Word Pair Similarity Task

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Word Pair Similarity Task

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About Scale Name

Scale Name

Word Pair Similarity Task

Author Details

Craig A. Anderson

Translation Availability

Not Sure

Word Pair Similarity Task
Word Pair Similarity Task

Background/Description

The first published use of this version of the “Word Pair Similarity Task” was Anderson and Morrow, 1995, in a study of how cooperative versus competitive instructions influence a person’s view of how aggressive the task is, and the influence of cooperative versus competitive instructions on aggressive behavior during the playing of a video game. We also used the task in a study of trait hostility, pain, and aggressive thoughts (Anderson, Anderson, Dill, & Deuser, 1998). More recently, we used this task in a study of violent music lyrics (Anderson, Carnagey, & Eubanks, 2003). Scoring directions can found in the original research articles listed below. Researchers may use these materials free of charge for research purposes.

This task, modified from that developed by Bushman (1996), consists of rating the degree of meaning similarity of each paired combination of 20 words. Ten of these words can be interpreted as either aggression-related words or as aggression-unrelated words (e.g., bottle, night, stick). These words are referred to as ambiguous words. The remaining ten words are more obviously related to aggression (e.g., butcher, choke, hatchet). Ratings of each word pair were made on a 1 to 7 scale of how similar, associated, or related they were. A rating of 1 represented “not at all similar, associated, or related” and 7 representing “extremely similar, associated, or related.” Ratings were paced by computer-generated tones spaced nine seconds apart.

Administration, Scoring and Interpretation

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Prepare the materials: If using a paper-based questionnaire, print enough copies of the scale for each participant. If using an online survey, create the survey using a reliable survey platform. Ensure that the items and response options are clear and unambiguous.

Obtain informed consent: Before administering the scale, obtain informed consent from the participants. Provide them with information about the purpose of the study, their rights, confidentiality, and any potential risks or benefits involved. Make sure they have the option to participate voluntarily and can withdraw at any time.

Administer the scale: Depending on the chosen format, distribute the questionnaires to participants, conduct face-to-face interviews, or provide access to the online survey. Provide clear instructions on how to complete the scale, including any specific guidelines for scoring or responding to the items.

Monitor the process: During the administration, ensure that participants understand the instructions and have ample time to complete the scale. Address any questions or concerns they may have. If conducting face-to-face interviews, maintain a neutral and non-directive stance to avoid influencing their responses.

Collect the data: Once participants have completed the scale, collect the data according to the chosen method. For paper-based questionnaires, ensure that they are securely stored. If using an online survey platform, download or export the data for analysis.

Score the responses: Depending on the scale design, scoring can involve various methods. Some scales may have pre-determined scoring algorithms, while others may require manual calculation of scores based on response patterns. Follow the instructions provided with the scale or consult relevant literature for guidance.

Analyze the data: Use appropriate statistical techniques to analyze the collected data. This could include calculating descriptive statistics, conducting inferential tests, or applying more advanced analyses depending on your research questions and the scale’s properties.

Interpret and report the results: Interpret the findings in light of the research objectives and provide a clear and concise summary of the results. Report the details of the scale administration process, including any limitations or considerations that may impact the interpretation of the findings.

Reliability and Validity

N/A

Available Versions

20-Items

Reference

  • Anderson, C.A., & Morrow, M. (1995). Competitive aggression without interaction: Effects of competitive versus cooperative instructions on aggressive behavior in video games. Personality and Social Psychology Bulletin, 21, 1020-1030.
  • Anderson, K.B., Anderson, C.A., Dill, K.E., & Deuser, W.E. (1998). The interactive relations between trait hostility, pain, and aggressive thoughts. Aggressive Behavior, 24, 161-171.
  • Bushman, B. J. (1996). Individual differences in the extent and development of aggressive cognitiveassociative networks. Personality and Social Psychology Bulletin, 22, 811-819.
  • Anderson, C.A., Carnagey, N.L., & Eubanks, J. (2003). Exposure to violent media: The effects of songs with violent lyrics on aggressive thoughts and feelings. Journal of Personality and Social Psychology, 84, 960-971.

Important Link

Scale File:

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