional income and additional income ) and two prime conditions which are not subliminal .

实验采取两因素的被试间实验设计。

Two factors experimental design between subjects was taken .

采用被试间实验设计，减少单个被试在实验中的工作量，以控制疲劳效应和练习效应。

Second , the design of experiment between subjects , reduce a single test in the experiments of workload to control effects of fatigue and practice effect .

本研究采用实验法。整个研究由三个实验构成，采用三因素被试间析因设计。

The whole study consist of three experiments which adopt three factoral experiments design .

实验采用团队局域网络模拟方法和被试间因子式设计，分别设置了高目标冲突（个体目标导向）和低目标冲突（团队目标导向）等两种条件。

This study employed an experimental simulation method using a between-subject factorial design with two conditions ( high goal conflict under individual goals vs low goal conflict under team goals ) . Network experimental simulation methodology was used .

拆包方式和问题类别采用组内设计，情境类别和被试类别采用组间设计。

The packing methods and the question categories use within-subject design , and , the situation categories and the subjects categories use between-subject design .

其中，词性和加工方式为被试内设计，语言类别为被试间设计。

Among them , the language category is the between-subjects design ; The parts of speech and the processing method are within-subjects design .

该研究采用三因素被试者内&被试者间混合实验设计，考察了警示信息在说明中的位置、呈现方式和消费品因素对消费者危险感受的影响。

Within-subject and between-subject crossed three factors design was conducted to investigate the effects of warning 's location , presentation and product 's category on perceived hazard .

实验二和实验三分别选取80名被试，进行2×2的被试间实验设计。

In the second and third experiment , 80 participants were chosen separately and the experimental design with 2 × 2 between-person levels of analysis was made .

以初中二年级学生为被试，采用2×2二因素被试间完全随机设计，探讨在合作学习条件下，奖赏互赖和方法互赖对学生不同加工水平的认知结果的影响。

This research using 2 × 2 between subjects factorial design to explore , under cooperative conditions , the effects of reward and means interdependence on the cognitive outcomes in different processing levels . The subjects were junior school students in grade two .