School of Psychology, College of Health and Life Sciences, Aston University
Institute of Health and Neurodevelopment, Aston University
Department of Psychology, Edge Hill University
Liverpool Centre for Alcohol Research, Liverpool, United Kingdom
Faculty of Health, School of Psychology, Liverpool John Moores University
Department of Psychology, University of Liverpool
Department of Psychology, Liverpool Hope University
The authors would like to thank Daniël Lakens for his guidance on power analyses and equivalence tests in the Stage 1 version of this article. This study is supported by internal funding from Aston University awarded to Charlotte R. Pennington, Rebecca L. Monk, Derek Heim, Abigail K. Rose, Thomas Gough, Graeme Knibb, and Andrew Jones. The authors have no known conflicts of interest to declare.
Charlotte R. Pennington played a lead role in conceptualization, data curation, formal analysis, funding acquisition, investigation, methodology, project administration, resources, software, supervision, validation, visualization, writing–original draft and writing–review and editing. Rebecca L. Monk played an equal role in conceptualization, funding acquisition, methodology, project administration, resources, validation, writing–original draft and writing–review and editing. Derek Heim played an equal role in conceptualization, funding acquisition, methodology, project administration, resources, validation and writing–review and editing. Abigail K. Rose played an equal role in conceptualization, funding acquisition, methodology, project administration, validation and writing–review and editing. Thomas Gough played an equal role in funding acquisition, methodology, project administration, resources, validation and writing–review and editing. Ross Clarke played an equal role in investigation and writing–review and editing. Graeme Knibb played an equal role in project administration, resources, validation and writing–review and editing. Roshni Patel played an equal role in formal analysis, investigation, validation and writing–review and editing. Priya Rai played an equal role in formal analysis, investigation, validation and writing–review and editing. Halimah Ravat played an equal role in formal analysis, investigation, validation and writing–review and editing. Ramsha Ali played a supporting role in writing–review and editing and equal role in investigation. Georgiana Anastasiou played a supporting role in writing–review and editing and an equal role in investigation. Fatemeh Asgari played a supporting role in writing–review and editing and an equal role in investigation. Eve Bate played a supporting role in writing–review and editing and an equal role in investigation. Tara Bourke played a supporting role in writing–review and editing and an equal role in investigation. Jayme Boyles played a supporting role in writing–review and editing and an equal role in investigation. Alix Campbell played a supporting role in writing–review and editing and an equal role in investigation. Nic Fowler played a supporting role in writing–review and editing and an equal role in investigation. Sian Hester played a supporting role in writing–review and editing and an equal role in investigation. Charlotte Neil played a supporting role in writing–review and editing and an equal role in investigation. Beth McIntyre played a supporting role in writing–review and editing and an equal role in investigation. Ellie Ogilvy played a supporting role in writing–review and editing and an equal role in investigation. Amie Renouf played a supporting role in writing–review and editing and an equal role in investigation. Joni Stafford played a supporting role in writing–review and editing and an equal role in investigation. Katie Toothill played a supporting role in writing–review and editing and an equal role in investigation. Hin Kok Wong played a supporting role in writing–review and editing and an equal role in investigation. Andrew Jones played a lead role in software and an equal role in conceptualization, data curation, formal analysis, funding acquisition, methodology, project administration, resources, supervision, validation, visualization and writing–review and editing.
The Stage 1 protocol was given In-Principle Acceptance on January 25, 2022, via the Peer Community In Registered Report (PCI RR) platform and can be found at: https://osf.io/4vscg. In this article, we report all manipulations, measures, and exclusions. This study meets Level 6 of the PCI RR bias control (https://rr.peercommunityin.org/help/guide_for_authors).
The data are available at https://osf.io/dk694/.
The experimental materials are available at https://osf.io/dk694/.
The Stage 1 accepted protocol is available at https://osf.io/4vscg.
Charlotte R. Pennington, School of Psychology, College of Health & Life Sciences, Aston University, Birmingham, B7 4ET, United Kingdom [email protected]
Received February 15, 2023
Accepted February 16, 2023
Open Access funding provided by School of Psychology, Aston University: This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0; http://creativecommons.org/licenses/by/4.0). This license permits copying and redistributing the work in any medium or format, as well as adapting the material for any purpose, even commercially.
