#### Details of this Paper

##### UOP PSYCH625 week 4 practice

**Description**

solution

**Question**

Question;Time to Practice ? Week Four;Complete Parts A;B, and C below.;Part A;Some questions in Part A require that you;access data fromStatistics for People Who (ThinkThey);Hate Statistics.This data is available on the student website under the Student Text;Resources link.;1.;Using the data in the file;named Ch. 11 Data Set 2, test the research hypothesis at the.05 level of;significance that boys raise their hands in class more often than girls. Do;this practice problem by hand using a calculator. What is your conclusion;regarding the research hypothesis? Remember to first decide whether this is a;one- or two-tailed test.;2.;Using the same data set (Ch.;11 Data Set 2), test the research hypothesis at the.01 level of significance;that there is a difference between boys and girls in the number of times they;raise their hands in class. Do this practice problem by hand using a;calculator. What is your conclusion regarding the research hypothesis? You used;the same data for this problem as for Question 1, but you have a different hypothesis;(one is directional and the other is nondirectional). How do the results differ;and why?;3.;Practice the following problems;by hand just to see if you can get the numbers right. Using the following;information, calculate the t test;statistic.;a.;b.;c.;4.;Using the results you got;from Question 3 and a level of significance at.05, what are the two-tailed;critical values associated with each? Would the null hypothesis be rejected?;5.;Using the data in the file;named Ch. 11 Data Set 3, test the null hypothesis that urban and rural;residents both have the same attitude toward gun control. Use IBM? SPSS?;software to complete the analysis for this problem.;6.;A public health researcher;tested the hypothesis that providing new car buyers with child safety seats;will also act as an incentive for parents to take other measures to protect;their children (such as driving more safely, child-proofing the home, and so on).;Dr. L counted all the occurrences of safe behaviors in the cars and homes of;the parents who accepted the seats versus those who did not. The findings: a;significant difference at the.013 level. Another researcher did exactly the;same study, everything was the same?same type of sample, same outcome measures;same car seats, and so on. Dr. R?s results were marginally significant (recall Ch.;9) at the.051 level. Which result do you trust more and why?;7.;In the following examples;indicate whether you would perform a t;test of independent means or dependent means.;a.;Two groups were exposed to;different treatment levels for ankle sprains. Which treatment was most;effective?;b.;A researcher in nursing;wanted to know if the recovery of patients was quicker when some received;additional in-home care whereas when others received the standard amount.;c.;A group of adolescent boys;was offered interpersonal skills counseling and then tested in September and;May to see if there was any impact on family harmony.;d.;One group of adult men was;given instructions in reducing their high blood pressure whereas another was;not given any instructions.;e.;One group of men was;provided access to an exercise program and tested two times over a 6-month;period for heart health.;8.;For Ch. 12 Data Set 3;compute the t value and write a;conclusion on whether there is a difference in satisfaction level in a group of;families? use of service centers following a social service intervention on a;scale from 1 to 15. Do this exercise using IBM?SPSS?software;and report the exact probability of the outcome.;9.;Do this exercise by hand. A;famous brand-name manufacturer wants to know whether people prefer Nibbles or;Wribbles. They sample each type of cracker and indicate their like or dislike;on a scale from 1 to 10. Which do they like the most?;Nibbles rating;Wribbles rating;9;4;3;7;1;6;6;8;5;7;7;7;8;8;3;6;10;7;3;8;5;9;2;8;9;7;6;3;2;6;5;7;8;6;1;5;6;5;3;6;10.;Using the following table;provide three examples of a simple one-way ANOVA, two examples of a two-factor;ANOVA, and one example of a three-factor ANOVA. Complete the table for the;missing examples. Identify the grouping and the test variable.;Design;Grouping variable(s);Test variable;Simple ANOVA;Four levels of hours of;training?2, 4, 6, and 8 hours;Typing accuracy;Enter Your Example Here;Enter Your Example Here;Enter Your Example Here;Enter Your Example Here;Enter Your Example Here;Enter Your Example Here;Two-factor ANOVA;Two levels of training;and gender (two-way design);Typing accuracy;Enter Your Example Here;Enter Your Example Here;Enter Your Example Here;Enter Your Example Here;Three-factor ANOVA;Two levels of training;two of gender, and three of income;Voting attitudes;Enter Your Example Here;Enter Your Example Here;11.;Using the data in Ch. 13;Data Set 2 and the IBM?SPSS?software, compute the F ratio for a comparison between the;three levels representing the average amount of time that swimmers practice;weekly (25 hours) with the outcome variable being;their time for the 100-yard freestyle. Does practice time make a difference? Use;the Options feature to obtain the means for the groups.;12.;When would you use a factorial;ANOVA rather than a simple ANOVA to test the significance of the difference;between the averages of two or more groups?;13.;Create a drawing or plan;for a 2 ? 3 experimental design that would lend itself to a factorial ANOVA. Identify;the independent and dependent variables.;PartB;Some questions in Part B require;that you access data fromUsing;SPSS for Windows and Macintosh. This data is available on the student website under the;Student Text Resources link.;The data for Exercise 14 is in thedata file named Lesson 22 Exercise;File 1.;14.;John is interested in;determining if a new teaching method, the involvement technique, is effective;in teaching algebra to first graders. John randomly samples six first graders;from all first graders within the Lawrence City School System and individually;teaches them algebra with the new method. Next, the pupils complete an;eight-item algebra test. Each item describes a problem and presents four;possible answers to the problem. The scores on each item are 1 or 0, where 1;indicates a correct response and 0 indicates a wrong response. The IBM?SPSS?;data file contains six cases, each with eight item scores for the algebra test.;Conduct a one-sample t test on the total scores. On the;output, identify the following;a.;Mean algebra score;b.;T test value;c.;P value;The data for Exercise 15 is in thedata file named Lesson 25 Exercise File 1.;15.;Marvin is interested in;whether blonds, brunets, and redheads differ with respect to their;extrovertedness. He randomly samples 18 men from his local college campus: six;blonds, six brunets, and six redheads. He then administers a measure of social;extroversion to each individual.;Conduct a one-way;ANOVA to investigate the relationship between hair color and social;extroversion. Conduct appropriate post hoc tests. On the output, identify the;following;a.;F ratio for the group effect;b.;Sums of squares for the;hair color effect;c.;Mean for redheads;d.;P value for the hair color effect;PartC;Complete the questions below. Be specific and provide;examples when relevant.;Cite any sources consistent with APA guidelines.;Question;Answer;What is meant by independent samples? Provide a research;example of two independent samples.;When is it appropriate to use a t test for dependent samples? What is the key piece of;information you must know in order to decide?;When is it appropriate to use an ANOVA? What is the key;piece of information you must know in order to decide?;Why would you want to do an ANOVA when you have more than;two groups, rather than just comparing each pair of means with a t test?

Paper#62012 | Written in 18-Jul-2015

Price :*$52*