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psy355 SPSS Homework 4

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Question;SPSS Homework 4 Instructions;Two-Way;ANOVA;Part One;Note: For the two-way;ANOVA, you will be expected to create a line graph as covered in the SPSS;tutorial in the Course Content (and not a boxplot as in the textbook). This;applies to future cumulative questions as well.;Green & Salkind;Lesson 26, Exercises 1, 4, 5, 6, 7, and 8;The following helpful tips are numbered to correspond with;the exercise number to which they refer (a dash indicates that no tips are;needed);1.;Instead of identifying these values on your output, as;the text states, please write them into your Word file as written answers for #1 a, b, c, and d. (2 pts for output, a-d = 2;pts each);a. 3x3 Anova was conducted to investigate the effects of reinformecment;schedules and arithmetic problem solving performance of second grade students;the F value of the main effect was shown as 25.034 the total GPA mean was b.;.196 with the c. effect size of ________ and d. the p value for the reinforce type main effect is.000;Tests of Between-Subjects Effects;Dependent;Variable: Scores on an arithmetic;problem-solving test;Source;Type III Sum of Squares;df;Mean Square;F;Sig.;Partial Eta Squared;Corrected Model;1927.455a;5;385.491;19.662;.000;.621;Intercept;56204.182;1;56204.182;2866.674;.000;.979;schedule;490.909;1;490.909;25.039;.000;.294;reinfor;1249.182;2;624.591;31.857;.000;.515;schedule * reinfor;187.364;2;93.682;4.778;.012;.137;Error;1176.364;60;19.606;Total;59308.000;66;Corrected Total;3103.818;65;a. R Squared =.621 (Adjusted R;Squared =.589);4.;Produce a line;graph instead of a boxplot for this problem. Follow directions in course;SPSS tutorial for setting up a line graph. (2 pts);5.;Conduct a two way ANOVA to evaluat difference among the;groups, according to gender and disability status of the child, in the amount;of time fathers spent playing with their children (2 pts);Between-Subjects Factors;Value Label;N;Disability status of the child;1;Typically Developing;20;2;Physical Disability;20;3;Mental Retardation;20;Gender of Child;1;Male;29;2;Female;31;Descriptive Statistics;Dependent;Variable: play;Disability status of the child;Gender of Child;Mean;Std. Deviation;N;Typically Developing;Male;7.30;1.829;10;Female;6.80;2.201;10;Total;7.05;1.986;20;Physical Disability;Male;3.00;1.563;10;Female;3.40;1.897;10;Total;3.20;1.704;20;Mental Retardation;Male;3.22;1.716;9;Female;4.00;1.612;11;Total;3.65;1.663;20;Total;Male;4.55;2.613;29;Female;4.71;2.369;31;Total;4.63;2.470;60;Levene's Test of Equality of Error Variancesa;Dependent;Variable: play;F;df1;df2;Sig.;.427;5;54;.828;Tests the null hypothesis that the;error variance of the dependent variable is equal across groups.;a. Design: Intercept + disable +;gender + disable * gender;Tests of Between-Subjects Effects;Dependent;Variable: play;Source;Type III Sum of Squares;df;Mean Square;F;Sig.;Partial Eta Squared;Corrected Model;182.278a;5;36.456;11.081;.000;.506;Intercept;1276.571;1;1276.571;388.025;.000;.878;disable;178.579;2;89.289;27.140;.000;.501;gender;.763;1;.763;.232;.632;.004;disable * gender;4.294;2;2.147;.653;.525;.024;Error;177.656;54;3.290;Total;1648.000;60;Corrected Total;359.933;59;a. R Squared =.506 (Adjusted R;Squared =.461);Estimates;Dependent;Variable: play;Disability status of the child;Mean;Std. Error;95% Confidence Interval;Lower Bound;Upper Bound;Typically Developing;7.050;.406;6.237;7.863;Physical Disability;3.200;.406;2.387;4.013;Mental Retardation;3.611;.408;2.794;4.428;Pairwise Comparisons;Dependent;Variable: play;(I) Disability status of the child;(J) Disability status of the child;Mean Difference (I-J);Std. Error;Sig.b;95% Confidence Interval for Differenceb;Lower Bound;Upper Bound;Typically Developing;Physical Disability;3.850*;.574;.000;2.700;5.000;Mental Retardation;3.439*;.575;.000;2.286;4.592;Physical Disability;Typically Developing;-3.850*;.574;.000;-5.000;-2.700;Mental Retardation;-.411;.575;.478;-1.564;.742;Mental Retardation;Typically Developing;-3.439*;.575;.000;-4.592;-2.286;Physical Disability;.411;.575;.478;-.742;1.564;Based on estimated marginal means;*. The mean difference is significant;at the.05 level.;b. Adjustment for multiple;comparisons: Least Significant Difference (equivalent to no adjustments).;6.;I would use a three way comparison I would say by;looking at the graph and data the data shows some significance and in order to;maintain the intergrity of the study and data a three way comparison would be;used.(2 pts);7.;All homework ?Results sections? should follow the;example given in the Course Content document ?Writing Results of Statistical;Tests in APA Format? (note: you do not have to refer to a figure). (2 pts);Tests of Between-Subjects Effects;Dependent;Variable: play;Source;Type III Sum of Squares;df;Mean Square;F;Sig.;Partial Eta Squared;Corrected Model;182.278a;5;36.456;11.081;.000;.506;Intercept;1276.571;1;1276.571;388.025;.000;.878;disable;178.579;2;89.289;27.140;.000;.501;gender;.763;1;.763;.232;.632;.004;disable * gender;4.294;2;2.147;.653;.525;.024;Error;177.656;54;3.290;Total;1648.000;60;Corrected Total;359.933;59;a. R Squared =.506 (Adjusted R;Squared =.461);A 3x3 Anova was conducted to determine the;effects of three disability conditions (mental retardation, typical;development, and physical disability) and two genders. F;(1,54) = 27.140, p<.001 = =.50;8.;Produce a line;graph instead of a boxplot for this problem. Follow directions in course;SPSS tutorial for setting up a line graph. (2 pts);Part Two;1.;A health psychologist is interested in the effects of;exercise on stress in people who regularly exercise. Specifically, she is;interested in the type of exercise as well as the time of day that the;individual exercises. She recruits participants from a local health club who;regularly participate in one of three types of exercise: swimming, aerobics, and tennis. She further;divides these participants by whether they exercise in the morning or the;evening. She then administers a questionnaire to each individual assessing;their self-reported stress level. (HIGHER SCORE = HIGHER STRESS). Conduct a two-way ANOVA to analyze these data.;Use Tukey?s test in order to conduct any necessary post hoc analyses if there;are significant main effects. You do not have to follow up on significant;interactions at this time.;The steps will be the same as the;ones you have been practicing in Part One of the assignment?the only difference;is that you are now responsible for creating the data file as well. Remember to;name and define your variables under the ?Variable View,? then return to the;?Data View? to enter the data. (2 pts for output, - 1 pt if no post hoc);Morning;Swimming;Aerobics;Tennis;10;16;12;16;9;19;21;16;18;17;21;18;14;Evening;14;13;8;12;12;17;12;14;9;10;12;15;19;14;2.;Write an APA-style results section describing the;outcome. All homework ?Results sections? should follow the example given in the;Course Content document ?Writing Results of Statistical Tests in APA Format?;(note: you do not have to refer to a figure). For the two-way ANOVA, be sure to;include statistical statements concerning the F ratios and p values for both;main effects and the interaction, and interpretation statements about all 3 of;these effects. (2 pts);3.;Is there a significant interaction effect? (2 pts);4.;Based on your results, is there one type of exercise;that seems more effective in reducing stress than the others? Remember that;higher scores = higher stress. (2 pts);This assignment is due by 11:59 p.m. (ET) on Monday of;Module/Week 4.;Part Three: Cumulative Homework;1. An investigator in child development research;is studying the development of object permanence ? the understanding that an;object still exists even if its out of sight. She tests three groups of infants;? ten who are 9 months old, 8 who are 12 months old, and 10 who are 15 months;old. She presents each of the infants with 10 trials. On each trial, a toy is;first shown to the child and then covered with a piece of cloth. The infant;demonstrates object permanence if he or she looks for the object when it?s covered.;Each infant is given a score for the number of trials (out of 10) on which he or;she shows object permanence. Is there a significant difference between the;groups on demonstrations of object permanence? Choose the correct test to;analyze this question, set up the SPSS file, and run the analysis. Follow the;directions under the table below.;9 Months;8, 3, 4, 6, 5, 4, 9, 2, 0, 1;12 Months;10, 5, 6, 7, 6, 5, 10, 3;15 Months;10, 8, 9, 9, 8, 7, 9, 6, 6, 8;a);Paste appropriate SPSS output. (2 pts);b);Paste appropriate SPSS graph. (2 pts);c);Write an APA-style results section describing the;outcome. All homework ?Results sections? should follow the example given in the;Course Content document ?Writing Results of Statistical Tests in APA Format?;(note: you do not have to refer to a figure). (2 pts);2.;A researcher wanted to investigate whether there was a;difference in satisfaction ratings in an assisted living facility between;residents who had a pet with them vs. those who did not have a pet. She administered a scale asking them to rate;their overall satisfaction with the facility.;Did having a pet have an impact on the residents? overall satisfaction;levels? Choose the correct test to analyze this question, set up the SPSS file;and run the analysis. Follow the directions under the table below (on next;page).;Pet;47;42;35;46;49;39;40;46;52;40;No Pet;30;25;24;42;28;25;a);Paste appropriate SPSS output. (2 pts);b);Paste appropriate SPSS graph. (2 pts);c);Write an APA-style results section describing the;outcome. All homework ?Results sections? should follow the example given in the;Course Content document ?Writing Results of Statistical Tests in APA Format?;(note: you do not have to refer to a figure). (2 pts)

 

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