{"text_format":"2","workbook":"xls","n_sheets":4,"sheets":["Instructions","DataEntry","Continuous_Chart","Categorical_Chart"],"not_rendered":{"charts":2,"images":0,"macros":1,"external_links":1,"defined_names":10,"comments":0,"pivot_tables":0},"unopened":[{"sheet":"Continuous_Chart","index":2,"reason":"not_a_worksheet"},{"sheet":"Categorical_Chart","index":3,"reason":"not_a_worksheet"}],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"Instructions","index":0,"n_rows":70,"n_cols":4,"rows_kept":70,"cut":false,"hidden":false,"merged":[],"flags":["formulas_cached_only"]}
["Note: If your macro security setting in Excel is set to 'high' this file will not run. To allow it to run, pull down \"Tools\", click on \"Macro\" and then \"Security\". Change the setting to \"Medium\". When you next try to open the file (or any file with a macro attached), you will get a dialog box asking if you wish to allow macros to run. You will need to click 'yes' to use the file. Although we are certain that this programme contains no viruses, you should, of course, scan this downloaded programme for viruses before using."]
[]
["Go to the developer, Paul Jose's, website"]
[]
["INSTRUCTIONS: "]
[]
["1. Continuous moderator example"]
[]
["In the following continuous moderator example, I will be describing a set of data where depression, a continuous variable, is considered to be the dependent variable. Stress, a continuous variable, is considered to be the main effect. Social support coping, a continuous variable, is considered to be the moderating variable, i.e., the variable that affects the linear relationship between stress and depression. This example is considered to be a “continuous moderator” case because the moderating variable is continuous."]
[]
["Thus, if one was interested in determining whether social support moderates the influence of stress upon depression, one would choose “Continuous Data Entry” in the first menu. The next menu asks for one to enter labels for the graph and statistical information. "]
[]
["Labels. The four labels are: 1) the descriptive label that goes at the top of the graph (e.g., Moderation of the Effect of Stress on Depression by Social Support); 2) the X axis label (e.g., Stress); 3) the Y axis label (e.g., Depression); and 4) the name of the moderating variable (e.g., Social support). Note that it is standard practice to display the main effect on the X axis, the dependent variable on the Y axis, and the moderating variable (in this case, social support) is represented by the three lines that are plotted on the graph. "]
[]
["Statistical information. The rest of the menu requires that one input information taken from the regression analysis output. In particular, one must enter the unstandardized regression coefficient (B), the mean, and the standard deviation of both stress (the main effect) and social support (the moderating variable). In addition, the menu page requires the B for the interaction term and the constant. All of the Bs can be obtained from the multiple regression output generated by your software package, and the means and standard deviations may be computed in a simple descriptive statistics run on the same data."]
[]
["An important issue concerns the means of the two continuous variables. Aiken and West (1991) and others recommend that the two continuous variables be centered for use in this type of analysis. Thus, we recommend that you remove the mean from each variable in the statistical package that you use before you create the interaction term by multiplying these two variables. Note that the standard deviations of these two main effects are unchanged by centering. We could have stipulated in this menu that the means were 0.00 for the first two variables, but decided against this because other users may wish to create charts for other purposes that would not require centered variables."]
[]
["Be careful that you enter the unstandardized regression coefficients (the Bs) instead of the betas. When you are transferring information from the output to ModGraph, be careful that you note the order that the variables are listed in the output. For example, SPSS output lists the constant first instead of last."]
[]
["After you have entered all of these fields, hit the CALCULATE button and the computed data will be displayed in the 3 X 3 table at the bottom of the page. Hit SEE CHART, and the graph should be displayed. The graph is a .gif file which can be copied and pasted into your own documents if you wish. If you would like to examine the cell means, click on DATA ENTRY in the menu at the left of the page. This will take you back to the first page. The 3 X 3 matrix will contain the computed cell means that were used to create the figure."]
[]
["2. Categorical moderator example"]
[]
["If one wishes to depict an interaction between a continuous variable and a two-level categorical variable (e.g., stress experienced by Chinese-American and European-American subjects as it affects depression), then one would choose the Categorical Data Entry option on the first menu. The menu is similar as for the continuous moderator, but there are a few differences. For example, one would type in the name of the group that receives a dummy code of 1, and similarly for the group that is determined to be the comparison group (it receives a value of 0). As with the continuous data menu, one is then required to enter Bs, means, and standard deviations where appropriate."]
[]
["Several points need to be considered in this case as opposed to the continuous option. First, the categorical variable (whether gender, ethnic group, clinical diagnostic category, etc.) is considered to be the moderator. Second, the mean and standard deviation of the categorical variable is not requested because it is nonsensical in this case. However, you need to be clear as to the labeling of the comparison and the dummy-coded groups. Be sure that the coding of 0 and 1 are congruent with your dummy coded variable in the original dataset. In other words, whatever coding you used for your regression analysis should be used here as well. Third, you may have three dummy-coded groups (e.g., depressed; schizophrenic; and personality disordered patients). The program, as currently constituted, cannot handle the three (or more) group case. This improvement is countenanced and hopefully can be included in later versions. You can, however, compare two groups apiece in three pairs to obtain preliminary information."]
[]
["3. Simple slope computations"]
[]
["In interpreting the meaning of a figure, it is often important to know the values of the simple slopes, and to know whether these slopes differ significantly from zero. So, after the figure has been generated, go to the appropriate “Simple Slopes Computations” page (this can be found in the menu on the left hand side of the page). This page brings forward relevant information already entered in the data entry page, and asks for additional information to be supplied. After these critical items are entered, simply click on “compute” and simple slopes, standard errors, the degrees of freedom, t-values, and associated p-values are displayed."]
[]
["The uninitiated user may be puzzled by the task of providing these new items of information. Here are some helpful hints. First, when you run the regression analysis, request output to include the “covariance matrix”. Second, when this is obtained, search for the three critical items of statistical information. In usual parlance, the matrix is an Sb matrix, where b refers to the number of coefficients examined in the regression model (3 in both the continuous and categorical examples). The matrix will look similar to this:"]
[]
[null,"b1","b2","b3"]
["b1","-.467(S11)",0.076,".047 (S13)"]
["b2",0.076,-0.022,-0.001]
["b3",0.047,-0.001,"-.891 (S33)"]
[]
["In this example, b1 refers to the regression coefficient for the main effect, b2 refers to the coefficient for the moderator, and b3 refers to the coefficient for the interaction term. s11 refers to the variance of the main effect (the number in the upper left hand corner, -.467); s33 refers to the variance of the interaction term (the number in the lower right hand corner, -.891); and s13 refers to the covariance between the main effect and the interaction term (the number in the upper right hand corner, .047). Thus, one should examine the variance-covariance table that is generated by your statistical program, and after making sure that the matrix is constructed in the way described above, select the three items and transfer them to the program. The number of subjects can be obtained by running a frequencies analysis on the data."]
[]
["A warning: be sure that your output conforms to this particular arrangement. SPSS will occasionally re-order the variables, particularly in complicated dummy-coded analyses. If it creates a differently ordered matrix, simply identify the two relevant variances and the one relevant covariance, and then input these."]
[]
["The outputted values include the simple slopes and the associated t- and p-values. If the p-value is less than .05, then you can conclude that the slope of that particular line significantly varies from 0. "]
[]
["4) Display"]
[]
["In the continuous moderator example, the figure displays the main effect (i.e., stress) along the X-axis, and the moderating variable is depicted with three lines designated as high, medium, and low. The three levels of high, medium, and low (for both the continuous main effect as well as the continuous moderating variable) are computed using the mean as the medium value, one standard deviation above the mean as the high mean, and one standard deviation below the mean as the low mean (following Aiken & West, 1991)."]
[]
["In the categorical data example, the figure displays the main effect (i.e., stress) along the X-axis, and the moderating variable is depicted with two lines designated as the two groups. The continuous data example should display symmetry among the three lines, but the categorical data example will probably not display symmetry between the two lines."]
[]
["5) References "]
[]
["For additional information and assistance, refer to these readings:"]
[]
["Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and   interpreting interactions. Newbury Park, CA: Sage."]
["Baron, R.M, & Kenny, D.A. (1986). The moderator - mediator variable   distinction in social psychological research: Conceptual, strategic, and   statistical considerations. Journal of personality and Social Psychology, 51,   1173 - 1182."]
["Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis   for the behavioural sciences (2nd Ed.). Hillsdale, NJ: Lawrence Erlbaum and   Associates."]
["Holmbeck, G. N. (1989). Masculinity, femininity, and multiple regression:   Comment on Zeldow, Daugherty, and Clark’s “Masculinity, femininity, and   psychosocial adjustment in medical students: A 2-year follow-up”. Journal of   Personality Assessment, 53, 583-599."]
["Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical   clarity in the study of mediators and moderators: Examples from the"]
["  child-clinical and pediatric psychology literatures. Journal of Consulting and   Clinical Psychology, 65, 599-610."]
["Holmbeck, G. N. (2002). Post-hoc probing of significant moderational and   mediational effects in studies of pediatric populations. Journal of Pediatric   Psychology, 27, 87-96."]
[]
["Developer Notes"]
[]
["Go to Paul Jose's Website"]
["© 2004 Victoria University of Wellington"]
[]
["Modified by Alexander J. Shackman, University of Wisconsin-Madison, ajshackman@gmail.com, http://psyphz.psych.wisc.edu/~shackman"]
["November 2005"]

{"sheet":"DataEntry","index":1,"n_rows":22,"n_cols":5,"rows_kept":22,"cut":false,"hidden":false,"merged":[[0,1,0,10],[21,1,21,10],[2,1,2,3],[11,1,11,3],[20,1,20,10],[19,1,19,10],[18,1,18,10]],"flags":["formulas_cached_only"]}
[null,"ModGraph - A Computer Programme to Graphically Display Moderation"]
[]
[null,"3 x 3 Table Continuous"]
[null,null,"low","med","high"]
[null,"MODERATOR"]
[null,"high"]
[null,"med"]
[null,"low"]
[]
[]
[]
[null,"2 x 3 Table Categorical"]
[null,null,"low","med","high"]
[null,"MODERATOR"]
[]
[]
[]
[]
[null,"Paul E. Jose"]
[null,"Victoria University of Wellington, New Zealand"]
[null,"November 2002"]
[null,"Version: Beta"]