An educational guide based on the Publication Manual of the American Psychological Association Sixth Edition Displaying Your Findings A Practical Guide for Creating Figures, Posters, and Presentations Adelheid A M Nicol and Penny M Pexman Checklist of Effective Elements for All Figures Ⅲ Ⅲ Ⅲ Ⅲ All text in the figure uses the same style font (sans serif) Ⅲ Ⅲ Ⅲ Text in the figure caption uses the same font as the text of the manuscript Ⅲ Ⅲ Ⅲ Ⅲ Figure captions are presented on the same page as the figure All text in the figure is single-spaced, one-and-a-half-spaced, or double-spaced Font sizes within a figure not vary by more than points The smallest font size is not less than points and the largest font size is not greater than 14 points The figure caption is double-spaced Figure captions are descriptive (i.e., they describe the variables of interest and other important information, such as what abbreviations and symbols mean) and include a permission credit line if the figure was published elsewhere Lines in the figure are thick enough to be clear after reduction Similar figures within the same manuscript have a similar appearance Figures are referred to in the text using the figure number Displaying Your Findings Sixth Edition Displaying Your Findings A Practical Guide for Creating Figures, Posters, and Presentations Adelheid A M Nicol and Penny M Pexman "NFSJDBO1TZDIPMPHJDBM"TTPDJBUJPO r Washington, DC Copyright © 2010 by the American Psychological Association All rights reserved Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, including, but not limited to, the process of scanning and digitization, or stored in a database or retrieval system, without the prior written permission of the publisher Electronic edition: May 2013 978-1-4338-1542-3 Published by American Psychological Association 750 First Street, NE Washington, DC 20002 www.apa.org To order APA Order Department P.O Box 92984 Washington, DC 20090-2984 Tel: (800) 374-2721; Direct: (202) 336-5510 Fax: (202) 336-5502; TDD/TTY: (202) 336-6123 Online: www.apa.org/books/ E-mail: order@apa.org In the U.K., Europe, Africa, and the Middle East, copies may be ordered from American Psychological Association Henrietta Street Covent Garden, London WC2E 8LU England Typeset in Sabon, Futura, and Univers by Circle Graphics, Inc., Columbia, MD Printer: United Book Press, Baltimore, MD Cover Designer: Naylor Design, Washington, DC The opinions and statements published are the responsibility of the authors, and such opinions and statements not necessarily represent the policies of the American Psychological Association Library of Congress Cataloging-in-Publication Data Nicol, Adelheid A M Displaying your findings : a practical guide for creating figures, posters, and presentations / Adelheid A M Nicol and Penny M Pexman — 6th ed p cm Includes bibliographical references and index ISBN-13: 978-1-4338-0707-7 (alk paper) ISBN-10: 1-4338-0707-6 (alk paper) Psychological literature Psychology—Graphic methods Psychology—Posters Poster presentations I Pexman, Penny M II Title BF76.8.N53 2010 001.4'226—dc22 2009038684 British Library Cataloguing-in-Publication Data A CIP record is available from the British Library Printed in the United States of America Sixth Edition Contents Preface vii Introduction Bar Graphs 15 Histograms 37 Line Graphs 41 Plots 77 89 Drawings 107 Combination Graphs Pie Graphs 121 Dendrograms 125 10 Stem-and-Leaf Plots 11 Charts 137 12 Photographs 13 Posters 129 157 163 14 Visuals for Presentations Index 185 About the Authors 177 191 v Preface O ur first book, Presenting Your Findings: A Practical Guide for Creating Tables,1 provided examples and specified important elements of effective tables We wrote the book because as graduate students and then as new faculty members, we had often struggled to figure out the best way to present our findings in tables After that book was published in 1999, several individuals contacted us, wondering whether the same type of book existed for figures In response, we wrote the first edition of the present book, which was published in 2003, hoping once again to facilitate the process of presenting research findings In this revised edition, our primary purpose is to help people present their findings in an effective way We hope that by presenting numerous examples, explanatory bubbles, and quick-reference checklists, we will save readers some time in creating their figures Most important, we hope that readers can use elements of the sample figures and visuals in the book to enhance their own work The success of this book will be defined by its usefulness Revised Edition This revised edition of Displaying Your Findings was motivated by a number of developments, including the release of the sixth edition of the Publication Manual of the American Psychological Association.2 Since the first edition of Displaying Your Findings was published, the presentation of hand-drawn figures and the use of slide projectors and overhead projectors have become almost obsolete Most journal submissions are Nicol, A A M., & Pexman, P M (1999) Presenting your findings: A practical guide for creating tables Washington, DC: American Psychological Association 2American Psychological Association (2010) Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author vii viii P R E FA C E conducted electronically; researchers can easily draw and subsequently print their figures for reports and theses using personal computers and printers Some APA Style guidelines have changed (the previous edition of Displaying Your Findings was based on the 5th ed of the Publication Manual) Furthermore, some reporting standards for statistics have changed The following list outlines some of the changes from the previous edition of Displaying Your Findings: Many figures include confidence intervals (this is particularly true for bar graphs and line graphs) If researchers wish to use color in their figure or present numerous images in an article intended for publication, they should first check the journal submission guidelines or department and university guidelines to determine acceptability of color figures and pictures and the specifications of those color figures (e.g., image size in terms of bytes) and to determine whether the journal publishes color figures or offers alternative online-only publication venues for those particular figures It is up to the individual researcher to determine whether color should be used in conference posters or presentations The font for each figure caption matches the rest of the text The font size in a figure can be as small as points or as large as 14 points but not smaller or larger Text in the figure can be single-, one-and-a-half-, or double-spaced Text in the figure caption should be double-spaced As before, each figure appears on its own page, but now figure captions are placed on the same page below the figure rather than on a separate page The preference is to not use a lot of different types of shading Ideally, any shading used should make it easy to distinguish one object (e.g., bar) from another (e.g., gray, black, and white) The Publication Manual indicates a preference for no more than three types of shading Acknowledgments In writing both versions of this book, we received assistance from many people We thank all of the reviewers for their useful comments; our research assistants; and the staff of APA Books, who made this a pleasurable experience Adelheid Nicol dedicates this book to her husband, Yves Mayrand, and their three children, Ariane, Amélie, and Mathieu Penny Pexman dedicates this book to her husband, Dave Pexman, and their two children, John and Kate 178 D I S P L AY I N G Y O U R F I N D I N G S ways this technology can fail For instance, there can be problems connecting the computer to the data projector, problems adjusting the colors created by the data projector, and problems when presentations are created on one platform or with one version of software and then played on a different platform or with a different version of software These problems can usually be fixed but take up valuable presentation time It is best to make sure that all aspects of your presentation are working well in advance of your presentation start time by arriving early and testing your presentation A word of caution about computer presentations: Sometimes presenters are overzealous in their use of animation (e.g., each line of text “flies” onto the screen from different directions) or sound (e.g., each line of text is accompanied by sound effects) Overuse of animation can be distracting to the audience The special features of computer presentation software should be used sparingly to enhance key points The following tips can help presenters using a computer maximize the effectiveness of their presentation: Ⅲ Use sound effects and animation only to enhance a particular point in the talk Ⅲ If possible, use a remote mouse This will allow you to move away from the computer while speaking Ⅲ Make sure the contrasts between text and background are good under any lighting conditions (a dark room or bright room) Ⅲ Practice going back to a particular slide in the presentation sequence An audience member may ask a question that requires you to show a slide from the middle of the presentation Also, during the presentation you might accidentally advance the slides and wish to back up Ⅲ Make sure that the presentation is set to advance slides with a mouse click Presetting a time (duration) for each slide makes the presentation hands free but also requires the presenter to stick to a very strict schedule for the presentation Ⅲ If using a new version of a software program, make sure you also create a separate file for the same presentation and save it as an older version of the program so that if the conference does not have the latest version of the program, you will still be able to open your file Ⅲ Time your presentation so that you know how long it will take Ⅲ Determine beforehand which material you would delete from your presentation if you had less time than you originally thought you would have Ⅲ Practice your presentation with slide transitions Laser pointer A laser pointer is a handheld device that casts a small circle of red light onto a screen Presenters can use it to point to a particular part of a projection screen Laser pointers must be used with caution; the beam can cause retinal damage if it is cast directly at someone’s eye Format Color The use of color on slides can enhance a presentation Strong, bright colors should be used, and cluttered backgrounds should be avoided A consistent color theme should be used throughout the presentation With the exception of photographs, which can have many colors, no more than two to three colors should be used per slide The following are V I S U A L S F O R P R E S E N TAT I O N S effective color combinations that also work for people who are color-blind: Ⅲ Ⅲ Ⅲ Ⅲ black on white, red on white, turquoise on black, and magenta on black Number of slides in a presentation Many people find that their talk is well timed if they budget one slide for every to of talk time Each should address only one main point or issue Fonts If the slides are projected onto a standard screen, and the room is not too large, a font of at least 24 points should suffice for text (larger is almost always better) The font style and color should be consistent across all slides Standard capitalization rules should be followed; text in all capital letters is difficult to read Italic rather than bold or underlining is best to highlight points A single style for bullet lists should be used throughout the presentation More than one bullet shape can be used to show different levels of bulleting (as in some of the figures in this chapter), but the system should be consistent throughout Text The text on slides should be as concise as possible The text should usually take the form of points rather than paragraphs The text should reinforce, but not match, what the speaker is saying In general, slides should include at least the following (not an exhaustive list): Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ author’s title and affiliation, diagram explaining the study design, diagram explaining the procedure, pictures of stimuli or procedure, table or figure summarizing results, discussion, and acknowledgment of collaborators and funding agencies.1 Also, consider preparing an extra slide or two to help answer questions you anticipate from the audience These might summarize additional analyses or plans for future research designs Handouts Handouts are used in certain disciplines (e.g., linguistics) when the stimuli and examples are complex When a presenter gives the audience handouts, they can refer back to the examples throughout the talk Many handouts include only the slides used in the presentation plus any references Although providing full-scale handouts is an option, a lot less paper is used (and wasted) if more than one slide is included on each page Handouts can be an asset in talks where the presenter really wants to make a lasting impression (e.g., job For further information about preparing visuals for presentations, consult the following sources: Kosslyn, S M (2007) Clear and to the point: psychological principles for compelling PowerPoint presentations New York, NY: Oxford University Press; Morgan, S., & Whitener, B (2006) Speaking about science: A manual for creating clear presentations New York, NY: Cambridge University Press 179 180 D I S P L AY I N G Y O U R F I N D I N G S talks) because audience members get something to take away with them and the presenter appears well prepared The downside to handouts is that the audience can skip ahead, reading the handout and not paying attention to the speaker Handouts should include the following: Ⅲ a cover sheet with the title of the research, all authors and affiliations, and contact numbers or addresses or both; Ⅲ the slides presented as well as any additional images that would not have appeared clearly on a projector; Ⅲ efficient use of space—more than one slide is included on each page, with handouts printed double-sided (pages numbered); and Ⅲ references cited in the presentation Example 14.1 A researcher was interested in autobiographical memory, particularly the nature of the events that are remembered from one’s life The researcher wanted to determine whether people’s memory for events is influenced by three factors: (a) age at the time of the memory, (b) how surprising the event was, and (c) how positive the event was The researcher assessed the frequency of memories for four types of events: surprising positive events (e.g., winning the lottery), surprising negative events (e.g., injury in an accident), unsurprising positive events (e.g., graduating from college), and unsurprising negative events (e.g., death of a parent after a long illness) The participants were 60 individuals aged 50 to 60 years Testing involved two separate sessions The first session was a personal interview in which participants were asked to recount 10 memories from each decade of their lives In the second session, days later, participants were asked to decide, for each of the memories they had recounted, whether they remembered the event as surprising or not surprising and whether they remembered it as positive or negative The researcher prepared slides for a 15-min talk, shown in Figures 14.1–14.10 Variables for Example 14.1 Independent Variables Age at time of memory (decades 0–9, 10–19, 20–29, 30–39, 40–49) Surprise of event (surprising, not surprising) Positivity of event (positive, negative) Dependent Variable Frequency of memories V I S U A L S F O R P R E S E N TAT I O N S Ⅵ Figure 14.1 Slide of Sample Presentation The Good Old Days? Investigating the Content of Autobiographical Memories Natalie Smith, Jordan Jones, and Kate Green The text font should be at least 24 points The color combination should be effective and consistent The first author is usually (but not always) the person giving the talk Anywhere State University Ⅵ Figure 14.2 Slide of Sample Presentation What Is Autobiographical Memory? Memory for events in our lives Changes across life span in the number of memories: o Childhood amnesia o Reminiscence bump o Recency Ⅵ Figure 14.3 Slide of Sample Presentation What Is the Content of Autobiographical Memories? Memories for emotional events (e.g., Cole, 2009) Unanswered questions Positive or negative emotions? Surprising or nonsurprising events? Wording slide titles as questions can be an effective presentation strategy 181 D I S P L AY I N G Y O U R F I N D I N G S Ⅵ Figure 14.4 Slide of Sample Presentation Present Research Purpose Amount of text on the screen should be kept to a minimum Investigate content of autobiographical memories o Positive/negative o Surprising/nonsurprising Ⅵ Figure 14.5 Slide of Sample Presentation Method Participants 60 individuals aged 50 to 60 years Procedure: Session Recount 10 memories per decade Session 2 days Rate memories: (a) surprising? (b) positive? Aspects of the methodology are usually presented in the same order they would appear in an APA-formatted paper (e.g., participants, materials, procedure) Font and style will often depend on the overall design requirements of the presentation and may differ from what would be used in a paper Ⅵ Figure 14.6 Slide of Sample Presentation 70 Surprising-Positive Unsurprising-Positive Surprising-Negative Unsurprising-Negative 60 50 Percentage 182 40 30 20 10 0–9 10–19 20–29 30–39 40–49 Age at Time of Memory (Decade) Keep graphics simple V I S U A L S F O R P R E S E N TAT I O N S Ⅵ Figure 14.7 Slide of Sample Presentation Results Proportion of memories for surprising, negative events increased across the life span Proportion of memories for surprising, positive events decreased across the life span Proportion was higher of surprising than nonsurprising memories across the life span Ⅵ Figure 14.8 Slide of Sample Presentation Why More Surprising Memories? Surprising = distinctive? o Many of the memories were of novel experiences Surprising = traumatic? o Many of the memories were of unexpected accidents Surprising = life altering? o Many of the memories were of new and unexpected opportunities Ⅵ Figure 14.9 Slide of Sample Presentation Why More Surprising, Negative Memories in Later Decades? Erosion of tendency to “remember the good times”? Future research required to systematically evaluate these possibilities 183 184 D I S P L AY I N G Y O U R F I N D I N G S Ⅵ Figure 14.10 Slide 10 of Sample Presentation Conclusions Content of autobiographical memories varies across the life span o In early decades, tendency to report memories of surprising, positive events A reference slide would require too much text Presenters can provide references to the audience in a handout o In later decades, tendency to report memories of surprising, negative events Ⅵ Checklist for Effective Visuals for Presentations Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Ⅲ Font type, size, and color are consistent across slides Ⅲ Ⅲ If multiple figures are used, axes are consistent across figures where possible Text is large enough to be read from a distance (at least 24 points) There are no more than 12 lines of text per slide Text is clearly organized (e.g., using bullets or numbering) Text is limited to that which is absolutely necessary One main idea or topic is on each slide Color scheme (if any) is consistent Color combinations are carefully considered; bright colors give a professional appearance Only key findings (those related to hypotheses and conclusions) are presented Index A Abbreviations, 13, 34, 49, 116, 117 Abstracts, 165 Acknowledgments section, 165, 174 Address labels, 167 Affiliations, 165 Agglomerative cluster analysis, 125–126 Animation, 178 APA Style guidelines, 12–13, 152, 172 Apparatus drawings, 89–93 Arrows in charts, 146, 152 for line definitions, 57 for photographs, 160 with standardized coefficients, 150 Asterisks, 29 Author names, 165, 169, 181 Averages, 15–23 Axis/axes See also x-axis; y-axis consistency with, 172 intersecting at zero, 85 labels for, 18, 43, 44, 82 B Banner titles, 175 Bar graphs, 15–36 with averages, 15–23 checklist for, 36 data in, 15 with drawings, 111–117 with line graphs, 108–111 with many bars, 33–34 in multipanel figures, 24–27 with scale breaks, 32 with significance levels, 28–31 upside-down pyramid, 35 Baseline measures, 48–52 Best-fitting line, 78, 80 Blocked-off line segments, 52 Boldface, 57, 173 Borders for drawings, 90, 104 on handwriting, 105 optional, 56, 62, 73, 78 Boxes for data points, 56 for legend, 51, 63 for subtitles, 70 variables in, 139, 141, 145 Brain images, 159, 160 Breaks, in graphs, 53 Briscoe, M H., 167n1 Bubbles, 152 Business cards, 167 C Cake charts, 121 Captions APA Style, 8, 12 contents of, 43, 138 double-spacing of, 185 186 INDEX for figures, 4, 12, 13 panel letters in, 111, 113 placement of, 13–14 on separate page, 65 in stem-and-leaf plots, 130 Categorical variables, 59 Categories, 38 Causal model charts, 142–143 Charts, 137–155 arrows in, 146, 152 causal model, 142–143 checklist for, 155 conceptual/theoretical, 138–142 data in, 137 flow, 150–154 labels on, 138, 140 organizational, 137–138 progression in, 139, 143 with standardized coefficients, 144–150 Circle graphs, 121 Circles, 139 Clear and to the Point (S M Kosslyn), 179n1 Closed shapes, 80 Cluster analysis, 125 Clutter avoidance of, 12 in models, 149 in multipanel figures, 61, 70 Coefficient of determination, 78 Cohen’s d, 130–132, 135 Color, 11–12 on bar graphs, 16 for drawings, 104 for event-related potentials, 119 in journal publications, 158 in line graphs, 47, 74 in photographs, 157 for pie graphs, 123 on posters, 166 in Results section, 172 on slides, 178–179 Column graphs, 15 Columns, on posters, 165 Combination graphs, 107–119 bar and drawing, 111–117 bar and line, 108–111 data in, 107 electroencephalographic and drawing, 118–119 line and plot, 107–108 table and drawing, 100 Commas, 132 Comparisons between graphs, 63 of handwriting samples, 105 line graph, 52–54 in stem-and-leaf plots, 135 Computer presentations, 177–178 Conceptual/theoretical charts, 138–142 Condition labels, 159 Confidence intervals, 13 Confirmatory factor analyses, 137 Consolidated Standards of Reporting Trials (CONSORT), 137, 154–155 Content, of posters, 163–164 Creative methods, Curves, 72 D Dashed lines, 61 Data points, boxes for, 56 distance from y-axis, 74 highlighting of, 44 labeled, 45 in line graphs, 55–58 number of, 41 symbols for, 47, 65 visible/not visible, 172 Decision-making processes, 151 Dendrograms, 125–127 of agglomerative cluster analysis, 125–126 checklist for, 127 data in, 125 Dependent variables, 35, 67 Discriminant function analyses, 80 Discussion section, 165, 173 Display boards, 163 Dots, 81, 130 Dotted lines, 70 Double-sided error bars, 19 Double slashes, 10 Drawings, 89–106 with bar graphs, 111–117 checklist for, 106 with electroencephalographic data, 118–119 of experiment apparatus, 89–93 of experiment stimuli, 96–103 hand drawings/handwriting, 103–105 information in, 89 maps as, 93–95 questionnaires as, 95 with tables, 100 E Effect sizes, 129–132 Electroencephalographic data with drawings, 118–119 in line graphs, 71–75 INDEX Event-related potentials (ERPs), 71, 119 Exhibits, Experiment apparatus, 89–93 Experiment objects, 157–158 Experiment stimuli, 96–103 F Figure numbers, Figures, 3–14 anatomy of, checklist for, 14 general guidelines for, 7–14 on posters, 165 in psychology literature, 5–6 use of, 3–4, 11 Fit indices, 148 Flowcharts, 150–154 Flow of participants, 137 fMRI (functional magnetic resonance imaging), 159–160 Font for captions, 13 for charts, 138 within figures, 12, 45 for legends, 13 for posters, 166, 173, 174 on slides, 179, 181 Frames, 104 Frequencies, 37, 131 Functional magnetic resonance imaging (fMRI), 159–160 Funding agencies, 165 G Gosling, P J., 167n1 Grand averaged, 72–75 Graphics, 182 Graphs See also specific graphs breaks in, 53 comparison between, 63 Grid lines, 22, 46, 49 Group centroids, 81 Group centroids plots, 80–81 H Hand drawings, 103–105 Handouts with posters, 166–167, 173, 174 with presentations, 179–180 with slide presentation, 184 Handwriting, 103–105 Histograms, 37–39 checklist for, 39 conventional format for, 37–38 data in, 37 Horizontal axis See x-axis Horizontal grid lines, 46 I Identifying letters, 30, 91 Independent variables, 43 Individual differences multidimensional scaling (INDSCAL), 82 Interaction effects in line graphs, 59–63 three-way, 61 Introduction section, 170 J Journal Article Reporting Standards (JARS), 154 Journal publication guidelines for color figures, 16, 47, 119, 123, 158 on figure placement, 12 K Kosslyn, S M., 179n1 L Labels for axes, 18 in bubbles, 152 on charts, 138, 140 for combination graphs, 111 for figures, 11, 12 for legend, 52 on photographs, 160 for plot axes, 85 for x-axis, 49 Laser pointers, 178 Layout, of posters, 164–165 Leaf/leaves, 129, 130 Legends on bar graphs, 17 and borders, 62 in boxes, 51, 63 for figures, 4, 13 on multipanel figures, 27 outside of graphs, 109 for pie graphs, 123 and x-axis title, 68 187 188 INDEX Length ratios, 16 Line graphs, 41–76 with bar graphs, 108–111 with baseline measures, 48–52 checklist for, 76 comparison, 52–54 data in, 41 with data point symbols, 55–58 with electroencephalographic data, 71–75 with interaction effects, 59–63 with mean estimates, 42–47 multiple, 64–70 with plot graphs, 78, 107–108 scree plot, 41–42 Line style, 47, 65 Logos, 169 M Maps, 93–95 Mean estimates, 42–47 Mediator analysis, 137 Method section, 165, 171, 182 Models, 137, 145 Moderator analysis, 137 Morgan, S., 179n1 Motion (drawings), 102, 103 Multidimensional scaling plots, 82–88 Multipanel figures with bar graphs, 24–27 clutter in, 61 with combination graphs, 111 labels on, 117 with line graphs, 64–70 titles for, 25 Multiple figures on posters, 172 in same manuscript, 12 Multiple-panel posters, 174–175 N Negative values, 27, 121 Numbering, of poster sections, 166 Numerical values, 17 O 100% graphs, 121 Online supplemental archives, 11n1, 16, 47, 119, 123, 158 Open shapes, 80 Open symbols, 61 Organizational charts, 137–138 P Panel letters, 111 Panels, of posters, 175 Participant position, 92 Patterns, 94, 122 Percentage graphs, 121 Percentages, 122 Photographs, 157–161 checklist for, 161 data in, 157 of experiment objects, 157–158 of fMRI images, 159–160 on posters, 171 Photomicrographs, 160 Pie graphs checklist for, 124 conventional format, 122–123 data in, 121 Placement of figures/captions, 12–14 of legend, 109 in manuscript, 12 Plots, 77–88 checklist for, 88 group centroids, 80–81 with line graphs, 78, 107–108 multidimensional scaling, 82–88 scatter, 77–80 Populations, 134–135 Posters, 163–176 checklist for, 176 multiple-panel, 174–175 preparation of, 163–167 presentation of, 167 single-panel, 168–174 Poster titles, 165 Preparing Scientific Illustrations (M H Briscoe), 167n1 Presentations computer, 177–178 conference, 177 of posters, 167 Probability values, 142 Progression, in charts, 139, 143 Publication Manual of the American Psychological Association, 3, 142, 154, 157, 165 p values, 31 Q Questionnaires, 95 R Radiographic convention, for brain images, 159 Raw data, 130 INDEX References, 165, 170, 184 Regression lines, 108 Relations, positive/negative, 146 Relative size, 9, 105 Reprint request list, 167 Research centers, 165 Research questions section, 170 Research studies, Results section, 165, 172, 183 Rotation direction, 102 Rotation speed, 103 Running head, S Sample sizes, 19, 49 Scale on dendrograms, 126 of figures, of handwriting samples, 105 Scale breaks, 32 Scalp sites, 119 Scalp topographies, 119 Scatter plots, 77–80 Scientist’s Guide to Poster Presentations (P J Gosling), 167n1 Scree plots, 41–42 Sector, 121 Segments, 122 Sequence of events, 98 Shading, 16 APA Style for, 12, 152 of bars, 34 on maps, 93 for pie graphs, 122, 123 Shapes, 139 Side-by-side photographs, 158 Significance levels, 28–31 Significance of comparisons, 31 Single-panel posters, 168–174 Size of figures, of font, 166 of image, 12 relative, 105 Slice, 121 Slides, for presentations, 178–184 Spaces between bars, 17, 20 and legend placement, 109 in line graphs, 51 on posters, 174 between poster sections, 169 Speaking About Science (S Morgan & B Whitener), 179n1 Stacked bar graph, 21 Standard error, 13, 18, 57, 148 Standardized coefficients, 144–150 Statistical analyses, 172 Stem-and-leaf plots, 129–136 checklist for, 136 data in, 129 with effect sizes, 129–132 in table format, 133 with two populations, 134–135 Stem label, 129 Stimuli, drawings of, 96–103 Structural equation analyses, 137 Subcluster, 126 Subtitles, 54, 70 Superscript letters, 169 Symbols on charts, 146 on combination graphs, 110 data point, 65 open, 61 on plots, 78, 80 T Tables, 100, 133 Text amount of, 182 in figures, 9, 12 on posters, 165, 170 on slides, 179, 181 Theoretical charts, 138–142 Three-dimensional graphs, 22, 87 Three-way interaction effects, 61 Thumbtacks, 167 Tick marks, 4, 49, 53, 73 Time axis, 99, 101 Time line, 101 Tissue slices, 160 Titles banner, 175 in boxes, 70 and legends, 68 for multipanel figures, 25 for posters, 165, 175 subtitles, 54, 70 for x-axis, 4, 25 for y-axis, Topographies, 119 Trial elements, 99 Trial events, 101 Trial sequences, 98–101 U Units of measurement, 12 University crest, 165 Unusual figures, Upside-down pyramid graph, 35 189 190 INDEX V Values, 72 Variables in boxes, 139, 141, 145 categorical, 59 dependent, 35, 67 independent, 43 Velcro, 167 Verbal explanation, of poster, 167 Vertical axis See y-axis Vertical grid lines, 49 Visuals, for presentations, 177–184 checklist for, 184 preparation of, 177–180 slides as, 180–184 W Wedge, 121 Whitener, B., 179n1 Wording, 181 X x-axis abbreviated, 116 drawings as labels for, 113 in histograms, 37 labels for, 4, 111, 117 legends for, 68 length of, 16, 43 for multipanel graphs, 73 titles for, 4, 25 values on, 50 Y y-axis break in, 23 dependent variables on, 16 duplicate on right, 34 labels for, length of, 16, 43, 68 mean totals on, 21 more than one, 110 reversed scale on, 75 starting point of, 32, 58 titles for, Z Zero reference line, 75 About the Authors Adelheid A M Nicol, PhD, received her doctorate in industrial/organizational psychology from the University of Western Ontario, London, Ontario, Canada, in 1999 She is an associate professor in the Military Psychology and Leadership Department at the Royal Military College of Canada, Kingston, Ontario, Canada Her current research interests are in the area of prejudice and industrial/organizational psychology She teaches courses in English and in French in cross-cultural psychology, industrial psychology, organizational psychology, personality, research methods, and social psychology Penny M Pexman, PhD, earned her doctorate in psychology from the University of Western Ontario, London, Ontario, Canada, in 1998 She is now a professor in the Department of Psychology at the University of Calgary, Calgary, Alberta, Canada In her research, she examines several aspects of language processing in adults and in children, including word recognition processes and figurative language understanding She is an award-winning teacher and graduate supervisor 191 ... Cataloging-in-Publication Data Nicol, Adelheid A M Displaying your findings : a practical guide for creating figures, posters, and presentations / Adelheid A M Nicol and Penny M Pexman — 6th ed p cm... submissions are Nicol, A A M., & Pexman, P M (1999) Presenting your findings: A practical guide for creating tables Washington, DC: American Psychological Association 2American Psychological Association... Figures and Captions Use the following APA guidelines for placement of figures in a manuscript: Ⅲ Place the image and caption on the same page See Figures 1.2 and 1.3 for examples If figure and caption