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The repeated measures ANOVA assumed the type variable as the "between" factor and the activation (levels ranging from 1 to 11) as the "within" factor.
Classroom prestige norms were calculated as the within classroom association between peer perceived coolness and aggression.
Repeated-measure ANOVA was used to assess change between groups over time, with catheters as the between subjects factor and time of sample as the within subjects factor.
A repeated measures design was used with severity of dependence as the between participant factors and Stroop reaction times as the within participant factors.
In fact, we assumed heterogeneity by allowing the outcome parameter to have a variance comprising the between as well as the within study variance.
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These analyses employed stimulus modality as the within-participants factor (nine levels: visual, auditory, and seven audiovisual levels).
where U is known as the within-class variability matrix that we use to compensate that variability.
Exposure duration was adopted as the dependent factor which was also treated as the within-subjects factor.
Two separate two-way repeated-measures ANOVAs were conducted, with confidence bins serving as the within-subjects factor and scales serving as the between-subjects factor.
For some analyses, we included stimulus-response classification (i.e. true positive, false negative, false positive, true negative) as the within-subject factor.
Two two-way repeated-measures ANOVAs were conducted, with confidence bins serving as the within-subjects factor and type of rating scale as the between-subjects factor.
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