107247-0205797504 Text

Assignments and Exercises for Students
for
Kiess and Green
Statistical Concepts for the

Behavioral Sciences
Fourth Edition
prepared by
Bonnie A. Green
East Stroudsburg State University
Joshua D. Sandry
New Mexico State University
Allyn & Bacon

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ISBN-10: 0-205-79750-4
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Contents
Chapter 1
Making Sense of Variability: An Introduction to Statistics
Chapter 2
Statistics in the Context of Scientific Research
12
Chapter 3
Looking at Data: Frequency Distributions and Graphs
19
Chapter 4
Looking at Data: Measures of Central Tendency
31
Chapter 5
Looking at Data: Measures of Variability
46
Chapter 6
The Normal Distribution, Probability, and Standard Scores
59
Chapter 7
Understanding Data: Using Statistics for Inference and Estimation
70
Chapter 8
Is There Really a Difference? Introduction to Statistical

Hypothesis Testing
Chapter 9
84
The Basics of Experimentation and Testing for a Difference

Between Means
99
Chapter 10 One-Factor Between-Subjects Analysis of Variance
117
Chapter 11 Two-Factor Between-Subjects Analysis of Variance
130
Chapter 12 One-Factor Within-Subjects Analysis of Variance
148
Chapter 13 Correlation: Understanding Covariation
160
Chapter 14 Regression Analysis: Predicting Linear Relationships
173
Chapter 15 Nonparametric Statistical Tests
183
Chapter 1. Making Sense of Variability: An Introduction to Statistics
Chapter 1
Making Sense of Variability: An Introduction to Statistics
Note to the instructor. In our general discussion of approaches to teaching statistics, we suggested that
students often approach introductory statistics with both concern and apprehension. They may doubt their
own mathematical skills and may also be skeptical of the potential value of the course to them. How should
an instructor deal with these apprehensions and concerns? As we discussed, one approach is to
acknowledge these issues in the first class meeting. The following exercises offer several options to aid
students in discussing their concerns about the course.
Assignments 1.1 to 1.4 deal directly with helping students to focus on their behaviors or attitudes that
may help or hinder their progress in behavioral statistics. It is not our intention that students complete all of
these assignments, and depending on the population from which your students come, there may be no need
for such assignments. However, if you have ever experienced students behaving in a destructive fashion
(e.g., not coming to class, not being intellectually engaged during class, not completing all assignments),
then you may find that by helping students to focus on their attitudes and behaviors, and helping them to
plan how they will approach this class, their comfort level and performance may improve.
Assignment 1.1
Coupled with the research discussed in the textbook about the benefits of adopting an incremental view of
intelligence, helping students to think about their attitudes with regard to this class may assist them in
adopting more adaptive behaviors. Assignment 1.1 helps students to face their hopes and fears related to
this class, with the expectation that this assignment will help students think more candidly about their
attitudes, particularly the ones that may be interfering with their success in this class.
Assignment 1.2
This activity is to help students focus on successful and unsuccessful behavior. This assignment can also be
used to begin introducing the concept of individual differences without entering into terms like sampling
error or error due to individual differences. Moreover, by helping students to find general trends in
behaviors, you can help them to see that they are finding consistency in the seeming randomness. Sure,
many of us know the person who spent a great deal of time in college in an altered state and still found a
way to graduate with honors. However, such behavior could be considered an outlier and atypical of
academic success. As such, this assignment can be used to both get students to look at productive behaviors
as well as to begin to understand concepts like outliers and sampling error. For this assignment to be
successful, it is best coupled with an in-class discussion so that the professor may begin to introduce
statistical concepts and help students to focus on ideas of typical and atypical behaviors.
Assignment 1.3
This assignment is similar to Assignment 1.2 in that it helps students to focus upon behavior that will aid or
hinder their performance in behavioral statistics. Of the two activities, this activity is better as a homework
assignment when little or no in-class discussion will be taking place.
Assignment 1.4
The purpose of this assignment is to have students think about how they plan on behaving to assure
maximum success in the class. All too often, students wait until a couple of days before an exam to begin to
think about how to be successful in a particularly class. One way to assist students in achieving better
course goals is through proper planning. The assignment requires students to set a log-term goal of a grade
for the course and then to identify behaviors that will help to achieve that goal. This assignment works best
when followed up with professor feedback, either in the form of written comments or during class
discussion.
Copyright 2010 Pearson Education, Inc. All rights reserved.

1
Assignment 1.5
This assignment requires students to identify and define the four uses of statistics discussed in the textbook.
In addition, students are asked to formulate an example of each use of statistics. This assignment can be
used as a basis to help students better focus on material covered in the textbook. It is an excellent
assignment prior to covering the material in class to help encourage students to read and think about
material before coming to class. It can be used in class as a partner or small group assignment. It could also
be used as an in or out-of- class assignment, helping students to focus on the four uses of statistics
discussed in the book. Finally, this assignment can also be used as a test question.
Assignment 1.6
This assignment is a set of 15 multiple choice questions that can be used as a homework assignment, inclass assignment, or quiz. The questions are a varied sample of the information covered in this chapter.
Answers are provided on the page following the assignment.

2
Name:
Class:
Date:
From Kiess and Greens Statistical Concepts for the Behavioral Sciences, 4/e
Assignment 1.1
As you begin learning about behavioral statistics, it is important that you think about your
own attitudes regarding this class. Please think about what grade you hope to obtain in
this class and write it in the table below. Now think about what grade you fear you might
obtain and write it in the table below. Finally, think about the grade you expect to obtain
and write it in the table below. For each situation, write a statement explaining why you
feel this way.
Situation
Grade
Explanation
Hope
Fear
Expectation

3
Name:
Class:
Date:
Assignment 1.2
We have all seen students adopt behaviors that are conducive to being academically
successful versus. students who adopt behaviors that are incompatible with academic
success. Please think of a few people who are academically successful. What kind of
behaviors do they exhibit, particularly with regard to attending class, completing
assignments, and being intellectually engaged? Now think of a few people who are not
academically successful. How do their behaviors compare with students who are
academically successful? Please complete the table below.
Behaviors of Academically
Successful Students
Behaviors of Academically
Unsuccessful Students

4
Name:
Class:
Date:
Assignment 1.3
Here is a list of behaviors that instructors often notice among students studying statistics.
Please check the behaviors that you believe lead to success in a course.
Never bring a calculator to class
Complete homework assignments until a sense of understanding is achieved
Fully complete all homework assignments
Avoid the professor, even though she has put notes on your test to see her
Cram for the exam the night before
Complete the homework assignment when it is due
Do not get enough sleep the night before an exam
Following each class, look over your notes and test your understanding and
knowledge of symbols
Never go more than one or days without at least completing a quick self test
Come to class with questions, and ask them when appropriate
Do not buy or use the textbook
Sell back the textbook two weeks before finals begin
Do not take notes
Come to class late
Now go back and identify any behaviors that may be characteristic of you. Do you think
you will need to change any of your behaviors to be successful in this class?

5
Name:
Class:
Date:
Assignment 1.4
Becoming aware of your own attitudes and the behaviors that accompany them can help
you to adopt attitudes and behaviors that will better assure your success in a class. Focus
on the grade you hope to obtain in this class while you answer the next two questions.
1. What are some behaviors that you can exhibit that will increase the likelihood of
obtaining the grade you hope for?
2. Set a goal for your first exam grade and develop a plan to achieve that goal.

6
Name:
Class:
Date:
Assignment 1.5
Thinking back regarding the four examples of the uses of statistics discussed in your
textbook, please list each of the four uses, give a description of the use, and provide an
example of each use. Try to use an example that was neither presented in the textbook
nor discussed in your class.
Use of Statistics
Description of the Use
Example

7
Name:
Class:
Date:
Assignment 1.6
Read each of the questions carefully and then select the best answer.
1. Which of the following is a variable?
A. The number of days in the month of September.
B. The number of players allowed to be on the field during a football game.
C. The test grades of the students in a statistics course.
D. The number of words in the first verse of the Star Spangled Banner.
2. The scores or measurements obtained in research are referred to as
A. samples.
B. data.
C. parameters.
D. statistics.
3. Procedures used to summarize, analyze, and draw conclusions from
measurements obtained in research are called
A. hypotheses.
B. summarizations.
C. samples.
D. statistics.
4. A complete set of objects, events, people, or animals that share a common
characteristic is called a
A. population.
B. sample.
C. total.
D. statistic.
5. Which of the following could be a descriptive statistic?
A. Your total income for last year.
B. The final score in the last game of the 2008 World Series.
C. The number of CDs that you own.
D. The average score of a class on a history examination.

8
6. A number that describes a characteristic of a complete set of objects, events,

people, or animals that share a common characteristic is called a/an
A. statistic.
B. variable.
C. parameter.
D. estimate.
7. Statistical inference refers to
A. estimating population parameters from statistics.
B. calculating statistics from sample data.
C. manipulating a variable.
D. selecting a sample from a population.
8. Random sampling
A. is used to create populations from samples.
B. selects individuals from a sample so that each person has an equal chance
of being selected.
C. selects individuals from a population so that each person has an equal
chance of being selected.
D. selects individuals from a population so that the selection of one person
affects the probability of selecting someone else.
9. The ____ is manipulated in an experiment to determine its effect on behavior.
A. extraneous variable
B. dependent variable
C. sample
D. independent variable
10. An experimenter created two different groups of subjects and had each group read
material on a computer monitor. For each group, the material was presented in a
different text style. The experimenter measured how long it took each person to
read the material. The measurement of how long it took to read the material was
the ____ variable in this experiment.
A. dependent
B. extraneous
C. independent
D. subject
11. Two different groups of subjects created so that the groups do not differ in any
systematic way are called ____ groups.
A. parallel subjects
B. equivalent
C. equal
D. identical

9
12. If two groups differ by chance, then

A. any difference between the groups is due to the dependent variable.
B. the subjects in the two groups are identical in every way.
C. the groups will always differ by a large amount.
D. any differences between the groups are due to random variation.
13. To conclude that two means differ significantly implies that the difference
between the means is
A. probably due to random effects of chance.
B. not due to chance effects.
C. very important and meaningful.
D. due to the effect of the dependent variable.
14. If two variables ____, then they change consistently in relation to each other.
A. are independent
B. covary
C. do not vary
D. are unrelated
15. A ____ indicates the extent of the relationship between two sets of scores.
A. parameter
B. research hypothesis
C. statistical hypothesis test
D. correlation coefficient

10
Answers for Assignment 1.6

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
C
B
D
A
D
C
A
C
D
A
B
D
B
B
D

11
Chapter 2. Statistics in the Context of Scientific Research
Chapter 2
Statistics in the Context of Scientific Research
Note to the instructor. There are not as many assignments in this chapter as you will find in other chapters,
due in part, to this chapter being very vocabulary rich. Please encourage students to focus on learning the
vocabulary words introduced in this chapter; doing so will ease their learning as they enter into the more
quantitatively challenging chapters in the future.
Assignment 2.1
This assignment helps students to organize information with regard to the different types of research
methods, their uses, limitations, and examples. This table can be used in several different ways. One use is
to provide students a copy to help with taking notes during class or when reading the textbook. The table
can also be given to the students as a homework assignment after the material has been covered in class.
We encourage students to use this assignment in a self-testing format by not looking at notes or the
textbook when completing the table until they can no longer remember additional information. Of course,
the table can also be given as a quiz or a test item.
Assignment 2.2
This assignment is a table that students can use to help structure information regarding the different types
of measurement. As with Assignment 2.1, this table can be used in several different ways. One use is to
provide students a copy to help with taking notes during class or when reading the textbook. The table can
also be given to the students as a homework assignment after the material has been covered in class. We
encourage students to use this assignment in a self-testing format by not looking at notes or the textbook
when completing the table until they can no longer remember additional information. The table can also be
given as a quiz or a test item.
Assignment 2.3

12
Name:
Class:
Date:
Assignment 2.1
Using the information discussed in class and covered in your textbook, complete this
table with regard to the six types of research methods. Try to use an example that was not
in the textbook or discussed in your class.
Research
Method
Description
Appropriate Use
Limitation
Naturalistic
observation
Case study
Archival
records
Survey
Experiment
Quasiexperiment

13
Example
Name:
Class:
Date:
Assignment 2.2
Complete the table below with regard to the four types of measurement. Try to use an
example that was not in the textbook or discussed in your class.
Type of Measurement
Definition
Example

14
Name:
Class:
Date:
Assignment 2.3
1. Empirical data refers to
A. knowledge obtained by reasoning or thinking.
B. knowledge obtained through intuition.
C. scores or measurements obtained from existing records.
D. scores or measurements obtained by observation and sensory experience.
2. An environmental psychologist unobtrusively observes how people use a small
city park. The research method used by this psychologist is called
A. survey research.
B. naturalistic observation.
C. archival records research.
D. experimentation.
3. A sociologist uses death certificates to study the occurrence of suicide in different
geographic regions. This research method is called
A. survey research.
C. archival records research.
D. experimentation.
4. Which of the following is an example of survey research?
A. You are interviewed to find out information about your shopping habits.
B. People are unobtrusively observed as they shop at a mall.
C. A psychologist asks people to learn a list of words and records how many
trials it takes each person to learn the list.
D. A psychologist correlates college grade point averages with student scores
on a personality inventory.
5. An educational psychologist manipulates the loudness of a background noise that
people are exposed to while solving complex problems. One group of people
solves the problems while listening to a loud noise. A second group solves the
problems while listening to a soft noise, and a third group solves the problems in a
quiet condition. The research method used by this psychologist is called
A. survey research.
C. quasi-experimentation.
D. experimentation.

15
6. A psychologist compares 20 to 25 year-old females to 50 to 55 year-old females

on the length of time taken to solve a simple cross-word puzzle. The research
method used by this psychologist is called
A. survey research.
C. quasi-experimentation.
D. experimentation.
7. ____ are used to specify the procedures used to manipulate an independent
variable or measure a dependent variable in research.
A. Archival records
B. Operational definitions
C. Statistics
D. Naturalistic observations
8. Which of the following is a nominal measurement?
A. Your college ID number.
B. Your college grade point average.
C. Your income last year.
D. Your height in inches.
9. Suppose you are an office manager and you recently ranked your employees in
order of work performance as follows:
1. Tammy
2. Ricardo
3. Maria
4. Herb
5. Patricia
Which of the following conclusions is appropriate from this ranking?
A. Tammy is an excellent worker.
B. Patricia is a very poor worker.
C. Both Herb and Patricia are likely to be very poor workers.
D. Tammy is ranked highest of the five workers, but we cannot tell how
much her performance differs from the others.
10. ____ measurement scales have an arbitrary zero point.
A. Nominal
B. Ordinal
C. Interval
D. Ratio

16
11. Rating scales, such as those that are used to measure a persons attitude toward an
issue, are generally treated as representing ____ measurement.
A. nominal
B. ordinal
C. interval
D. ratio
12. A subject in an experiment is given a task of solving a complex maze and the
amount of time needed to complete the maze is recorded. The measurement of the
amount of time used here used here is
A. nominal.
B. ordinal.
C. interval.
D. ratio.
13. Which of the following is a discrete variable?
A. The number of names listed in your local telephone directory.
B. The amount of time you devote to studying each day.
C. The temperature which you keep your house or room.
D. The speed at which you normally drive on an interstate highway.
14. Which of the following is a continuous variable?
A. The number of students enrolled in your statistics course.
B. The time it takes you to commute to work each day.
C. Your income from last year.
D. The number of runs scored by the Philadelphia Phillies in the third game
of the 2008 World Series.
15. Suppose you are timing how long it takes people to learn a grocery list of 10 items
and one person takes 46 seconds. The lower and upper real limits for this score
are ____ and ____ seconds, respectively.
A. 45; 47
B. 45.6; 45.4
C. 45.5; 46.5
D. 44.5; 47.5

17

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
D
B
C
A
D
C
B
A
D
C
C
D
A
B
C

18
Chapter 3. Looking at Data: Frequency Distributions and Graphs
Chapter 3
Looking at Data: Frequency Distribution and Graphs
Assignment 3.1
This assignment assists students in learning the symbols, definitions, and formulas discussed in this
chapter. The assignment helps students become comfortable with statistical notation and formulas. For
some students, completing this assignment more than once is necessary to assure they remember the
meaning of each symbol and formula.
Assignment 3.2
The questions of this assignment ask students to compare and contrasts the uses, benefits, and limitations of
ungrouped and grouped frequency distributions. Students are then asked to complete an ungrouped
frequency distribution. Answers are provided on the page following the assignment.
Assignment 3.3
This assignment is to provide students with practice in preparing a grouped frequency distribution. Answers
are provided on the page following the assignment.
Assignment 3.4
Assignment 3.3 must first be assigned to students in order for them to complete this assignment. This
assignment has students calculate and interpret percentile ranks and percentiles. Answers are provided on
the page following the assignment.
Assignment 3.5

19
Name:
Class:
Date:
Assignment 3.1
The purpose of this assignment is to help you to become more comfortable in recognizing
what each statistical symbol and formula in Chapter 3 represents. For each item in the
table below, either the term, symbol, or definition is given. Complete the following table
with the missing information. For example, for the term frequency, provide the symbol
and definition in the appropriate columns. It is best to complete this page without looking
at your notes or textbook. Once you have completed it, refer back to your notes and
textbook to verify you are correct.
Term
Symbol
Definition (also include formula as appropriate)
Frequency
i
This calculation provides the percentage of times a particular
score has been observed in relation to the total number of
observations multiplied by 100
X
Total number
of scores
Cumulative
frequency
XP
Indicates the percentage of scores in the distribution that are
equal to or less than that score
Percent
frequency
Accumulated relative frequency of a score
c%f

20
Name:
Class:
Date:
Assignment 3.2
1. What is the first step in analysis of data? Why?
2. Organizing data into a frequency distribution is one method that can be used to make
it easier to identify the trends in data. There are two types of frequency distributions:
ungrouped and grouped. How are they similar? How are they different? Why do we
need two different types of frequency distributions? When would you use a grouped
frequency distribution instead of an ungrouped frequency distribution? What is lost in
using a grouped frequency distribution?
3. A statistics professor noticed that there was a group of students in her behavioral
statistics class who tended to miss class, didnt complete their homework, and failed
to bring their calculators to class. She decided to see if this group of students had a
belief that intelligence is fixed or changeable, as discussed in your textbook in
Chapters 1 and 3. Using a measure of Implicit View of Intelligence where the lowest
total score is 3 and the highest total score is 18, she obtained the following scores: 9,
5, 3, 15, 8, 8, 5, 4, 10, 7, 10, 4, 4, 6, 5, 4, 7, 6, 5, 5. Construct an ungrouped frequency
distribution that shows the simple frequency, relative frequency, and percent
frequency for these scores. After you have organized the data, identify what the most
common score was. If lower scores indicate that a person is more likely to have a
fixed view of intelligence and higher scores indicate a person is more likely to have a
changeable view of intelligence, how would you characterize the students in this
sample in general?

21
Answers for Assignment 3.2, Question #3

X
rf
%f
18
.00
17
.00
16
.00
15
.05
14
.00
13
.00
12
.00
11
.00
10
.10
10
.05
.10
10
.10
10
.10
10
.25
25
.20
20
.05

22
Name:
Class:
Date:
Assignment 3.3
Hsee, Hastie, and Chen (Hsee, C. K., Hastie, R., & Chen, J. 2008. Hedonomics: Building
decision research with happiness research. Perspectives on Psychological Science, 3, 224
243) tested different theories of happiness by having children play with toy blocks. In
one condition, children were instructed to use toy blocks to come up with as many
different types of objects as they could. The data below represent child happiness
measures taken after they played with the toy blocks. The happiness measure ranges from
0 to 50 with the higher the value, the higher the level of happiness. Complete the
following grouped frequency distribution.
Class
Interval
46 - 50
41 - 45
36 - 40
31 - 35
26 - 30
21 - 25
16 - 20
11 - 15
6 - 10
1-5
Real Limits
Lower - Upper
Midpoint of
Interval
Tally
rf
%f
cf
crf
////
///// ///
///// ///// //
///// /////
///// ///
///
//
//
/
Looking at the data, what was the most typical response? Assume that the higher the
number, the greater the happiness. Thus, when children were encouraged to use the same
set of blocks to design more creative projects, did they tend to be happy or unhappy?

23
c%f

Class
Interval
46 50
Real Limits
Lower - Upper
45.5 50.5
Midpoint of
Interval
48
41 45
40.5 45.5
43
36 40
35.5 40.5
31 35
Tally
rf
%f
cf
crf
c%f
////
///// ///
.08
50
1.00
100
.16
16
46
.92
92
38
///// ///// //
12
.24
24
38
.76
76
30.5 35.5
33
///// /////
10
.20
20
26
.52
52
26 30
25.5 30.5
28
///// ///
.16
16
16
.32
32
21 25
20.5 25.5
23
///
.06
.16
16
16 20
15.5 20.5
18
//
.04
.10
10
11 15
10.5 15.5
13
//
.04
.06
6 10
5.5 -10.5
.00
.02
15
0.5 5.5
.02
.02

24
Name:
Class:
Date:
Assignment 3.4
Using the grouped frequency distribution from Assignment 3.3, answer the following
questions.
A. Find the percentile for each of the following values of X.
X
49
43
40
34
30
22
20
14
5
3
B. Find the percentile rank, that is, the value of X for each of the following percentiles.
Percentile
98
94
85
65
50
46
34
19
12
5

25

A. Note: answers are rounded to nearest whole number.
X
49
43
40
34
30
22
20
14
5
3
PX
98
84
74
46
30
12
10
5
2
1
B. Note: answers are rounded to nearest whole number.

Percentile
98
94
85
65
50
46
34
19
12
5
XP
49
47
43
38
35
34
31
26
22
14

26
Name:
Class:
Date:
Assignment 3.5
1. When listing the values for X in a simple frequency distribution it is important
that you
A. only list the values you feel are the most important.
B. only list the values that have been observed.
C. only list the ten most frequently observed values.
D. list all possible values.
2. The simple frequency of scores in an ungrouped frequency distribution is
indicated by ____.
A. sf
B. f
C. F
D. simfreq
3. Which score has the highest simple frequency in the distribution below?
X
35
34
33
32
31
30
A.
B.
C.
D.
f
3
1
8
5
0
2
36
34
33
32
4. The relative frequency of a distribution is obtained by

A. dividing the frequency of a score by the total number of scores in the
distribution.
B. dividing the total number of scores in a distribution by the frequency of a
score.
C. multiplying the frequency of a score by 100
D. multiplying the frequency of a score by the total number of scores in the
distribution.

27
5. Multiplying ____ by ____ provides the percentage frequency distribution.

A. f; 100.
B. rf; N
C. rf; 100.
D. (N f); 100.
6. The size of the class interval for a grouped frequency distribution can be found by
A. using the formula (Xhighest + Xlowest) divided by the number of intervals
desired.
B. Subtracting the lowest score in a distribution from the highest score in a
distribution.
C. using the formula (72.5 Xhighest Xlowest) divided by N
D. .using the formula (Xhighest Xlowest) divided by the number of intervals
desired.
7. For a class interval of 72 to 76 in a grouped frequency distribution, the lower
stated limit is ____.
A. 71
B. 71.5
C. 72.
D. 71.6
8. For a class interval of 40 to 44 in a grouped frequency distribution the lower real
limit is ____.
A. 39
B. 39.5
C. 40
D. 40.5
9. The midpoint of the class interval of 40 to 44 in a grouped frequency distribution
is ____.
A. 41.5
B. 42
C. 42.5
D. 42.25

28
10. The percentile rank of Jessicas score on a language exam was 73. This value
indicates
A. Jessica obtained a score of 73 out of 100 on the exam.
B. 27 percent of the scores were less than Jessicas.
C. 73 percent of the scores on the exam were equal to or greater than
Jessicas.
D. 73 percent of the scores were equal to or less than Jessicas.
11. If the 57th percentile on an examination is 74, then
A. 57 percent of the scores on the exam were 74 or less.
B. 57 percent of the scores on the exam were 74 or higher.
C. 43 percent of the scores on the exam were 74 or less.
D. 43 percent of the scores on the exam were 74 or higher.
12. A frequency polygon always indicates the frequencies
A. on the Y axis.
B. on the X axis.
C. at the lower stated limit of a class interval.
D. at the upper stated limit of a class interval.
13. A ____ distribution would have a large number of high scores and only a few
very low scores.
A. normal
B. bimodal
C. positively skewed
D. negatively skewed
14. When a distribution is bimodal,
A. the majority of the scores are at the high end of the score range.
B. the majority of the scores are at the low end of the score range.
C. there are two scores that occur equally often with the highest frequency in
the distribution.
D. all scores occur approximately equally often.
15. If you see ____ on a graph, you should be concerned about the graph being
misleading.
A. a missing or awkward scale
B. everything properly labeled
C. bars
D. categories

29

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
D
B
C
A
C
D
C
B
B
D
A
A
D
C
A

30
Chapter 4. Looking at Data: Measures of Central Tendency
Chapter 4
Looking at Data: Measures of Central Tendency
Assignment 4.1
some students, completing this assignment several times is necessary to assure they remember the meaning
of each symbol and formula.
Assignment 4.2
This assignment contains nine small data sets for students to calculate the mean, median, and mode.
Assignment 4.3
This assignment is to be completed along with Assignment 4.2. It asks students a series of questions
regarding the nine data sets with respect to which measure of central tendency best captures the typicality
of the data. Answers are provided on the page following the assignment.
Assignment 4.4
This assignment contains nine small data sets. Students are to calculate the SS for each data set. The
answers accompanying this assignment show each of the intermediate steps to help students find their
errors as they learn this most critical of calculations. Answers are provided on the page following the
assignment.
Assignment 4.5
This assignment is to be completed with Assignment 4.4. Students are to look at the data sets and the SS
they calculated when answering a series of questions designed to help them to understand that the SS is
sensitive to outliers and tends to get larger as the data set gets larger. This assignment prepares students to
think about dividing the SS by N to obtain a more useful statistic, the variance. Answers are provided on the
page following the assignment.
Assignment 4.6

31
Name:
Class:
Date:
Assignment 4.1
with the missing information. For example, for the term sample mean, provide the
symbol and definition in the appropriate columns. It is best to complete this page without
looking at your notes or textbook. Once you have completed it, refer back to your notes
and textbook to verify you are correct.
Term
Symbol
Sample
mean
Mdn
None
One of the three measures of central tendency covered in the

textbook. It represents the most frequently occurring score.
SS
Population
mean
This intermediate step is needed for finding the sum of the
squared deviations. If you sum this and your work is correct, it
will sum to zero.

32
Name:
Class:
Date:
Assignment 4.2
Find the mean, median, and mode for each of the nine data sets given below.
Set A
X
5
3
1
4
2
Set B
X
5
5
5
1
0
5
Set C
X
15
35
20
25
30
25
Set D
X
5
3
1
4
2
5
3
1
4
2
Set E
X
Steelers
Giants
Dolphins
Steelers
Packers
Patriots
Eagles
Steelers
Bills
Jets
Set F
X
12
10
11
10
12
11
12
10
11
164
Set G
X
512
1023
0
99
701
653
Set H
X
5
2
9
12
6
8
7
Set I
X
10
10
10
10
10
10
10

33

Set A
Set B
Set C
Mean
3.5
25
Median
25
Mode
None
25
Set D
Set E
Set F
Mean
None
26.3
Median
None
11
Mode
1,2,3,4,5
Steelers
10,11,12
Set G
Set H
Set I
Mean
498
10
Median
582.5
10
Mode
None
None
10

34
Name:
Class:
Date:
Assignment 4.3
Using the data sets from Assignment 4.2, identify the measure of central tendency that
you think is the best indication of a typical score for each data set. Explain your answer
for each data set.
Set
Measure of
Central Tendency
Explanation
A
B
C
D
E
F
G
H
I

35

Set A.
Mean: the data are symmetrical
Set B.
Median: the data are negatively skewed
Set C.
Set D.
Set E.
Mode: Nominal data
Set F.
Median: the data are positively skewed
Set G.
Median: the data are negatively skewed
Set H.
Set I.
Mean: there is no variability in the data

36
Name:
Class:
Date:
Assignment 4.4
Of all of the calculations you will have to do for this class, none is more important than
learning how to find the sum of the squared deviations, called the sum of squares (SS).
2
For each data set below, find X , then find X X and ( X X ) for each score. Use
these values to find the SS for each data set.
Set A
X
5
3
1
4
2
X X
(X X )
Set B
X
50
30
10
40
20
XX
(X X )
Set C
X
15
25
10
15
30
X X
(X X )
Set D
X
5
3
1
4
2
5
3
1
4
2
X X
(X X )
Set E
X
50
30
10
40
20
50
30
10
40
20
XX
(X X )
Set F
X
12
10
12
10
12
10
12
10
12
10
X X
(X X )
Set G
X
6
6
5
7
7
5
X X
(X X )
Set H
X
6
6
5
13
5
7
7
XX
(X X )
Set I
X
10
10
10
10
10
10
10
X X
(X X )

37

Set A
X
XX
(X X )
Sum
N
5
3
1
4
2
15
5
2
0
2
1
1
0
4
0
4
1
1
10
Sum
N
Set D
X
5
3
1
4
2
5
3
1
4
2
30
10
XX
(X X )
2
0
2
1
1
2
0
2
1
1
0
4
0
4
1
1
4
0
4
1
1
20
Set B
X
XX
(X X )
Sum
N
50
30
10
40
20
150
5
20
0
20
10
10
0
400
0
400
100
100
1000
30
Sum
N
Set E
X
50
30
10
40
20
50
30
10
40
20
300
10
30
XX
(X X )
20
0
20
10
10
20
0
20
10
10
0
400
0
400
100
100
400
0
400
100
100
2000
Set C
X
XX
(X X )
Sum
N
15
25
10
15
30
95
5
4
6
9
4
11
0
16
36
81
16
121
270
19
XX
(X X )
Sum
N
Set F
X
12
10
12
10
12
10
12
10
12
10
110
10
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
10
11

38
Sum
N
Set G
X
6
6
5
7
7
5
36
6
XX
(X X )
0
0
1
1
1
1
0
0
0
1
1
1
1
4
Sum
N
Set H
X
6
6
5
13
5
7
7
49
XX
(X X )
1
1
2
6
2
0
0
0
1
1
4
36
4
0
0
46
Sum
7
7

39
Set I
X
10
10
10
10
10
10
10
70
7
10
XX
(X X )
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0

Name:
Class:
Date:
Assignment 4.5
This assignment is to be completed with Assignment 4.4. After you have found the SS for
each data set, answer the following questions.
1. Which pairs of data sets have the same variability but different SS? What is
causing the differences in the SS if the data sets have equal amounts of
variability?
2. There is an important internal check to make sure you have correctly calculated
the SS, what is it?
3. Compare Data Sets G and H. How are their values similar? How are the values
different? How do their SS compare? What seemingly small change is causing this
large difference in the SS?

40

1.
2.
3.
Data Sets A and D have the same variability. Data Sets B and E have the same variability. The only
difference is that the second data set for both pairs has twice the number of observations, which
increases the size of the SS.
The sum of the deviations should always add to zero unless there is rounding error, then it should be
very close to zero.
In Data Set H there is one additional score, 13. This additional score is not typical of the other scores,
which are all 5, 6, or 7. Thus, it is an outlier. The addition of a single outlier causes a large increase in
the SS.

41

Name:
Class:
Date:
Assignment 4.6
1. The symbol used to represent the sample mean is ____.
A. X
B. X
C. Mdn
D. Mn
2. A teacher observed the number of aggressive acts by five children over a onehour period in a child care center. She obtained the following set of scores: 7, 4, 4,
6, 4. What is the mean for this sample of scores?
A. 4
B. 6
C. 3
D. 5
3. Suppose you obtained the following scores on three 10-item quizzes in one of
your classes: 8, 9, 10. What is the sum of squares for these scores?
A. 0
B. 2
C. 9
D. 1
4. In journal articles following the Publication Manual of the American
Psychological Association style, the mean is usually indicated by the symbol
____.
A. M
B. X
C. X
D. Mn
5. The mean of a population is represented by the symbol ____.
A. X
B. M
C.
D. X
population

42
6. An instructor calculated a statistic on the scores of a biology exam so that as

many students had a score above the value as students had a score below the
value. This instructor calculated the
A. mode.
B. median.
C. mean.
D. unimode.
7. A psychologist asked a group of people to remember a list of 20 names and then
asked them to recall the names a week later. He found the following distribution
of items recalled for 11 people: 5, 6, 7, 7, 7, 8, 9, 9, 13, 14, 15. The median for
this set of scores is ____.
A. 7
B. 8
C. 8.5
D. 9.1
8. A characteristic of the median is that it
A. cannot be calculated for a bimodal distribution.
B. is the most frequently occurring score in a distribution of scores.
C. is not affected by very extreme scores in the tails of a distribution.
D. cannot be calculated if the number of scores in a distribution is an even
number.
9. The ____ is the most frequently occurring score in a distribution of scores.
A. mode
B. median
C. mean
D. percentile
10. An instructor gives students a 10-item multiple choice test. The distribution of
scores was 4, 5, 5, 6, 6, 6, 7, 7, 7, 7, 7, 8, 8, 9, 9, 9, 10, 10 for 18 students. The
mode for this distribution is _____.
A. 6
B. 6.5
C. 7
D. 7.5
11. A high school baseball coach created a distribution of hits by her players over five
games. The distribution was 0, 1, 2, 2, 2, 3, 4, 5, 5, 5, 6, 7, 8, 8, 8 for 15 players.
This distribution is
A. nonmodal.
B. unimodal.
C. bimodal.
D. multimodal.
43
12. Suppose you obtained the following distribution of scores of errors made by
participants solving a difficult maze: 9, 9, 10, 12, 14, 17, 19, 20, 94. What would
be the most appropriate descriptive measure of central tendency for this
distribution?
A. Median
B. Mean
C. Mode
D. All the measures of central tendency would be equally appropriate.
13. Suppose an experimenter obtained the scores 2, 4, 3, 6,10, 6. If a score of 98 were
to be added to this distribution, it would most affect the value of
A. the mode.
B. the median.
C. both the mode and median.
D. the mean.
14. Suppose the mean salary for the employees of an organization is $95,000,
whereas the median salary for these employees is $41,200. The distribution of
salaries in this organization is
A. positively skewed.
B. negatively skewed.
C. bimodal.
D. unimodal.
15. The sample mean is often preferred as a measure of central tendency because it is
A. easier to calculate than either the mode or median.
B. more resistant to the effects of extreme scores than either the mode or
median.
C. more useful for inferential statistics than either the mode or median.
D. not affected by a skewed distribution.

44

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
A
D
B
A
C
B
B
C
A
C
D
A
D
A
C

45
Chapter 5. Looking at Data: Measures of Variability
Chapter 5
Looking at Data: Measures of Variability
Assignment 5.1
chapter. The assignment helps students become comfortable with statistical notation and formulas. Some
students benefit from completing this assignment more than once.
Assignment 5.2
This assignment is similar to assignment 4.4. It contains nine small data sets. Students are to calculate the
SS for each data set. Answers are provided on the page following the assignment.
Assignment 5.3
Seldom does a student have access to an entire population, but for this exercise we are pretending that we
do. Students are given ten small population data sets. Students are to calculate the population mean,
variance, and standard deviation. Answers are provided on the page following the assignment.
Assignment 5.4
This exercise provides students with ten small data sets for which to calculate the variance and standard
deviation that can be used to estimate the population variance or standard deviation. Answers are provided
on the page following the assignment.
Assignment 5.5
This assignment assists students in reviewing terminology and symbols. It helps students to focus on the
differences between population parameters and sample statistics, as well as variances and standard
deviations.
Assignment 5.6

46
Name:
Class:
Date:
Assignment 5.1
table below either the term, symbol, or definition is given. Complete the following table
with the missing information. For example, for the term range, provide the definition in
the appropriate column. It is best to complete this page without looking at your notes or
textbook. Once you have completed it, refer back to your notes and textbook to verify
you are correct.
Term
Symbol
Range
None
2
An unbiased statistic used to estimate the population
variance. Include the formula.
SS
Population standard
deviation
Measures of
variability
None

47
Name:
Class:
Date:
Assignment 5.2
For each data set below, find X . Then find X X and ( X X ) for each score. Use
these values to find the SS for each data set.
2
Set A
X
22
23
25
24
21
X X
(X X )
Set B
X
53
51
54
52
55
X X
(X X )
Set C
X
61
65
70
55
49
XX
(X X )
Set D
X
0
3
1
4
2
0
3
1
4
2
X X
(X X )
Set E
X
34
30
29
41
52
50
30
44
40
50
X X
(X X )
Set F
X
120
119
119
107
119
98
103
108
121
116
XX
(X X )
Set G
X
61
65
70
55
49
60
X X
(X X )
Set H
X
6
6
5
13
5
7
7
X X
(X X )
Set I
X
10
11
10
9
10
11
9
XX
(X X )

48

Data Set
SS
10
10
272
20
718
616
272
46

49
Name:
Class:
Date:
Assignment 5.3
Assume that each data set given below represents a complete population of scores. First
calculate for each set of scores. Use this value of to calculate 2 using the formula
on page 89 of the textbook. Then find the value of for each data set.
Set A
X
Set B
X
Set C
X
Set D
X
Set E
X
Set F
X
Set G
X
Set H
X
Set I
X
Set J
X
49
0.10
86
15
2.5
46
51
0.30
86
24
1.5
10
30
32
0.20
10
86
13
0.5
11
18
10
40
0.10
11
87
18
1.0
12
22
48
0.05
12
100
20
2.0
13
29
11

50
Chapter 5: Looking at Data: Measures of Variability
Answers for Assignment 5.3 (Note. Answers for are given to 3 decimal places to facilitate checking the accuracy of computations. Your answers may differ
slightly from those given here due to rounding differences.)
Set A
Set B
Set C
Set D
Set E
Set F
Set G
Set H
Set I
Set J
44.0
0.15
9.0
89.0
18.0
1.5
2.0
11.0
29.0
8.0
250
0.04
50
152
74
2.5
10
10
460
26
50.00
0.008
10.00
30.40
14.80
0.50
2.00
2.00
92.00
5.20
7.071
0.089
3.162
5.514
3.847
0.707
1.414
1.414
9.592
2.280
( X )

51
Name:
Class:
Date:
Assignment 5.4
Assume that each data set given below represents a sample of scores. First calculate X
for each set of scores. Use this value of X to calculate s2 using the formula on page 91 of
the textbook. Then find the value of s for each set.
Set A
X
Set B
X
Set C
X
Set D
X
Set E
X
Set F
X
Set G
X
Set H
X
Set I
X
Set J
X
114
20
33
750
68
445
23
56
98
18
34
450
65
514
24
10
40
76
24
37
625
72
498
27
11
28
10
132
17
36
500
78
616
26
42
95
21
35
550
72
507
25
39
11
X
s2
s

52
Answers for Assignment 5.4 (Note. Answers for s are given to 3 decimal places to facilitate checking the accuracy of computations. Your answers may differ
slightly from those given here due to rounding differences.)
Set A
Set B
Set C
Set D
Set E
Set F
Set G
Set H
Set I
Set J
103.0
20.0
35.0
575.0
71.0
516.0
25.0
9.0
41.0
8.0
1780
30
10
55000
96
15450
10
10
400
26
445.00
7.50
2.50
13750.00
24.00
3862.50
2.50
2.50
100.00
6.50
21.095
2.739
1.581
117.260
4.899
62.149
1.581
1.581
10.000
2.550
SS
s

53
Name:
Class:
Date:
Assignment 5.5
Eight symbols are listed in the first column of the table below. At the top of the second
column are four terms. For each symbol, write the term that corresponds to the symbol. In
the third column indicate how the symbol is calculated, and in the fourth column indicate
whether the symbol represents a mean, a variance, a standard deviation or other value.
We have completed the row for as an example.
Symbol
Parameter
Statistic
Either a parameter
or a statistic
Neither
Parameter
Calculated from a:
sample
Population
Either a sample or
a population
Other
Population
Mean
Variance
Standard deviation
Other
Standard deviation
N
s2
X
2
s
Complete the following table giving the appropriate symbol and formula for each term
either as a population parameter or as a statistic used to estimate a population parameter.
Population parameter
Statistic used to estimate the

population parameter
Mean
Variance
Standard Deviation

54
Name:
Class:
Date:
Assignment 5.6
1. An instructor gave students a 20-item quiz on a course topic. The distribution of
scores on the quiz was: 8, 8, 10, 10, 11, 12, 12, 13, 13, 13, 15, 15, 16, 17, 19, 19,
20, 20, 20. What is the range for these scores?
A. 20
B. 12
C. 13
D. A range cannot be calculated for this set of scores.
2. The sample variance when divided by ____ is an unbiased estimate of the
population variance.
A. range
B. N
C. N 1
D. median
3. Although s is a(n) ____ estimate of the population standard deviation, it is more
regularly reported than s2 because ____.
A. biased; it is easier to calculate because the standard deviation is reported in
units instead of squared units
B. biased; it is easier to understand as the standard deviation is reported in
units instead of squared units
C. unbiased; the sample variance is always a biased estimator of the
population variance
D. unbiased; the standard deviation is easier to understand
4. The symbol for the sample standard deviation used to estimate the population
standard deviation is ____.
A. s
B. s2
C.
D. 2

55
5. The variance found from a sample and used to estimate the population variance is
given by the formula ____.
A.
B.
C.
D.
X X
X X
N 1
X X
X X
N 1
6. ____ is the symbol for the population variance

A.
B. S2
C. 2
D. s2
7. For the set of three scores 3, 6, and 9, 2 is ____.
A. 1.0
B. 2.0
C. 3.0
D. 6.0
8. For the set of three scores 3, 6, and 9, s2 is ____.
A. 9.0
B. 6.0
C. 4.0
D. 2.0
9. Suppose = 7 for a population of scores. The variance for those scores is then
____.
A. 7
B. 7
C. 49
D. 21

56
10. The SS for a set of scores is 80 based on a sample of size 21. Thus, s2 for the
scores is ____.
A. 4
B. 2.0
C. 2
D. 16
11. If s2 for a set of scores is 81, then s for those scores is ____.
A. 3
B. 9
C. (81)2
D. cannot be determined from the information given.
12. Which of the following sets of scores would you expect to have the largest value
of s?
A. 5, 5, 6, 7, 7
B. 7, 7, 7, 7, 7
C. 5, 6, 7, 8, 9
D. 5, 5, 7, 9, 9
13. If s = 0 for a distribution of scores, then which of the following is true?
A. An error was made in the calculation because s cannot equal 0
B. All the scores in the distribution are equal to each other.
C. The sample variance of the scores was equal to 10.
D. The distribution was either positively or negatively skewed.
14. In journal articles following the Publication Manual of the American
Psychological Association style, the standard deviation is usually represented by
____.
A. SD
B. S
C. s
D.
15. You have collected a set of scores from subjects performing a reaction time task.
You decide that the most appropriate measure of central tendency for the scores is
the mean. The most appropriate measures of variability would thus be
A. the standard deviation.
B. the sample variance.
C. biased.
D. the range.

57

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
C
C
B
A
B
C
D
A
C
A
B
D
B
A
A

58
Chapter 6. The Normal Distribution, Probability, and Standard Scores
Chapter 6
The Normal Distribution, Probability, and Standard Scores
Assignment 6.1
This assignment requires that students list and define the properties of the normal distribution.
Assignment 6.2
This assignment has students working with the normal distribution, z scores, and the observations that
correspond with and . It also requires students to include the relative frequency for the major regions
from three standard deviations below to three standard deviations above the mean.
Assignment 6.3
This assignment has students calculate z scores for different values of X, , and . Answers are provided
Assignment 6.4
This assignment has students find the probability of a score falling above, below, or between the negative
and positive value of a specified z score. Answers are provided on the page following the assignment.
Assignment 6.5

59
Name:
Class:
Date:
Assignment 6.1
There are four properties of a normal distribution. Without looking at your textbook or
notes, identify each property and describe what it means. Finally, draw an illustration of a
normal distribution and indicate the property on the drawing.
Property
Description
Illustration

60
Name:
Class:
Date:
Assignment 6.2
Shown below is an illustration of a normal distribution. Assume of the distribution is
50 and is 5.
1. On the line labeled with a , place the values of the correspond to the distribution
(i.e., +1 , +2 , 1 , and so forth).
2. On the line labeled z, place the values of z that correspond to the values of on the
line above.
3. On the line labeled X, place the numerical values of X that correspond to each value
of z on the line above assuming = 50 and = 5 for the distribution.
4. On the line labeled rf, identify the relative frequency of scores occurring between
each value of z. For example, .1359 of the scores occur between 1z to 2z.
z
X
rf

61
Name:
Class:
Date:
Assignment 6.3
For each data set below, calculate the value of z for each value of X for the and
given.
Set A
Set B
Set C
Set D
Set E
Set F
Set G
Set H
85
103
145
20
75
70
83
85
100
100
100
20
78
78
78
100
10
10
10
2.5
25
25
25
15
Set I
Set J
Set K
Set L
Set M
Set N
Set O
Set P
103
145
250
150
202
29
25
14
100
100
200
200
200
25
25
25
15
15
40
40
40

62

Set
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
z score
1.50
+0.30
+4.50
0.00
0.12
0.32
+0.20
1.00
+0.20
+3.00
+1.25
1.25
+0.05
+0.80
0.00
-2.20

63
Name:
Class:
Date:
Assignment 6.4
For each value of z given below, identify the probability of a value of X coming from the
same population equal to or greater than the z score shown [i.e., p ( X z ) ]. Then
identify the probability of a value of X coming from the same population equal to or less
than the z score shown [i.e., p ( X z ) ]. Finally, identify the probability of a value of X
coming from the same population falling between positive and negative values of the
listed z score [i.e., p ( z X z ) ].
z
p( X z)
p ( X z)
p(z X z)
0.00
2.10
+0.35
+1.77
0.59
+0.28
1.28
0.99
+0.05
+2.45
2.87
0.25
+1.03
1.56
+2.00
+2.99

64
p( X z)
p( X z)
p(z X z)
0.00
.5000
.5000
.0000
2.10
.9821
.0179
.9642
+0.35
.3632
.6368
.2736
+1.77
.0384
.9616
.9232
.059
.7224
.2776
.4448
+0.28
.3897
.6103
.2206
1.28
.8997
.1003
.7994
0.99
.8389
.1611
.6778
+0.05
.4801
.5199
.0398
+2.45
.0071
.9929
.9858
2.87
.9979
.0021
.9958
0.25
.5987
.4013
.1974
+1.03
.1515
.8485
.6970
1.56
.9406
.0594
.8812
+2.00
.0228
.9772
.9544
+2.99
.0014
.9986
.9972

65
Name:
Class:
Date:
Assignment 6.5
1. If a distribution of scores is normally distributed, then the distribution can be
completely described by
A. its mean and range.
B. its mean and standard deviation.
C. finding the mode and median for the scores.
D. its median and range.
2. The relative frequency under the normal distribution
A. depends upon the shape of the distribution.
B. depends upon the mean and variance of the distribution.
C. is equal to 100.
D. is equal to 1.0.
3. Assume you have a distribution of scores that is approximately normally
distributed. What proportion of scores can you expect to be between one standard
deviation below the mean and one standard deviation above the mean?
A. .68
B. .50
C. .95
D. .99
4. Assume you have a distribution of scores that is approximately normally
distributed. What proportion of scores fall between the mean and the highest
value in the distribution?
A. 1.00
B. .68
C. .50
D. .25
5. A scientist obtained a normally distributed population of scores with a mean of 70
and a standard deviation of 10. What proportion of scores do you expect to find in
the interval between 60 to 80?
A. 1.00
B. .50
C. .34
D. .68

66
6. The mean of a standard normal distribution is equal to ____ and its standard
deviation is equal to ____.
A. 1; 0
B. 0; 1
C. 1; 1
D. 100; 10
7. Which of the following formulas would you use to convert a score from a normal
distribution to a score on the standard normal distribution?
A. z =
B. z =
C. z = ( X )
D. z = ( ) X
8. Suppose you have a set of scores that are normally distributed with a mean equal
to 90. The standard deviation for the scores is 15. If a score in the distribution is
equal to 75, then the z for this score is ____.
A. +1.0
B. +2.0
C. 1.0
D. 2.0
9. If a population of scores is normally distributed and has a mean of 300 and a
standard deviation of 50, then what proportion of scores would you expect to find
between 200 to 400?
A. .34
B. .68
C. .95
D. .99
10. Suppose a student takes a standardized test measuring college level skills. Scores
on the test are normally distributed with a mean of 500 and a standard deviation
of 100. The student obtains a z score of 0.0 on the test. Which of the following
statements is true of this persons score?
A. The student received a score of zero on the test.
B. The students score is above the mean of 500.
C. The students score is below the mean of 500.
D. The student scored 500 on the test.

67
11. A maker of breakfast cereal sponsors a contest. For each 100 cartons of cereal, 90
boxes contain a baseball rookie card, 5 boxes contain a package of chewing gum,
4 boxes contain a coupon worth half the price of another box of the cereal, and
one box contains a coupon for a free box of the cereal. The boxes are randomly
distributed to stores. If you buy a box of the cereal, what is the probability you
will buy a box containing a half-price coupon?
A. 4
B. .4
C. .04
D. .5
12. The statement The probability that X is equal to or greater than 25 and equal to
or less than 56 is .34 is expressed in probability notation as_____.
A. p(25 X 56) = .34
B. p(25 X 56) = .34
C. p(25 X 56) = .34
D. p(25 X 56) = .34
13. If A and B are mutually exclusive outcomes in a probability distribution, and the
p(A) = .30 and the p(B) = .20, then the p(A or B) equals ____.
A. .10
B. .06
C. .60
D. .50
14. If a set of scores is normally distributed with = 150 and = 15, what is the
probability of a score being between 120 and 180?
A. .50
B. .68
C. .95
D. .34
15. Suppose an instructor returned an exam with standard scores in place of raw
scores. For five students, the standard scores were: Jenn, +.54; Whitney, .00;
Ramon, +1.21; Michelle, .67; Clay, .34. Based on these scores, ____ had the
highest score on the exam, and ____ score was at the mean of the exam.
A. Michelle; Clays
B. Ramon; Whitneys
C. Whitney, Michelles
D. Ramon; Jenns

68

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
B
D
A
C
D
B
A
C
C
D
C
A
D
C
B

69
Chapter 7. Understanding Data: Using Statistics for Inference and Estimation
Chapter 7
Understanding Data: Using Statistics for Inference and Estimation
Assignment 7.1
Assignment 7.2
Students are to read a list of characteristics and place them on a Venn diagram to compare and contrast a
normal distribution to a sampling distribution of the means. Answers are provided on the page following
the assignment.
Assignment 7.3
Students are provided with and , and a sample mean and are asked to calculate a z statistic to identify
the location of the sample mean on a sampling distribution of the mean. Students are then asked to find the
probability of a sample mean being drawn from the same population falling above a z value, below a z
value, or between positive and negative z values. Answers are provided on the page following the
assignment.
Assignment 7.4
Given eight sample data sets, students are asked to calculate s X . Answers are provided on the page
following the assignment.
Assignment 7.5
Using the values from assignment 7.3, students are to calculate a 95% confidence interval for using each
sample mean. Note that students do not have to be assigned Assignment 7.3 to complete this assignment.
Assignment 7.6

70
Name:
Class:
Date:
Assignment 7.1
with the missing information. For example, for the term unbiased estimator, provide the
definition in the appropriate column. It is best to complete this page without looking at
your notes or textbook. Once you have completed it, refer back to your notes and
textbook to verify you are correct.
Term
Symbol
Unbiased estimator
None
This is the standard error of a sampling distribution of

the mean
None
Consistent
estimator
This class of statistics is considered to consistently overor under-estimate the population parameter
None
Population mean
From a sampling distribution of the mean, equals the
population mean
Sampling
distribution of the
mean
None
Estimated standard
error
Provides a range of score values that is expected to
contain the value of the population mean with a certain
level of confidence
Central limit
theorem
None

71
Name:
Class:
Date:
Assignment 7.2
This exercise asks you to compare and contrast the normal distribution with the sampling
distribution of the mean. For each statement listed below, write the letter of the statement in the
appropriate circle. If a statement applies only to a normal distribution, then write the letter of that
statement in the section to the left labeled Normal Distribution. If a statement applies only to a
sampling distribution of the mean, then write the letter of that statement in the section to the right
labeled Sampling Distribution of the Mean. If a statement applies to both a normal distribution
and a sampling distribution of the mean, then write the letter of that statement in the section
labeled Both.
A.
B.
C.
D.
E.
Has the properties: unimodal, symmetrical, asymptotic, and continuous

Distribution of all scores in a population
Distribution of all sample means of size N taken from a population
Theoretical distribution that provides us with information on sampling error
Though typically does not occur naturally, it is an important distribution for our
understanding of statistics
F. Can use the standard normal deviate to find location on the distribution
X
G. z =
H. z =
I.
X and X
J. and
K. Can use Table C.1, the proportion of area under the standard normal distribution,
to better understand the z score
Normal
Distribution
Both
Sampling Distribution
of the Mean

72
Normal
Distribution
Both
A
E
C
F
Sampling
Distribution
of the Mean
J
K
H
I

73
Name:
Class:
Date:
Assignment 7.3
The following sample means were obtained from random samples selected from a
population with = 100 and = 12. For each set, find X and the z value for the X
given. Then find the probability that a mean for a sample randomly selected from the
same population would be equal to or larger than the sample mean given [i.e.,
p X z ].
Set 1
A
B
C
D
104
104
94
94
p X z
144
9
144
9
population with = 500 and = 50. For each set, find X and the z value for the X
given. Then find the probability that a mean for a sample randomly selected from the
same population would be equal to or less than the sample mean listed [i.e., p X z ].
Set 2
A
B
C
D
525.00
512.50
498.00
489.00
p X z
25
100
100
25
population with = 25 and = 5. For each set, find X and the z value for the X given.
Then find the probability that a mean for a sample randomly selected from the same
population would be between z and +z for the z value you found [i.e., p z X + z ].
Set 3
A
B
C
D
24
26
24
26
16
25
100
400
p z X +z

74
Set 1
p X z
A
B
C
D
1.0
4.0
1.0
4.0
+4.00
+1.00
6.00
1.50
.0001
.1587
.9999
.9332
Set 2
p X z
A
B
C
D
10.0
5.0
5.0
10.0
+2.50
+2.50
0.40
1.10
.9938
.9938
.3446
.1357
Set 3
p z X +z
A
B
C
D
1.25
1.00
0.50
0.25
0.80
+1.00
2.00
+4.00
.5762
.6826
.9544
.9999

75
Name:
Class:
Date:
Assignment 7.4
For each of the following sample data sets, find X , s, and s X
Set A
2
4
1
3
5
Set B
12
14
13
20
16
Set C
102
117
98
89
103
111
99
107
101
Set D
20
22
21
25
Set E
44
42
57
50
58
61
Set F
9
16
12
10
8
Set G
98
89
103
111
99
N
X
s
sX

76
Set H
448
542
637
509
616
842
484
518
588

Set A
Set B
Set C
Set D
Set E
Set F
Set G
Set H
15
103
22
52
11
100
576
1.58
3.16
8.05
2.16
7.87
3.16
8.00
117.30
0.71
1.41
2.68
1.08
3.21
1.41
3.58
39.10
sX

77
Name:
Class:
Date:
Assignment 7.5
population with = 100 and = 12. Find the 95% confidence interval for for each
sample mean.
Set 1
A
B
C
D
104
104
94
94
N
144
9
144
9
Confidence Interval
population with = 500 and = 50. Find the 95% confidence interval for for each
sample mean.
Set 2
A
B
C
D
525.00
512.50
507.50
503.75
N
25
100
100
25
Confidence Interval
population with = 25 and = 5. Find the 95% confidence interval for for each sample
mean.
Set 3
A
B
C
D
24
26
24
26
N
16
25
100
400
Confidence Interval

78

Set 1
Confidence Interval
102.04
to
105.96
96.16
to
111.84
92.04
to
95.96
86.16
to
101.84
Set 2
Confidence Interval
505.40
to
544.60
502.70
to
522.30
497.70
to
517.30
484.15
to
523.35
Set 3
Confidence Interval
21.55
to
26.45
24.04
to
27.96
23.02
to
24.98
25.51
to
26.49

79
Name:
Class:
Date:
Assignment 7.6
1. Suppose you were able to select an infinite number of random samples of a
certain size from a population and calculate a statistic on the samples. You found
that the mean value of the statistics was equal to the population parameter. The
statistic you calculated on these samples was
A. an interval estimator.
B. an inconsistent estimator.
C. a biased estimator.
D. an unbiased estimator.
2. For consistent estimators, samples that are ____ will provide more accurate
estimates of population parameters.
A. smaller
B. larger
C. not randomly selected
D. bimodal
3. Suppose an experimenter selects a sample using simple random sampling. Using
this method requires that the
A. members of the population from which the sample is selected must be
identical on most characteristics.
B. members of the population randomly volunteer for the sample.
C. selection of one member of the population for the sample does not affect
the probability of the selection of any other member of the population.
D. probability of the selection of a member of the population depends upon
who was previously selected.
4. A researcher is interested in understanding what effect putting a person into a sad
mood by listening to sad music has on the subjects likelihood to recall sad
events. The researcher finds the mean for her sample. In this example, the mean
can be thought of as a
A. dependent variable.
B. parameter.
C. variance.
D. point estimate of .

80
5. The most accurate estimates of population parameters will occur with samples
that are ____ from populations with ____ variability in scores.
A. large; little
B. large; large
C. small; little
D. small; large
6. The ____ is the distribution of X values when all possible samples of size N are
selected from a population and the mean calculated for each sample.
A. mean distribution
B. simple mean
C. sampling distribution of the mean
D. normal distribution
7. The ____ states that as the sample size increases, a sampling distribution of the
mean will approximate a normal distribution regardless of the shape of the
distribution of the scores in the population.
A. normalcy theorem
B. central limit theorem
C. empirical limit theorem
D. mean distribution principle
8. The term sampling error refers to
A. using a nonrandom sampling method.
B. the difference X X .
C. mistakes made when selecting a sample from a population.
D. the difference between the value of a sample mean and its corresponding
population mean.
9. The standard error of the mean is
A. the standard deviation of the sampling distribution of the mean.
B. obtained by dividing the standard deviation by the sample size.
C. obtained by dividing the mean by its standard deviation.
D. the value of X .
10. A population of scores has a mean of 75 and a standard deviation of 15. If
samples of size N = 25 are randomly drawn from this population, then the
standard error will be equal to ____.
A. 15
B. 5
C. 3
D. 0.6

81
11. Assume a population has a mean of 50 and a standard deviation of 12. If samples
of size N = 36 are randomly drawn from this population, then what proportion of
sample means do you expect to fall between 46 to 54?
A. 1.00
B. .95
C. .50
D. .34
12. The formula ____ is used to convert a value of X to a score on the standard
normal distribution.
A. z =
XX
B. z =
C. z =
X
N
D. z =
X
X
13. If you have a sample of 64 scores with s = 16 then the estimated standard error
would equal ____.
A. 4.00
B. .25
C. 16 64
D. 2.00
14. A ____ is an interval in which we can have a specified confidence that the
interval includes the value of the population mean.
A. confidence interval
B. confidence range
C. confidence point
D. mean estimate interval
15. To find an interval that we could be 95 percent confident contained the population
mean, we would find the interval of plus or minus ____ standard errors around the
____ mean.
A. 2.58; population
B. 1.96; sample
C. 2.58; sample
D. 1.96; population

82

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
D
B
C
D
A
C
B
D
A
C
B
D
D
A
B

83
Chapter 8. Is There Really a Difference? Introduction to Statistical Hypothesis Testing
Chapter 8
Is There Really a Difference? Introduction to Statistical Hypothesis Testing
Assignment 8.1
This assignment is to assist students in learning the symbols, definitions, and formulas discussed in this
Assignment 8.2
Students are given the population mean and standard deviation along with the sample size and sample mean
for 10 problem sets. They have to calculate a z test using a two-tailed test with = .05. Students must
decide whether to reject or fail to reject the null hypothesis. Answers are provided on the page following
the assignment.
Assignment 8.3
Given the sample size, students have to find df for a one-sample t test and identify the critical value, based
on the df, for a two-tailed, = .05 significance level. Answers are provided on the page following the
assignment.
Assignment 8.4
Students are given six sample data sets and asked make a judgment if they think the scores were selected
from a population with a mean of 5. After making the judgment, they calculate the one-sample t test on the
scores. Answers are provided on the page following the assignment.
Assignment 8.5
For the first five problems, students are given sample data sets and are to calculate X and the 95 percent
confidence interval for . For the last four problems, students are provided X , N, and s and are to
calculate a 95 percent interval for . Answers are provided on the page following the assignment.
Assignment 8.6

84
Name:
Class:
Date:
Assignment 8.1
table below either the term, symbol, or definition is given. Complete the following table
with the missing information. For example, for the two-tailed test, provide the definition
in the appropriate column. It is best to complete this page without looking at your notes
or textbook. Once you have completed it, refer back to your notes and textbook to verify
you are correct.
Term
Two-tailed test
Symbol
None
None
The probability of failing to find a statistically significant

difference when H1 is true
The area on a normal distribution or t distribution that
marks when you reject H0 and accept H1
Confidence
interval
Null hypothesis
df
Power
Alternative
hypothesis
zobs
tcrit

85
Name:
Class:
Date:
Assignment 8.2
For each of the following data sets, calculate a z test comparing X to . Then, for each
value of zobs, indicate if you reject or fail to reject H0. Use a two-tailed test with = .05.
Set
100
555
45
560
64
400
40
385
729
985.5
48.6
990
25
100
15
103
2500
40
40.2
121
27.3
33
20.4
256
100
15
103
2500
560
139
560
36
2.5
400
1.75
1.8
Reject H0

86
Set
Reject H0
4.50
+1.11
No
5.00
3.00
Yes
1.80
+2.50
Yes
3.00
+1.00
No
0.10
+2.00
Yes
3.00
2.30
Yes
0.94
+3.20
Yes
2.78
0.00
No
0.50
+1.00
No
0.10
+0.50
No

87
Name:
Class:
Date:
Assignment 8.3
The purpose of this assignment is to help you practice finding critical value and rejection
regions for the one-sample t test. For each value of N given, find the df. Then, with =
.05, indicate the value of tcrit for a two-tailed test.
On what page in your textbook will you find the table for identifying the critical value for
a one-sample t test?
N
df
tcrit
61
30
14
2
121
25
As the degrees of freedom decrease, what happens to the value of tcrit? Why?

88

N
df
tcrit
61
60
2.000
30
29
2.045
14
13
2.160
12.706
121
120
1.980
25
24
2.064
As the degrees of freedom decrease, what happens to the value of tcrit? Why?
The critical value increases. Because the sample is smaller, there is greater sampling error, that is, error due
to individual differences. As such, there is a greater risk of making a Type I error because of the larger
sampling error. Thus, the critical value of t increases to maintain = .05.

89
Name:
Class:
Date:
Assignment 8.4
Below are six data sets with 6 randomly selected scores in each data set. Your task is to
determine if the scores were drawn from a population with = 5. Before you calculate
the one-sample t test for each sample, make a guess as to whether or not you think the
sample came from the population with = 5. After you make your guess, calculate a onesample t test with = .05 and a two-tailed test of significance. Then, based on tobs,
indicate the decisions you would make for the statistical hypotheses.
Set A
Set B
Set C
Set D
Set E
Set F
4.75
3.25
3.00
3.25
4.75
X
SS
s2
sX
tobs
H0
H1

90
Answers for Assignment 8.4. (Note. Some answers are given to 2 decimal places to facilitate checking
computations. Your answers may differ slightly from those given here due to rounding differences. )
Set A
Set B
Set C
Set D
Set E
Set F
6.50
SS
46
4.25
5.50
s2
0.80
1.60
9.20
0.40
0.85
1.10
sX
0.36
0.52
1.24
0.26
0.38
0.43
tobs
+2.78
1.92
+1.61
0.00
2.63
+3.48
H0
Reject
Fail to
reject
Fail to
reject
Fail to
reject
Reject
Reject
H1
Accept
Do not
accept
Do not
accept
Do not
accept
Accept
Accept

91
Name:
Class:
Date:
Assignment 8.5
For each of the five sample data sets below, calculate X and s X , and then find a 95%
confidence interval for .
Set A
6
7
8
9
2
4
Set B
15
20
16
17
13
15
16
Set C
235
240
212
246
232
Set D
85
97
115
108
95
130
Set E
8
7
9
5
2
7
4
For the next four problems, calculate a 95% confidence interval for .
Problem 1
X
N
s
Problem 3
X
N
s
65.8
121
2.5
Problem 2
X
N
s
1010
27
50
21
61
2
Problem 4
X
N
s
50
10
2.5

92
Answers for Assignment 8.5 (Note. Some answers are given to 2 decimal places to facilitate checking
computations. Your answers may differ slightly from those given here due to rounding differences.)
Set A
Set B
Set C
Set D
Set E
6.0
16.0
233.0
105.0
6.0
SS
34
28
664
1298
36
2.61
2.16
12.88
16.11
2.45
1.07
0.82
5.76
6.58
0.93
df
tcrit
2.571
2.447
2.776
2.571
2.447
Upper limit
Lower
limit
8.75
17.98
248.99
121.92
8.28
3.25
14.01
217.01
88.08
3.72
sX
Problem 1
sX
Problem 2
0.23
sX
9.62
df
120
df
26
tcrit
1.980
tcrit
2.056
Upper limit
66.26
Upper limit
1029.78
Lower limit
65.34
Lower limit
990.22
Problem 3
sX
Problem 4
0.26
sX
0.79
df
60
df
tcrit
2.000
tcrit
2.262
Upper limit
21.52
Upper limit
51.79
Lower limit
20.48
Lower limit
48.21

93
Name:
Class:
Date:
Assignment 8.6
1. If you are using a parametric statistical test, then the hypotheses of the test will be
about
A. statistics calculated from samples.
B. measures of central tendency or variability of a sample.
C. the characteristics of a population such as the population mean.
D. either the mode or median of a sample.
2. You are testing a hypothesis about how much time preschool children watch
television per day. You hypothesize that the population mean is 212 minutes.
Which of the following would be an appropriate null hypothesis for such a study?
A. H0: = 212 minutes.
B. H0: 212 minutes.
C. H0: X = 212 minutes.
D. H0: X 212 minutes.
3. If an experimenter sets equal to .01, then she is defining a statistically rare
event as
A. an event occurring more than one time in 100 if the alternative hypothesis
is true.
B. an event occurring more than one time in 100 if the null hypothesis is true.
C. an event occurring five or fewer times in 100 times if the null hypothesis
is true.
D. an event occurring one or fewer times in 100 times if the null hypothesis is
true.
4. In statistical hypothesis testing, a rejection region represents the values of a test
statistic that have a probability
A. equal to or less than if H1 is true.
B. equal to or less than if H0 is true.
C. greater than if H1 is true.
D. greater than if H0 is true.

94
5. An experimenter tested a sample mean against a hypothesized population mean.

He obtained zobs = +2.41. zcrit for a two-tailed test at the .05 level = 1.96. Based on
this information, the experimenter should have
A. accepted H0 and rejected H1.
B. rejected both H0 and H1.
C. not accepted H0 and accepted H1.
D. rejected H0 and accepted H1.
6. If a difference between a sample mean and a hypothesized population mean is
statistically significant, then
A. the population mean must be larger than the sample mean.
B. H0 was not rejected and H1 was not accepted.
C. H0 was rejected and H1 was accepted.
D. the value of was incorrectly set.
7. The one-sample t test is calculated from the formula,
A. t =
X
sX
B. t =
X +
sX
C. t =
X +
s
D. t =
X
X
8. An experimenter uses a one-sample t test to test a sample mean against a

hypothesized population mean. The sample mean was based on 81 scores. The df
for this t test are ____.
A. 82
B. 81
C. 80
D. 79

95
9. You are testing a hypothesis about how much time preschool children watch
television per day. You hypothesize that the population mean is 212 minutes.
Which of the following would be an appropriate alternative hypothesis for a onesample t test on this study?
A. H1: = 212 minutes
B. H1: 212 minutes
C. H1: X = 212 minutes
D. H1: X 212 minutes
10. Suppose the tobs for a one-sample t test falls into a rejection region for a study.
Which of the following is true?
A. H1 is not accepted.
B. H0 is not rejected.
C. The probability of obtaining tobs if H0 is true is greater than the value of
alpha.
D. H0 is rejected.
11. Suppose an experimenter found a nonsignificant difference between a sample
mean and a hypothesized population mean. In this instance, any difference
observed between the sample mean and the population mean is attributed to
A. the sample being drawn from a population different from that
hypothesized.
B. the value of alpha chosen.
C. sampling error.
D. the standard error of the mean.
12. An experimenter reported that the results of a study using the one-sample t test
were t(40) = 2.363, p < .05. Based on this report, you would know that the
experimenter used ____ subjects in the study and the null hypothesis was ____.
A. 41; rejected
B. 41; not rejected
C. 40; rejected
D. 40; not rejected
13. Which of the following situations represents a Type II error in statistical
hypothesis testing?
A. H1 is true and H0 is not rejected.
B. H0 is true and it is not rejected.
C. H1 is accepted when it is true and H0 is false.
D. H1 is true and H0 is rejected.

96
14. The value of ____ is the probability of making a Type II error in a statistical
hypothesis test.
A. 1
B.
C.
D. 1
15. The 95 percent confidence interval for a population mean can be obtained from
the value of X by ____.
A. X (t.05 )( s X ) to X + (t.05 )( s X )
B. X (t.05 )( s X ) to X + (t.05 )( s X )
C. X (t.95 )( s X ) to X + (t.95 )( s X )
D. X (t.05 )( s) to X + (t.05 )( s)

97
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
C
A
D
B
D
C
A
C
B
D
C
A
A
B
B

98
Chapter 9. The Basics of Experimentation and Testing for a Difference Between Means
Chapter 9
The Basics of Experimentation and Testing for a Difference Between Means
Assignment 9.1
Assignment 9.2
Students are provided with six sets of data from a between-subjects design experiment with two levels of
the independent variable. Calculating and interpreting an independent t test, students are to determine if the
two groups statistically differ. When appropriate, students will calculate and interpret 2 . Answers are
provided on the page following the assignment.
Assignment 9.3
Students are provided with six sets of data from a within-subjects design experiment with two levels of the
independent variable. Calculating and interpreting a related t test, students are to determine if the two
groups statistically differ. When appropriate, students will calculate and interpret 2 . Answers are
Assignment 9.4
In this assignment, students read four descriptions of research studies and have to determine whether an
independent or related t test is appropriate for the design. Students must identify the critical value for the t
test and decide if they are going to reject or fail to reject the null hypothesis. Students are also expected to
interpret the findings and write a paragraph describing the results following the style of the Publication
Manual of the American Psychological Association. Answers are provided on the page following the
assignment.
Assignment 9.5

99
Name:
Class:
Date:
From Kiess and Greens Statistical Concepts for the Behavioral Sciences , 4/e
Assignment 9.1
table below, either the term or the definition is given. Complete the table with the missing
information. For example, for the between-subjects design, write the definition in the
appropriate column. It is best to complete this page without looking at your notes or
textbook. Once you have completed it, refer back to your notes and textbook to verify
you are correct.
Term
Definition
Between-subjects design
Within-subjects design
The probability of failing to find a statistically significant
difference when one is actually there
Obtaining subjects from among people who are accessible or
convenient to the researcher
Extraneous variables
The amount a sample mean differs from its population mean
Confound
Groups in which the subjects are not expected to differ in any
systematic or consistent way
Alternative hypothesis
Standard deviation of a theoretical sampling distribution of
X1 X 2
Random assignment
Developed for measuring the effect of the independent
variable on the dependent variable
Statistically significant
difference

100
Name:
Class:
Date:
Assignment 9.2
The data sets below provide scores obtained from two independent groups of subjects,
each group was given a different treatment condition, X1 and X2, respectively. For each
data set, calculate a t test for independent groups. Then indicate the decisions you would
make for the statistical hypotheses. If you do find a statistically significant difference,
calculate the size of that effect.
Set A
Set B
X2
39
37
35
38
40
36
X1
43
50
61
60
58
49
X1
15
14
11
13
12
13
Set D
X1
91
92
95
96
98
Set C
X2
13
14
15
13
15
X1
540
460
600
520
430
Set E
X2
101
105
102
107
X1
100
101
102
98
99
X2
400
415
440
430
420
460
Set F
X2
98
105
110
96
98
X1
3
5
4
3
5

101
X2
5
4
3
5
3
Set B
Set A
Sum
n
X
SS
s2
df
t
X2
39
37
35
38
40
36
225
6
37.5
17.5
3.5
X1
43
50
61
60
58
49
321
6
53.5
261.5
52.3
10
+5.25
Sum
n
X
SS
s2
df
t
X1
15
14
11
13
12
13
78
6
13
10
2
9
1.32
Do not accept H1
No need to calculate 2
Accept H1
2 = .66
Set C
Sum
n
X
SS
s2
df
t
2550
5
510.0
18000
4500
9
+2.88
Reject H0
Accept H1
2 = .48
70
5
14
4
1
Fail to reject H0
Reject H0
X1
540
460
600
520
430
X2
13
14
15
13
15
X2
400
415
440
430
420
460
2565
6
427.5
2187.5
437.5
Set D
X1
91
92
95
96
98
Sum
472
n
5
94.40
X
SS
33.20
2
s
8.3
df
7
t
4.93
Reject H0
Accept H1
2 = .86

102
X2
101
105
102
107
415
4
103.75
22.75
7.58
Set E
Sum
n
X
SS
s2
df
t
X1
X2
100
98
101
105
102
110
98
96
99
98
500
507
5
5
100.0
101.4
10
139.2
2.5
34.8
8
0.51
Fail to reject H0
Do not accept H1
Set F
Sum
n
X
SS
s2
df
t
X1
X2
3
5
5
4
4
3
3
5
5
3
20
20
5
5
4
4
4
4
1
1
8
0.00
Fail to reject H0
Do not accept H1
If you are having trouble figuring out why you obtained an incorrect answer, it helps to know where to look
for errors. If your answer doesnt match with the answer listed here, check the following:
Did you include all of the correct values?
Did you take the square root of the entire denominator?
Did you subtract the means in the numerator?
Did you use the variance or sum of squares instead of the standard deviation in the formula?

103
Name:
Class:
Date:
Assignment 9.3
The data sets below provide scores for a set of subjects where each subject was measured
twice, Time 1 and Time 2, respectively. For each data set, calculate a t test for related
scores. Then indicate the decisions you would make for the statistical hypotheses. If you
do find a statistically significant difference, calculate the size of that effect.
Set A
Time 1 Time 2
9
10
9
9
9
10
10
12
10
11
10
11
Set B
Time 1 Time 2
13
14
14
16
6
8
7
8
8
11
9
10
Set C
Time 1 Time 2
5
5
6
3
6
6
2
5
3
2
3
2
Set D
Time 1 Time 2
9
11
9
12
9
12
9
7
10
10
Set E
Time 1 Time 2
10
8
11
5
12
10
8
6
9
8
Set F
Time 1 Time 2
1050
1120
900
1200
960
1050
1025
1180
990
980

104
Time 1
9
9
9
10
10
10
9.5
Set A
Time 2
10
9
10
12
11
11
10.5
SSD
Npairs
sD
sD
df
t
D
1
0
1
2
1
1
2
6
0.63
0.26
5
3.87
Reject H0
Accept H1
2 = .75
Set B
Time1
13
14
6
7
8
9
9.50
Time 2
14
16
8
8
11
10
11.17
SSD
Npairs
sD
sD
df
t
D
1
2
2
1
3
1
3.33
6
0.82
0.33
5
5.00
Reject H0
Accept H1
2 = .83

105
Set C
Time 1
Time 2
5
5
6
3
6
6
2
5
3
2
3
2
4.17
3.83
SSD
Npairs
sD
sD
df
t
D
0
3
0
3
1
1
19.33
6
1.97
0.80
5
+0.42
Fail to reject H0
Do not accept H1
Set D
Time 1
Time 2
9
11
9
12
9
12
9
7
10
10
9.2
10.4
SSD
Npairs
sD
sD
df
t
D
2
3
3
2
0
18.8
5
2.17
0.97
4
1.24
Fail to reject H0
Do not accept H1

106
Set E
Time 1
Time 2
10
8
11
5
12
10
8
6
9
8
10.0
7.4
SSD
Npairs
sD
sD
df
t
2
6
2
2
1
15.2
5
1.95
0.87
4
+2.98
Reject H0
Accept H1
2 = .69
Set F
Time 1
Time 2
1050
1120
900
1200
960
1050
1025
1180
990
980
985
1106
SSD
Npairs
sD
sD
df
t
D
70
300
90
155
10
53920
5
116.10
51.92
4
2.33
Reject H0
Accept H1
2 = .58

107
Name:
Class:
Date:
Assignment 9.4
Read the brief description of the research studies given below. Then, from the
information presented in the study, answer the questions that follow.
A. A behavioral scientist wanted to see if the mood a person was in increased the
likelihood of the person experiencing a false memory. Positive and negative mood
was manipulated by having subjects in a positive mood-group listen to the happy,
upbeat song Beautiful Day by U2 while different subjects, in a negative moodgroup, listened to the sad song Gloomy Sunday by Billie Holiday. The subjects
were then exposed to a standard false memory-inducing task. In a false memoryinducing task, a subject is briefly shown a list of words with a common theme, such
as: rain, ice, weather, hot, drizzle, snow, cool, sunny, foggy, and winter. The subject
is then shown the list a second time with a lure word, for example cold, that was not
included in the original list, and asked to identify the words in the original list. If the
subject identifies the lure, (i.e., cold) as having been in the original list, then a false
memory has been created. The dependent variable was the number of lure words
identified out of 10 different lists of words. The following results were obtained.
Positive Mood: X 1 = 6.1; s1 = 1.9
Negative Mood: X 2 = 5.4; s2 = 1.5
tobs(62) = +2.60; 2 = .10
1.
Which t test should be used to analyze the scores of this study?
2.
What is the value of tcrit for = 0.05 with a two-tailed test?
3.
What decisions do you make with respect to the statistical hypotheses for this study?
4.
Write a report of the results of this study following the style of the Publication
Manual of the American Psychological Association.
5.
What conclusion do you reach regarding the regarding the effect of the independent
variable in this study?

108
B. A psychologist wanted to test if static (still) or dynamic (moving) faces are viewed
as more attractive. Subjects judged the attractiveness of faces shown on a screen
using a 5-point scale (1 = very unattractive, 5 = very attractive). Half of the faces
each subject saw were still photos (i.e., the static condition). The other half of the
faces subjects saw were video clips (i.e., the dynamic condition). The psychologist
obtained the following results.
Static faces: X 1 = 2.85; s1 = 1.3
Dynamic faces: X 2 = 2.90; s2 = 1.5
tobs(98) = 1.15
1.
2.
3.
4.
5.

109
C. Two psychologists wanted to test if having aging rats live in an environmentally

stimulating environment helped to keep their memory from declining. Elderly rats
were assigned to one of two conditions: an environmentally simulating environment
or a standard laboratory rat environment. The rats spent 12 weeks in their assigned
environments, after which they learned a complex maze to receive a food reward.
The longer the time taken to learn the maze, the weaker their memory. The following
results were obtained.
Stimulating Environment: X 1 = 750 seconds; s1 = 105
Control Environment : X 2 = 1250 seconds; s2 = 127
tobs(10) = 3.15; 2 = .50
1.
2.
3.
4.
5.

110
D. Students in a social psychology class learned that people who are exposed to images
of perfect bodies as we often see in models or movie stars, experience a decline in
positive attitudes about their own body. When the students were asked to design a
study for their research class, they decided to test if the same effect is true for
attitudes about intelligence. They obtained a group of subjects and randomly
assigned them to one of two conditions. In one condition, the subjects saw a short
video of people behaving in a very foolish fashion. In the other condition, subjects
saw a short video of people behaving in an extremely intelligent fashion. Following
the completion of a distracting activity, the subjects were given a measure of attitude
about intelligence. Higher scores on the measure indicate that subjects believe
themselves to be more intelligent in relation to others, whereas lowers scores indicate
that subjects believe themselves to be less intelligent in relation to others. The
following results were obtained.
Intelligent Exposure: X 1 = 21.0; s1 = 4.3
Foolish Exposure: X 2 = 24.5; s2 = 4.6
tobs(200) = 1.89
1.
2.
3.
4.
5.

111
Name:
Class:
Date:
Assignment 9.5
1. An experimenter obtains subjects for her experiment by asking people she knows
to participate in her experiment. This form of obtaining subjects is called ____
sampling.
A. simple random
B. convenience
C. stratified random
D. selective
2. A psychologist was interested in determining the difference in ease between
reading materials on a computer screen and on paper. One group of subjects was
given a set of materials to read on a computer screen while a second group of
subjects was given the same material to read in a printed booklet. The
psychologist measured the time each group took to read the materials. The levels
of the independent variable in this experiment are:
A. reading the material on a screen and reading the material in a booklet.
B. the amount of time each group takes to read the material.
C. the type of presentation given to the subjects.
D. the actual material given to the subjects to read.
subjects was given the same material to read in a printed booklet. The group
reading the material on the computer screen was strongly encouraged to read the
material as quickly as possible. The psychologist did not give the same
encouragement to the group reading the material in booklet form. In this
experiment, the encouragement given one group but not the other is
A. the independent variable.
B. the dependent variable.
C. the experimental treatment.
D. an extraneous variable.

112

subjects was given the same material to read in a printed booklet. Suppose the
psychologist found that the mean amount of time to read the material was less for
the booklet than for the material presented on the computer screen. In order to
decide that the difference in the means was due to the way in which the material
was read, the experimenter will need to determine
A. how much of a difference in the means might be expected from the effect
of the dependent variable.
B. the mode for each group.
C. how much of a difference in the means might be expected from the effect
of the independent variable.
D. how much of a difference in the means might be expected from sampling
error alone.
5. The formula for the t-test for independent groups is ____.
A.
B.
C.
D.
X
X
X X
N 1
X1 X 2
sX1 X 2
(n1 1) s12 + (n2 1) s22 1 1
+
n
n
2
+
1
2
n1 n2
6. If all possible pairs of samples of a certain size are selected from a population, the
distribution of the difference between the two samples means for each pair is
called the
A. t distribution.
B. sampling distribution of the difference between means.
C. standard error.
D. sampling distribution of the mean.

113
7. An experimenter compares two groups of subjects on a task involving the

perception of illusions. The null hypothesis for the tind on the data of this
experiment is H0: ____.
A. 1 = 2
B. 1 2
C. X 1 = X 2
D. X 1 X 2
8. If an experimenter comparing two groups of people on a task involving the
perception of illusions had 20 subjects in one group and 18 in the other, then the
tind on the data of this experiment would have ____ degrees of freedom.
A. 2
B. 34
C. 36
D. 38
9. If tobs for the t test for two independent groups does not fall into a rejection region,
then
A. a Type I error may have occurred.
B. the null hypothesis is rejected and the alternative hypothesis is accepted.
C. the null hypothesis is not rejected.
D. the sample means represent two different population means.
10. One of the assumptions of the t test for two independent groups is that the
A. variances of the populations sampled are equal.
B. sample means differ significantly.
C. variances of the samples are equal.
D. sample means do not differ significantly.
11. The power of a statistical test is defined as the probability of rejecting H0 when it
is ____and H1 is ____.
A. true; true
B. true; false
C. false; true
D. false; false
12. Suppose a researcher conducts an experiment in which there is great deal of
variability in the dependent variable measured. This large variability will
A. increase the probability of a Type I error.
B. increase the power of the statistical test used.
C. allow the experimenter to use a smaller sample of subjects.
D. decrease the power of the statistical test used.

114
13. The value of 2 in an experiment provides a measure of the

A. amount of error variation in the scores.
B. effect size of the independent variable.
C. effect size of the dependent variable.
D. how large a sample of subjects is needed in the experiment.
14. An experimenter summarized the results of a t test for two independent groups as
t(64) = +1.723, p >.05. From this summary you would know that the total number
of subjects in the study was (N) ____ and the null hypothesis was ____.
A. 64; rejected
B. 64; not rejected
C. 66; rejected
D. 66; not rejected
15. An experimenter uses a within-subjects design to test a research hypothesis. In
this design
A. one group of subjects is given both levels of the independent variable.
B. two equivalent groups of subjects are created.
C. more subjects are needed than would be needed for a between-subjects
design.
D. each level of the independent variable is given to a different group of
subjects.

115

1.
2
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
B
A
D
D
C
B
A
C
C
A
C
D
B
D
A

116
Chapter 10. One-Factor Between-Subjects Analysis of Variance
Chapter 10
One-Factor Between-Subjects Analysis of Variance
Assignment 10.1
This assignment is a set of four data sets from one-way between subjects designs. Students are to calculate
a between-subjects analysis of variance, determine if there is a statistically significant difference, and
2
calculate a Tukey HSD CD and when appropriate. Answers are provided on the page following the
assignment.
Assignment 10.2
This assignment is a set of two data sets from one-way between subjects designs that include a theoretical
research scenario relating to the data. Students are to calculate a between-subjects analysis of variance,
2
determine if there is a statistically significant difference, and calculate a Tukey HSD CD and when
appropriate. Students are also expected to interpret the findings and write a paragraph describing the results
following the style of the Publication Manual of the American Psychological Association. Answers are
Assignment 10.3

117
Name:
Class:
Date:
Assignment 10.1
For each of the following data sets, complete a between-subjects analysis of variance.
Determine if the differences between the means are statistically significant with = .05.
If needed, find the Tukey HSD CD for post hoc comparisons and calculate 2 .
Data Set A
X A1
X A2
6
7
4
5
3
11
7
9
10
9
X A1
Data Set B
X A2
X A3
17
15
16
18
19
18
19
20
18
15
16
17
15
18
15
X A1
Data Set C
X A2
X A3
5
5
7
7
3
9
7
8
12
10
8
6
3
5
4

118
X A1
Data Set D
X A3
X A2
X A4
25
35
31
41
27
36
37
34
39
33
25
27
16
14
29
18
17
23
26
29

119

Data Set A
X A1
XA2
XA
5.0
9.2
sA
1.6
1.5
Source
SS
df
MS
Factor A
44.100
44.100
18.77*
Error
18.800
2.350
2 = .70
p < .05
Data Set B
X A1
XA2
XA3
XA
17.0
18.0
16.2
sA
1.6
1.9
1.3
Source
SS
df
MS
Factor A
8.133
4.067
1.58
Error
30.800
12
2.567

120
Data Set C
X A1
XA2
XA3
XA
5.4
9.2
5.2
sA
1.7
1.9
1.9
Source
SS
df
MS
Factor A
50.800
25.4
7.47*
Error
40.800
12
3.400
CD = 3.1
2 = .55
p < .05
Data Set D
X A1
XA2
XA3
XA4
XA
31.8
35.8
22.6
22.2
sA
6.4
2.4
5.1
6.8
Source
SS
df
MS
Factor A
690.200
230.067
7.74*
Error
475.600
16
29.725
p < .05
CD = 9.9
2 = .59

121
Name:
Class:
Date:
Assignment 10.2
Complete a one-factor between-subjects analysis of variance for each of the following
data sets. Determine if the differences between the means are statistically significant with
= .05. If needed, find the Tukey HSD CD for post hoc comparisons and calculate 2 .
Describe the results in a paragraph following the style of the Publication Manual of the
American Psychological Association.
A. Many students switch majors after coming to college, but students who come to
college with an undeclared major are likely to struggle more academically than
those students who have an academic major. Some colleges help undeclared students
by having them take a first-year experience class, which deals with many of the
problems that first-year students encounter. One professor, however, hypothesized
that an activity that trains students to think about themselves in the future would be
more effective than a typical first-year experience class. In this activity, students
practice thinking about their professional future-self and the personal future-self.
Then, as students consider possible majors, they are encouraged to think about
themselves in the future in the context of that particular career. To test this
hypothesis, the professor obtained a group of 15 undeclared students and randomly
assigned them to one of three conditions: (1) students in the control group simply
had a standard semester with no special intervention or courses, (2) students in the
standard class condition were assigned to a first-year experience class designed to
assist them in becoming acclimated to college and selecting a major, and (3) students
in the modified class attended a class similar to the typical first-year experience
class, except the students were trained to think about their professional and personal
future selves when evaluating a possible career choice. A measure of academic
struggling, which included questions on comfort level in college, sense of self
worth, sense of control of what happens academically, and ability to achieve
academic success, was used as the dependent variable. The scores obtained on this
measure are given below for each class condition. Use these data to test the
professors hypothesis.
Type of Class
Control
Standard
Modified
95
85
92
84
91
86
87
84
93
88
75
70
80
81
74

122
B. A school counselor hypothesized that exposing students to an online program

allowing access to sample questions and strategies about how to answer those
questions would improved their performance on a standardized achievement test. To
evaluate this hypothesis, the counselor randomly assigned 10 students planning to
take the achievement test to one of two conditions. The control group took the test
without any prior preparation. The training group received 3 hours of practice with
the online program. The results of the students performance on the academic
achievement test are given in the table below. Test to see if the training improved
students performance.
Group
Control
860
850
940
840
920
Training
970
925
950
930
1010

123

Type of Class
A.
Control
Standard
Modified
XA
89.4
87.6
76.0
sA
4.7
3.4
4.5
Source
SS
df
MS
Factor A
528.933
264.467
14.67*
Error
216.400
12
18.033
p < .05
CD = 7.2
2 = .71
Group
B.
Control
Training
XA
882.0
957.0
sA
44.9
34.6
Source
SS
df
MS
Factor A
14062.500
14062.500
8.75*
Error
12860.000
1607.500
p < .05
2 = .52

124
Name:
Class:
Date:
Assignment 10.3
1. An experimenter used a one-factor multilevel design in her research. This design
has
A. two independent variables and two levels of each variable.
B. one independent variable and three or more levels of that independent
variable.
C. one independent variable and one level of that variable.
D. three or more independent variables.
2. If a sociologist uses a one-factor between-subjects analysis of variance, he or she
will obtain the F statistic by dividing ____by____.
A. MSA; MSError
B. MSTotal; MSError
C. dfA; MSError.
D. MSError; MSA.
3. A mean squared is obtained in a one-factor between-subjects analysis of variance
by ____ .
A. s 2 df
B. s df
C. df SS
D. SS df
4. An experimenter used 44 subjects in a one-factor between-subjects design with
four levels of the independent variable. If the group sizes were equal, what is the
value of a?
A. 3
B. 4
C. 11
D. 44

125
5. In the equation partitioning the score of a subject in a one-factor betweensubjects analysis of variance, the term X A X G reflects
A. the effect of factor A plus sampling error.
B. only sampling error.
C. the total variation in the score.
D. only the effect of factor A.
6. An experimenter used a one-factor between-subjects analysis of variance with a
total of 40 subjects who were randomly assigned to one of four equal-sized
groups. The df for SSA in this analysis are ____.
A. 3
B. 4
C. 36
D. 39
7. Suppose SSTotal = 185.00, SSA = 80, SSError = 105, dfTotal = 39, dfA = 4, and dfError =
35 in a one-factor between-subjects analysis of variance. MSA for this analysis is
then ____.
A. 3.00
B. 0.33
C. 20.00
D. 46.25
8. A psychologist used a one-factor between-subjects analysis of variance on the
scores of an experiment. If the independent variable in this experiment has an
effect on the scores, then MSA should be ____ MSError and the value of F should be
____.
A. about equal to; about 1.00
B. less than; less than 1.00
C. less than; greater than 1.00
D. greater than; greater than 1.00
9. An experimenter used a one-factor between subjects design with five levels of the
independent variable. The null hypothesis for the one-factor between-subjects
analysis of variance for this experiment is ____.
A. A 1 = A 2 = A 3 = A 4 = A 5
B. A 1 = A 2 = A 3 = A 4 = A 5 = A 6
C. A 1 = A 2 = A 3 = A 4
D. the A s are not all equal

126
10. Suppose an experimenter failed to reject H0 in a one-factor between-subjects

analysis of variance. He or she would then conclude that the
A. sample means differ because of the effect of the independent variable.
B. sample means differ more than would be expected from sampling error
alone.
C. variances of each group are equal.
D. sample means differ because of sampling error.
11. Multiple comparison tests are used to find which ____ differ significantly from
each other in a one-factor multilevel design.
A. population variances
B. grand means
C. group means
D. mean squares
12. The ____ in an experiment is the probability of making at least one Type I error
when performing statistical tests on an experiment.
A. error rate
B. relative error frequency
C. error probability
D. mistake rate
13. Which of the following situations would require the use of a multiple comparison
test?
A. Four levels of an independent variable are manipulated in an experiment
and Fobs is nonsignificant.
B. Two levels of an independent variable are manipulated in an experiment
and Fobs is nonsignificant.
C. Two levels of an independent variable are manipulated in an experiment
and Fobs is statistically significant.
D. Four levels of an independent variable are manipulated in an experiment
and Fobs is statistically significant.
14. A researcher reported the results of a one-factor between-subjects analysis of
variance as F(2, 60) = 4.63, p < .05. From this report you would know that a total
of ____ subjects were used in the experiment and the null hypothesis was
A. 62; rejected.
B. 63; rejected.
C. 63; not rejected.
D. 62; not rejected.

127
15. Suppose the results of a one-factor between-subjects analysis of variance were

Fobs (2, 46) = 2.33 with Fcrit (2, 46) = 3.23. From this result you would know that
H0 was ____ and was ____.
A. A 1 = A 2 = A 3 ; not rejected
B. A 1 = A 2 = A 3 ; rejected
C. A 1 = A 2 ; rejected
D. A 1 = A 2 = A 3 = A 4 ; rejected

128

1.
2
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
B
A
D
B
A
A
C
D
A
D
C
A
D
B
A

129
Chapter 11. Two-Factor Between-Subjects Analysis of Variance
Chapter 11
Two-Factor Between-Subjects Analysis of Variance
Assignment 11.1
This assignment is a set of six data sets from two-factor between subjects designs. Students are to calculate
the cell means and the main effect means for each data set. The data sets for this assignment are also used
in Assignment 11.2. Answers are provided on the page following the assignment.
Assignment 11.2
This assignment is a set of six data sets from two-factor between subjects designs. The data sets are the
same as those of Assignment 11.1. Students are to calculate a between-subjects analysis of variance,
determine if there are any statistically significant differences, and calculate the Tukey HSD CD for simple
effects and 2 when appropriate. Students are then to interpret the outcome represented in the data set
using the cell and main effect means they found for Assignment 11.1. Answers are provided on the page
Assignment 11.3
This assignment includes a research scenario and results from a two-factor between subjects design.
Students are to calculate the cell and main effect means. Students will also calculate a between-subjects
analysis of variance and determine if there are statistically significant main effects or an interaction of the
independent variables. Students are also expected to interpret the findings and write a paragraph describing
the results following the style of the Publication Manual of the American Psychological Association.
Assignment 11.4

130
Name:
Class:
Date:
Assignment 11.1
Find the cell and main effect means for each of the following data sets.
Data Set A
Factor A
B1
A1
A2
7
4
5
4
9
8
3
8
8
4
3
6
5
7
4
6
5
6
8
7
9
7
10
9
8
10
6
8
Factor B
B2

131
Data Set B
Factor A
A1
A2
B1
97
95
92
88
95
89
85
94
89
86
B2
100
99
94
97
93
88
85
89
93
87
Factor B
Data Set C
Factor A
A1
A2
B1
49
48
52
47
46
53
52
55
50
51
B2
50
51
54
48
53
53
56
57
59
62
Factor B

132
Data Set D
Factor A
B1
A1
A2
42
30
31
36
34
39
32
37
49
47
52
51
44
48
42
52
32
38
33
35
34
42
31
35
38
37
41
42
33
44
40
37
Factor B
B2
Data Set E
Factor A
B1
A1
A2
35
39
37
38
41
44
43
42
39
44
38
41
36
39
39
37
Factor B
B2

133
Data Set F
Factor A
B1
A1
A2
82
93
83
90
85
88
79
84
87
89
97
90
89
93
78
89
91
87
89
95
Factor B
B2

134

Data Set A
A1
A2
B1
5.71
5.86
5.79
B2
6.43
8.29
7.36
6.07
7.07
A1
A2
B1
93.4
88.6
91.0
B2
96.6
88.4
92.5
95.0
88.5
A1
A2
B1
48.4
52.2
50.3
B2
51.2
57.4
54.3
49.8
54.8
A1
A2
B1
35.13
48.13
41.63
B2
35.00
39.00
37.00
35.06
43.56
A1
A2
B1
37.250
42.500
39.875
B2
40.500
37.750
39.125
38.875
40.125
A1
A2
B1
83.2
88.8
86.0
B2
88.8
90.8
89.8
86.0
89.8
Data Set B
Data Set C
Data Set D
Data Set E
Data Set F

135
Name:
Class:
Date:
Assignment 11.2
The following data sets are the same as those presented in Assignment 11.1. For each
data set, calculate a two-factor between subjects analysis of variance. Using a two-tailed
test with = .05 , decide whether there is a statistically significant: (1) main effect for
Factor A, (2) main effect for Factor B, and (3) an interaction between Factors A and B. If
necessary, calculate a Tukey HSD CD for simple effects. Present 2 where appropriate.
After completing the statistical analysis, interpret the outcome shown in each data using
the cell and main effect means you found for Exercise 11.1.
Data Set A
Factor A
B1
A1
A2
7
4
5
4
9
8
3
8
8
4
3
6
5
7
4
6
5
6
8
7
9
7
10
9
8
10
6
8
Factor B
B2

136
Data Set B
Factor A
A1
A2
B1
97
95
92
88
95
89
85
94
89
86
B2
100
99
94
97
93
88
85
89
93
87
Factor B
Data Set C
Factor A
A1
A2
B1
49
48
52
47
46
53
52
55
50
51
B2
50
51
54
48
53
53
56
57
59
62
Factor B

137
Data Set D
Factor A
B1
A1
A2
42
30
31
36
34
39
32
37
49
47
52
51
44
48
42
52
32
38
33
35
34
42
31
35
38
37
41
42
33
44
40
37
Factor B
B2
Data Set E
Factor A
B1
A1
A2
35
39
37
38
41
44
43
42
39
44
38
41
36
39
39
37
Factor B
B2

138
Data Set F
Factor A
A1
A2
B1
82
83
85
79
87
93
90
88
84
89
B2
97
89
78
91
89
90
93
89
87
95
Factor B

139

Data Set A
Source
Factor A
Factor B
A B
Error
*p < .05
SS
7.000
17.286
5.143
85.429
2 B = .15
df
1
1
1
24
MS
7.000
17.286
5.143
3.560
F
1.97
4.86*
1.45
SS
211.250
11.250
14.450
170.800
2 A = .52
df
1
1
1
16
MS
211.250
11.250
14.450
10.675
F
19.79*
1.05
1.35
df
1
1
1
16
= .25
MS
125.000
80.000
7.200
6.500
F
19.23*
12.31*
1.11
Data Set B
Source
Factor A
Factor B
A B
Error
*p < .05
Data Set C
Source
Factor A
Factor B
A B
Error
*p < .05
SS
125.000
80.000
7.200
104.000
2 A = .40
Source
Factor A
Factor B
A B
Error
SS
578.000
171.125
162.000
387.750
*p < .05
CD = 4.64
Source
Factor A
Factor B
A B
Error
SS
6.250
2.250
64.000
41.500
2 B
Data Set D
df
1
1
1
28
2 A = .45
MS
F
578.000
41.74*
171.125
12.36*
162.000
11.70*
13.848
2 B = .13 2 A B = .12
Data Set E
*p < .05
df
1
1
1
12
2
CD = 3.50 A B = .56
MS
6.250
2.250
64.000
3.458
F
1.81
0.65
18.51*
MS
72.200
72.200
16.200
19.325
F
3.74
3.74
0.84
Data Set F
Source
Factor A
Factor B
A B
Error
SS
72.200
72.200
16.200
309.200
df
1
1
1
16

140
Name:
Class:
Date:
Assignment 11.3
For the following research scenario, find the cell and main effect means. Then analyze
the scores to determine (1) if there is a main effect for either independent variable and (2)
if there is an interaction of the independent variables. If needed, use the Tukey HSD test
to determine the statistically significant simple effects. Use = .05 . Where appropriate,
calculate 2 . Describe the results in a paragraph following the style of the Publication
Suppose you were asked to learn a list of words. One way would be to simply memorize
the words. Another approach would be to try to use a mnemonic (i.e., memory) aid. One
such mnemonic aid is called the word-pegging technique. This technique is based on
the childrens rhyme one is a bun, two is a shoe, three is a tree, and so on. Using this
technique, a person uses the rhyme to form a mental image of the word to be learned. For
example, suppose the first three words in the list to be learned were luggage, pancake,
and garage. Using the rhyme, a person would form an image of a piece of luggage in a
bun, an image of a pancake wrapped around a shoe, and an image of a tree growing in a
garage. It appears this strategy might work well with concrete words, words such as those
given above that refer to concrete objects all of us have seen in our lives. But would the
strategy work with abstract words, such as heat, debt, or justice, words that dont refer to
concrete objects? A psychologist hypothesized that the word-pegging strategy would
improve learning with concrete words, but not abstract words. The psychologist also
hypothesized that learning using simple memorization without a word-pegging strategy
would not differ between concrete and abstract words. To test this hypothesis, the
psychologist randomly assigned 20 students to one of four treatment conditions: (1) using
a pegging strategy with concrete words, (2) not using a pegging strategy with concrete
words, (3) using a pegging strategy with abstract words, and (4) not using a pegging
strategy with abstract words. Five subjects were assigned to each treatment condition.
Each subject was given one trial to learn a list of 20 words. After the learning trial, the
subjects were asked to recall as many words from the list as possible. The following
results were obtained. The scores represent the number of words correctly recalled by a
subject.

141
Type of Strategy (A)
Concrete (B1)
Pegging (A1)
No pegging (A2)
17
11
20
14
12
16
17
13
12
12
10
14
15
11
11
13
Type of Word (B)
Abstract (B2)

142

Type of Strategy (A)
Pegging (A1)
No Pegging (A2)
Main Effect B
Concrete (B1)
16.8
10.6
13.7
Abstract (B2)
11.0
12.0
11.5
Main Effect A
13.9
11.3
12.6 ( X G )
Type of Word (B)
Source
SS
df
MS
Factor A
33.800
33.800
7.12*
Factor B
24.200
24.200
5.09*
A B
64.800
64.800
13.64*
Error
76.000
16
4.750
Total
198.000
*p < .05
CD = 3.56
19
= .17
2 B = .12
2 A B = .33

143
Name:
Class:
Date:
Assignment 11.4
1. A 3 4 factorial design has
A. 12 independent variables.
B. four independent variables, each with three levels.
C. two independent variables, one with 3 levels and one with 4 levels.
D. three independent variables, each with 4 levels.
2. A 3 2 factorial design creates ____ cells.
A. six
B. two
C. four
D. three
3. The difference ____ represents the main effect of factor A in a 2 2 factorial
design.
A. X B 1 X B 2
B. X B 1 + X B 2
C. X A 1 X A 2
D. X A 1 + X A 2
4. ____ is the definition of an interaction in a factorial design.
A. A situation in which the effect of one independent variable depends upon
the level of the other independent variable
B. The effect of one independent variable averaged across all levels of the
other independent variable
C. A situation in which the main effect of one independent variable is the
same as the main effect of the other independent variable
D. A situation in which the main effects of each independent variable are
different from each other
5. When computing SS in a two-factor between-subjects analysis of variance, the
difference X B X G is involved in the calculation of ____.
A. SSA
B. SS A B
C. SSError
D. SSB

144
6. The term ____represents the effect of the interaction of factors A and B in the
partitioned score of a subject in a two-factor between-subjects analysis of
variance.
A. X B X G
B. X AB X A X B + X G
C. X AB + X A + X B X G
D. X AB X A X B X G
7. An experimenter used a 2 3 between-subjects design with 11 subjects randomly
assigned to each treatment condition. For this design, the df for SS A B are equal
to ____ and the df for SSError are equal to ____.
A. 1; 60
B. 2; 60
C. 2; 66
D. 6; 66
8. Suppose you performed a two-factor between-subjects analysis of variance and
obtained the following values: SSTotal = 290; SSA = 14; SSB = 20; SS A B = 40;
SSError = 216; dfTotal = 77; dfA = 1; dfB = 2; df A B = 2; and dfError = 72. Given these
values, MSB equals ____ and MS A B equals ____.
A. 14; 3
B. 20; 10
C. 10; 20
D. 20; 20
9. Suppose you performed a two-factor between subjects analysis of variance and
obtained the following values: MSA = 12.00; MSB = 8.00; MS A B = 16; MSError =
4. Then Fobs for factor A equals ____, Fobs for factor B equals ____, and Fobs for
the interaction of factors A and B equals ____.
A. 3.00; 2.00; 4.00.
B. 2.00; 3.00; 4.00.
C. 4.00; 3.00; 2.00.
D. 2.00; 4.00; 3.00.
10. Suppose an experimenter used a 4 3 between subjects design. The null
hypothesis for factor B in the analysis of variance of this design is ____.
A. B 1 = B 2 = B 3 = B 4 = B 5
B. B 1 = B 2 = B 3 = B 4
C. B 1 = B 2 = B 3
D. the B s are not all equal

145
11. Suppose an experimenter used a 2 4 between subjects design. The alternative

hypothesis for factor B in the analysis of variance of this design is ____.
A. B 1 = B 2 = B 3 = B 4 = B 5
B. B 1 = B 2 = B 3 = B 4
C. B 1 = B 2 = B 3
D. the B s are not all equal
12. A psychologist reported the following values of Fobs for a two-factor betweensubjects analysis of variance: F(1, 60) for factor A = 2.46; F(1, 60) for factor B =
3.24; and F(1, 60) for the interaction of factors A and B = 3.87. The value of Fcrit
for 1 and 60 df = 3.15. Given these values, you would ____ H0 for factor A, ____
H0 for factor B, and ____ H0 for the interaction of actors A and B.
A. reject; reject; reject
B. reject; fail to reject; fail to reject
C. fail to reject; fail to reject; fail to reject
D. fail to reject; reject; reject
13. The comparison, ____, represents a simple effect of factor B in a 2 2 betweensubjects design.
A. X A 1 B 2 X A 2 B 1
B. X A 1 B 1 X A 2 B 2
C. X A 2 B 1 X A 2 B 2
D. X A 1 B 2 X A 2 B 2
14. A(n) ____ main effect in a factorial design is one that cannot be meaningfully
interpreted because of the interaction of the independent variables.
A. artifactual
B. spurious
C. redundant
D. unusual
15. Suppose an educational researcher manipulated the font size of written text
material and background noise in an experiment on reading comprehension. She
reported the results of her analysis of variance on the interaction of the factors in
the experiment as F(2, 48) = 4.21, p < .05. Given this report, you would know that
a ____ design was used and the F for the interaction was ____.
A. 2 2 ; statistically significant
B. either a 2 3 or a 3 2 ; statistically significant
C. either a 2 3 or a 3 2 ; nonsignificant
D. either a 3 4 or a 4 3 ; statistically significant

146

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
C
A
C
A
D
B
B
C
A
C
D
D
C
A
B

147
Chapter 12. One-Factor Within-Subjects Analysis of Variance
Chapter 12
One-Factor Within-Subjects Analysis of Variance
Assignment 12.1
This assignment provides six data sets from one-way within-subjects designs. Students are to calculate a
within-subjects analysis of variance, determine if there is a statistically significant difference between the
2
means, and calculate a Tukey HSD CD and when appropriate. Answers are provided on the page
Assignment 12.2
This assignment is a data set from a one-way within-subjects design that includes a theoretical research
scenario relating to the data. Students are to calculate a within-subjects analysis of variance, determine if
there is a statistically significant difference between the means, and calculate a Tukey HSD CD and 2 if
needed. Students are also expected to interpret the findings and write a paragraph describing the results
following the style of the Publication Manual of the American Psychological Association.
Assignment 12.3

148
Name:
Class:
Date:
Assignment 12.1
Assume that the following data sets represent the scores of subjects who were given each
level of the independent variable indicated. For each data set find X and s, then complete
a within-subjects analysis of variance. Determine if the differences between the means
are statistically significant with = .05. When appropriate, find the Tukey HSD CD for
post-hoc tests, and calculate 2 .
X A1
Data Set A
X A2
X A3
61
59
57
58
61
64
66
67
69
64
60
59
63
64
58
X A1
Data Set B
X A2
X A3
89
82
80
86
84
89
78
82
79
81
79
81
79
85
82
76
75
77
Data Set C
X A1
X A2
91
90
93
99
92
112
110
99
104
100

149
X A1
Data Set D
X A3
X A2
X A4
17
18
21
16
19
16
15
18
15
7
20
10
20
18
17
21
X A1
Data Set E
X A2
X A3
950
1040
1010
910
840
770
1120
950
1090
850
1090
960
1300
1250
1040
1210
870
1050
Data Set F
X A1
X A2
58
64
53
59
61
67
68
60

150

Data Set A
X A1
XA2
XA3
XA
59.2
66.0
60.8
sA
1.8
2.1
2.6
Source
Factor A
A S
*p < .05
SS
126.000
44.270
CD = 4.3
df
2
8
MS
63.200
5.534
F
11.42*
2 = .74
Data Set B
X A1
XA2
XA3
XA
85
80
79
sA
3.7
1.5
3.8
Source
Factor A
A S
*p < .05
SS
124.000
126.000
CD = 5.6
df
2
10
MS
62.000
12.600
F
4.92*
2 = .50
Data Set C
X A1
XA2
XA
93.0
105.0
sA
3.5
5.8
Source
Factor A
A S
*p < .05
SS
360.000
123.000
df
1
4
MS
360.000
30.750
F
11.71*
2 = .75

151
Data Set D
X A1
XA2
XA3
XA4
XA
18.0
17.0
13.0
19.0
sA
2.2
1.8
5.7
1.8
Source
Factor A
A S
SS
83.000
102.000
df
3
9
MS
27.667
11.333
F
2.44
Data Set E
X A1
XA2
XA3
XA
920.0
1010.0
1120.0
sA
102.4
106.4
162.0
Source
Factor A
A S
*p < .05
SS
120400.000
144066.667
CD = 190.1
df
2
10
MS
60200.000
14406.667
F
4.188*
2 = .46
Data Set F
X A1
XA2
XA
58.5
64.0
sA
4.5
4.1
Source
Factor A
A S
SS
60.50O
61.50O
df
1
3
MS
60.50O
20.500
F
2.95

152
Name:
Class:
Date:
Assignment 12.2
Complete a one-factor within-subjects analysis of variance for the following problem.
Determine if the differences between the means are statistically significant with = .05.
If needed, find the Tukey HSD CD for post hoc comparisons and the value of 2 .
Describe the results in a paragraph following the style of the Publication Manual of the
American Psychological Association.
A psychologist interested in the effect of caffeine consumption on working memory (the
amount of information one can remember at a given time) hypothesized that caffeine
ingestion would decrease working memory function. To test this hypothesis students
were asked to report to the research lab once a week for three weeks. On one of their
visits the students were given a drink with no caffeine, on a different visit they were
given a drink with caffeine equivalent to that found in 1.5 cups of coffee, and on a third
visit, they were given a drink that contained caffeine equivalent to that found in 3 cups of
coffee. The order in which the subjects received the three conditions was varied. After the
subjects consumed the drink and following a waiting period of 20 minutes, they were
asked to completed a working memory type task involving a concentration type
computer game. Sixteen face-down cards were visible on the computer monitor. Using
the mouse, the subjects could turn over two cards at a time, as they searched for a
matched pair. The subjects were timed to see how long it took to identify all 8 pairs. The
shorter the time it took to complete the task, the larger their working memory was
estimated to be. The times obtained in seconds are given in the table below.
Caffeine Condition (A)
None (A1)
Moderate (A2)
High (A3)
22
26
28
16
17
24
38
36
41
28
32
31
24
30
32
34
33
36

153
Answer for Assignment 12.2

Caffeine Condition (A)
X
sA
Source
None (A1)
Moderate (A2)
High (A3)
27.0
29.0
32.0
8.1
6.8
6.0
SS
df
MS
Factor A
76.000
38.000
9.19*
A S
41.333
10
4.133
CD = 3.6
2 = .64
*p < .05

154
Name:
Class:
Date:
Assignment 12.3
1. If an experimenter used a one-factor within-subjects design with four levels of the
independent variable, then each subject would be tested and measured under ____
levels of the independent variable.
A. one
B. two
C. three
D. four
2. The effect of the independent variable is reflected in the ____ of a one-factor

within-subjects analysis of variance.
A. SSTotal
B. SS A
C. SS S
D. SS A S
3. A psychologist used a one-factor within-subjects design with three levels of the
independent variable and a total of 13 subjects. For this design, the df A S equals
____.
A. 13
B. 24
C. 26
D. 39
4. To obtain the MSA in a one-factor within-subjects analysis of variance, the ____ is
divided by the ____.
A. SS A S ; dfA
B. SSS; dfA
C. SSA; df A S
D. SSA; dfA

155
5. In a one-factor within-subject analysis of variance, the F statistic is obtained by

dividing ____ by ____.
A. MS A S ; MSA
B. MSS; MSA
C. MSA; MS A S
D. MSA; dfA
6. An experimenter calculated an analysis of variance on a one-factor withinsubjects and found SSA = 40.00, SS A S = 88.00, SSS = 44.00, dfA = 2, dfS = 11 and
df A S = 22. Given these values, MSA for this analysis equals ____.
A. 2.00
B. 4.00
C. 20.00
D. 44.00
7. Suppose you calculated a one-factor within-subjects analysis of variance and
found MSA = 60.00, MS A S = 15.00, and MSS = 10.00. Given these values, Fobs
for this analysis equals ____.
A. 4.00
B. 6.00
C. 1.50
D. 0.67
8. An experimenter used a one-factor within-subjects design with four levels of the
independent variable. For this design, the null hypothesis for the analysis of
variance is ____.
A. A 1 = A 2 = A 3 = A 4 = A 5
B. A 1 = A 2 = A 3
C. A 1 = A 2 = A 3 = A 4
D. the A s are not all equal
9. Suppose the null hypothesis for a one-factor within-subjects analysis of variance
is true. In this situation, you would expect the value of Fobs to be ____ and the
null hypothesis should ____.
A. about zero; not be rejected.
B. about 1.00; not be rejected.
C. very large; be rejected.
D. very large; not be rejected

156
10. An experimenter failed to reject the null hypothesis in a one-factor withinsubjects analysis of variance. Thus, she concluded that
A. the variances of each of the treatment conditions were equal.
B. the treatment means differed because of the effect of the independent
variable.
C. the variances of each of the treatment conditions were unequal.
D. any differences between the treatment means were due only to sampling
error.
11. An experimenter would need to use the Tukey HSD test for post hoc comparisons
with a one-factor within-subjects analysis of variance if
A. two levels of an independent variable were manipulated and Fobs was
nonsignificant.
B. two levels of an independent variable were manipulated and Fobs was
statistically significant.
C. four levels of an independent variable were manipulated and Fobs was
nonsignificant.
D. four levels of an independent variable were manipulated and Fobs was
12. A psychologist reported the results of a one-factor within-subjects analysis of
variance as F(3, 33) = 3.47, p < .05. From this report you would know that ____
subjects were used in the study and the differences among the treatment condition
means were ____.
A. 12; nonsignificant
B. 12; statistically significant
C. 34; nonsignificant
D. 34; statistically significant
13. A researcher reported the results of a one-factor within-subjects analysis of
variance as F(4, 45) = 2.04, p > .05. Which of the following statements is true
about this study?
A. The value of Fobs was nonsignificant.
B. The Tukey HSD test was needed to find which pairwise comparisons were
C. There were 45 subjects in the study.
D. H0 was A 1 = A 2 = A 3 = A 4 .

157
14. A one-factor within-subjects design ____ a one-factor between-subjects design.

A. is usually less sensitive to the effects of the independent variable than
B. is not affected by practice on a task as is
C. usually requires fewer subjects than does
D. is not open to the effects of multiple treatments as is
15. A change in a subjects performance on the measure of the dependent variable in
a one-factor within-subjects design due to simply repeating the performance of
the task is called ____ effect.
A. a practice
B. a repetition
C. the sensitivity
D. the within-subjects

158

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
D
B
B
D
C
C
A
C
B
D
D
B
A
C
A

159
Chapter 13. Correlation: Understanding Covariation
Chapter 13
Correlation: Understanding Covariation
Assignment 13.1
This assignment assists students in learning the symbols and definitions discussed in this chapter. The
assignment helps students become comfortable with statistical notation and formulas. For some students,
completing this assignment more than once is necessary to assure they remember the meaning of each
symbol and formula.
Assignment 13.2
This assignment has students look at scatterplots to estimate the correlation coefficient that is associated
with the graph. Answers are provided on the page following the assignment.
Assignment 13.3
Given small data sets, students are to calculate the Pearson correlation coefficient, determine whether the
relationship is statistically significant, and when appropriate, calculate r 2. Answers are provided on the
page following the assignment.
Assignment 13.4
Given small data sets, students are to calculate the Spearman rank-order correlation coefficient and
determine whether the relationship is statistically significant.
Assignment 13.5

160
Name:
Class:
Date:
Assignment 13.1
The purpose of this assignment is to help you to become more comfortable in knowing
the meaning of important terms covered in Chapter 13. For each item in the table below,
either the term or the definition is given. Complete the following table with the missing
information. For example, the term correlation coefficient is provided in the left column.
In the right column, write the definition for the term. It is best to complete this page
without looking at your notes or textbook. Once you have completed it, refer back to your
notes and textbook to verify you are correct.
Term

A change in one variable is related to a consistent change in
another variable
Correlation coefficient
A distribution in which two scores are obtained from each
subject
A graph of a bivariate distribution. The X value is plotted on
the horizontal axis and the Y variable is plotted on the vertical
axis
A relationship between two variables that can be described by
a straight line
Positive relationship
Negative relationship
Pearson correlation
coefficient
The value of ( X X )(Y Y ) for variables X and Y
Outlier
The value of r2 indicating the common variance of variables X
and Y
Bivariate normal
distribution
Spearman rank-order
correlation coefficient

161
Name:
Class:
Date:
Assignment 13.2
Five scatterplots are shown below. For each scatterplot, estimate the correlation of the
relationship between the X and Y variables. The X variable is represented on the abscissa
and the Y variable on the ordinate. The Pearson r for each data set is given on the answer
sheet.
Data Set 1
10
8
6
4
2
0
0
10
10
Data Set 2
8
6
4
2
0
0

162
Data Set 3
8
6
4
2
0
0
10
10
10
Data Set 4
9
8
7
6
5
4
3
2
1
0
0
Data Set 5
8
6
4
2
0
0

163

Remember, the purpose of this assignment is for you to practice looking at scatterplots and estimating
correlation coefficients. The values listed below are actual correlation coefficients, so your answers may be
good estimates, but not exactly match the values listed below.
Data Set 1: r = +0.76
Data Set 2: r = 0.92
Data Set 3: r = 0.34
Data Set 4: r = +1.00
Data Set 5: r = 0.00 ( Note: although the X and Y scores for this data set are perfectly related, they
are not linearly related, hence the Pearson correlation between them is 0.)

164
Name:
Class:
Date:
Assignment 13.3
For each of the data sets given below, calculate the Pearson correlation coefficient using
the definitional formula. Determine if the relationship between the two variables is
statistically significant at the .05 level. If appropriate, calculate r2 , then answer the
questions that follow.
Set A
X
5
4
8
9
6
7
3
Set B
Y
5
5
7
7
3
5
3
X
3
4
5
6
7
8
9
Y
3
3
5
5
5
7
7
X
5
4
8
9
6
7
3
Set C
X
3
4
5
6
7
8
9
Set D
Set E
X
6
7
3
8
9
5
4
Y
7
7
5
5
5
3
3
Y
7
3
5
5
5
3
7
Set F
Y
5
3
7
7
3
5
5
X
5
7
6
8
4
9
3
Y
3
3
5
5
5
7
7
1. Compare the means and SSX and SSY for each data set to each other data set.
2. As you notice, the means for each group are the same, as are the SS. Thus, why is
there a difference in the correlation coefficient for each data set?
3. What is the critical value for each data set? How do they compare?

165

Set A
Set B
SS
r
r2
X
28
+0.756
0.57
Y
16
p < .05
SS
r
r2
X
28
+0.945
0.89
SS
r
r2
Set E
X
Y
28
16
0.472
p > .05
Not calculated
SS
r
r2
X
28
0.945
0.89
SS
r
r2
Set D
X
Y
28
16
0.283
p > .05
Not calculated
SS
r
r2
Set F
X
Y
28
16
0.000
p > .05
Not calculated
Set C
Y
16
p < .05
Y
16
p < .05

166
Name:
Class:
Date:
Assignment 13.4
The data sets below present ordinal data representing ranked scores. For each data set, find the Spearman
rank-order correlation coefficient and determine if the two variables are significantly related at the .05
level.
Set A
X
1
2
3.5
7
3.5
6
5
8
9
Set B
Y
9
5
8
7
6
4
3
2
1
X
3
7
8
6
4
5
1
2
Set C
X
2
6.5
6.5
1
4
5
3
Set D
Y
4
1
2.5
7
2.5
5
6
X
8
7
6
5
4
3
2
1
Y
6
3
4
2
1
5
X
1
6
2
3
4
5
Set E
X
2
5
6
1
3
4
Y
3
6
7.5
7.5
5
4
1
2
Y
2
1
3
5
4
7
8
6
Set F
Y
2
6
4
3
1
5

167

Set A: rs = .74, p < .05
Set B: rs = +.93, p < .05
Set C: rs = .77, p > .05
Set D: rs = .88, p < .05
Set E: rs = +.14, p > .05
Set F: rs = +.60, p > .05

168
Name:
Class:
Date:
Assignment 13.5
1. Two variables are said to covary when
A. a change in one of the variables is accompanied by a consistent change in
the other variable.
B. both variables have the same mean and standard deviation.
C. as one variable increases, the other may increase or decrease.
D. a change in one of the variables may or may not be accompanied by a
change in the other variable.
2. Supposed you have obtained two set of scores on a group of subjects. You notice
that as the score on one of the variables increases, the score on the other
decreases. This relationship represents a ____ or ____ relationship between the
variables.
A. negative; direct
B. positive; direct
C. positive; inverse
D. negative; inverse
3. The term in the numerator of the Pearson correlation coefficient is the
A. standard deviation of the X variable multiplied by the standard deviation
of the Y variable.
B. SSX plus the SSY.
C. square root of the cross products of X and Y.
D. cross products of X and Y.
4. Suppose you obtain a value of r = +.68. The + indicates the ____ of the
relationship of the two variables.
A. strength
B. direction, direct or inverse
C. statistical significance
D. degree
5. If you had two sets of scores that were completely unrelated, then you would
expect robs calculated on those variables to be
A. a large positive value.
B. about equal to zero.
C. greater than 1.00.
D. a large negative value.

169
6. Which of the values of robs listed below would represent the strongest association
between two variables?
A. +10.00
B. .60
C. .89
D. +.75
7. Suppose there is a negative correlation between the amount of daily exercise a
person engages in and his or her blood pressure. Given this relationship, you
would expect that
A. greater daily exercise is associated with lower blood pressure.
B. greater daily exercise is associated with higher blood pressure.
C. there is no relationship between amount of daily exercise and blood
pressure.
D. the more a person exercises, the higher his or blood pressure will be.
8. ____ provides the coefficient of determination.
A. robs
B.
C. r2
D. r r
9. If you had two set of scores for which robs = +.60, then you would know that ____
percent of the variance in the scores of one of the variables is associated with the
variance in the scores of the other variable.
A. 60
B. 40
C. 36
D. zero
10. Suppose you know that there is a strong negative correlation between the amount
of daily exercise and blood pressure. From simply knowing this relationship,
which of the following is an appropriate conclusion to reach?
A. People should exercise more in order to decrease their blood pressure.
B. Blood pressure and amount of daily exercise are related, but we do not
know what causes the relationship.
C. People with high blood pressure generally exercise more than people with
low blood pressure.
D. People with high blood pressure should exercise more in order to decrease
their blood pressure.

170
11. The null hypothesis for a test of statistical significance of the Pearson correlation
coefficient is ____.
A. r = 0
B. r 0
C. = 0
D. 0
12. A psychologist reported the results of a correlational study as r(25) = .473. rcrit
(25) = .381. Based on this information you would know that the H0 was ____ and
was ____.
A. = 0 ; rejected.
B. = 0 ; not rejected.
C. = 1 ; rejected.
D. = 1 ; not rejected.
13. An experimenter reported the results of a correlational study as r (19) = +.341, p >
.05. Which of the following statements is true of this result?
A. H0 was = 1 .
B. rcrit was .341.
C. H0 was 1 .
D. robs was not statistically significant at the .05 level.
14. If two sets of scores are at the ____ level of measurement, then the Spearman
correlation coefficient, rs , is appropriate to determine if there is a relationship
between them.
A. nominal
B. ordinal
C. interval
D. ratio
15. An experimenter reported the results of a study using the Spearman correlation
coefficient as rs (23) = +.71, p < .05. From this report you would know that H0
was ____ and was ____.
A. S = 0 ; not rejected
B. S = 0 ; rejected
C. S = 1 ; rejected
D. S = 1 ; not rejected

171

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
A
D
D
B
B
C
A
C
C
B
C
A
D
B
B

172
Chapter 14. Regression Analysis: Predicting Linear Relationships
Chapter 14
Regression Analysis: Predicting Linear Relationships
Assignment 14.1
Assignment 14.2
Students are to find the least squares regression line for six small data sets. These data sets were used to
calculate the Pearson r in Assignment 13.3. Answers are provided on the page following the assignment.
Assignment 14.3
This assignment presents a research scenario and a small data set. Students are to find the least squares
regression line, the residual for each pair of scores, and interpret the regression line. Answers are provided
Assignment 14.4

173
Name:
Class:
Date:
Assignment 14.1
table below, either the term or definition is given. Complete the following table with the
missing information. For example, for the term standard error of estimate, provide the
definition in the appropriate column. Once you have completed it, refer back to your
notes and textbook to verify you are correct.
Term
Definition (also include a symbol or formula as appropriate)
Standard error
of estimate
Y = bX + a
Linear
relationship
The value of Y predicted from X using a linear regression equation
Slope of a
straight line
Predicting the value of Y scores using several X variables
The tendency of an extreme score to be less extreme on a second
measure
Y-intercept
Least-squares
regression line
The value of Y Y

174
Name:
Class:
Date:
Assignment 14.2
For each of the data sets given below, calculate a least-squares regression line for
predicting Y from X. Then, using this regression line, find Y for each value of X. Use the
Y values to find SSResidual for each data set.
Set A
X
5
4
8
9
6
7
3
Set B
Y
5
5
7
7
3
5
3
X
3
4
5
6
7
8
9
Set C
X
3
4
5
6
7
8
9
Set D
Y
3
3
5
5
5
7
7
X
5
4
8
9
6
7
3
Y
5
3
7
7
3
5
5
X
5
7
6
8
4
9
3
Set E
X
6
7
3
8
9
5
4
Y
7
7
5
5
5
3
3
Y
7
3
5
5
5
3
7
Set F
Y
3
3
5
5
5
7
7

175
Answers for Assignment 14.2 (Note. Some answers are given to 2 or 3 decimal places to facilitate
checking computations. Your answers may differ slightly from those given here due to rounding
differences.)
Set A
X = 6.0
s X = 2.16
SS X = 28
b = +0.571
Y = 5.0
sY = 1.63
CPXY = 16
a = +1.6
SSResidual = 6.857
sY gX = 1.17
Set B
X = 6.0
s X = 2.16
SS X = 28
b = 0.714
Y = 5.0
sY = 1.63
CPXY = 20
a = +9.3
SSResidual = 1.714
Regression Line:
Y = 0.714 X + 9.3
sY gX = 0.59
Set C
X = 6.0
s X = 2.16
SS X = 28
b = +0.714
Y = 5.0
sY = 1.63
CPXY = 20
a = +0.7
SSResidual = 1.714
Regression Line:
Y = +0.714 X + 0.7
sY gX = 0.59
Set D
X = 6.0
s X = 2.16
SS X = 28
b = 0.214
Y = 5.0
sY = 1.63
CPXY = 6
a = +6.3
SSResidual = 14.714
Regression Line:
Y = 0.214 X + 6.3
sY gX = 1.72
Set E
X = 6.0
s X = 2.16
SS X = 28
b = 0.357
Y = 5.0
sY = 1.63
CPXY = 10
a = +7.1
SSResidual = 12.429
Regression Line:
Y = 0.357 X + 7.1
sY gX = 1.58
Set F
X = 6.0
s X = 2.16
SS X = 28
b = 0.0
Y = 5.0
sY = 1.63
CPXY = 0
a = +5.0
SSResidual = 16.000
Regression Line:
Y = +0.571X + 1.6
Regression Line:
Y = 0.0 X + 5
sY gX = 1.79

176
Name:
Class:
Date:
Assignment 14.3
A group of students in a research course hypothesized that there is a relationship between
students academic dedication to college and their involvement in extracurricular
activities such as belonging to an organization or team. Academic dedication is a
students ability to focus on activities and behaviors that assure academic success. For
example, a student who is high in academic dedication would forego attending a party to
complete a written report. The research students obtained a measure of academic
dedication and of extracurricular involvement from a group of 10 subjects. The scores
obtained are given below. Calculate the least squared regression line for predicting
academic dedication from extracurricular involvement from these scores. Is there a
predictive relationship between involvement in extracurricular activities and academic
dedication? Explain your answer.
Subject
1
2
3
4
5
6
7
8
9
10
Extracurricular
Involvement
X
42
28
37
41
38
32
28
33
42
29
Academic
Dedication
Y
36
22
44
39
41
26
31
34
36
31
Is it appropriate to conclude from these results that encouraging students to be active in

extracurricular activities will cause an increase in their academic dedication? Explain
your answer.

177

X = 35.0
s X = 5.7
SS X = 294
b = +0.837
Y = 34.0
sY = 6.7
CPXY = 246
a = +4.7
SSResidual = 202.163
Regression Line:
Y = +0.837 X + 4.7
sY gX = 5.027

178
Name:
Class:
Date:
Assignment 14.4
1. When two variables are linearly related,
A. if the X variable equals zero, then the Y variable must also equal zero.
B. the X and Y variables must be normally distributed.
C. a change in the X variable is accompanied by a constant change in the Y
variable.
D. the Y variable remains constant when the X variable changes.
2. Which of the following equations is the general equation for a straight line
relating variables X and Y?
A. Y = bX + a.
B. Y = bX a.
C. Y = b(X + a).
D. Y = b(X a).
3. The ____ is the amount of change in the Y variable that accompanies a constant
amount of change in the X variable.
A. Y-intercept of a straight line
B. covariation of X and Y
C. slope of a straight line
D. correlation coefficient
4. Suppose you perform a correlational study on the relationship between variables
X and Y, and find the equation relating the variables is Y = 1.3X + 8.1. In this
equation, = 1.3 is the ____ and 8.1 is the ____.
A. Y-intercept; slope
B. slope; Y-intercept
C. X-intercept; slope
D. slope; X-intercept
X and Y, and find the equation relating the variables is Y = 4.6X + 9.3. From this
equation we know that
A. the line has a positive slope and intersects the Y axis at +9.3.
B. the X and Y variables are not linearly related.
C. the line has a slope of +9.3 and intersects the Y axis at 4.6.
D. the line has a slope of 4.6 and intersects the Y axis at +9.3.

179

X and Y, and find the equation relating the variables is Y = +1.5X + 10. From this
equation, the value of Y will be ____when X = 20.
A. 40
B. 40
C. 35
D. 45
7. The value of ____ is minimized by the least squares regression line.
A. (Y + Y ) 2
B. (Y Y ) 2
C. (Y + Y ) 2
D. (Y Y )
8. If Y = 30, X = 10, and b = +2.0, then the Y-intercept of the least squares
regression line between variables X and Y is ____.
A. +50
B. 10
C. 50
D. +10
X and Y, and find the least square linear regression equation relating the variables
is Y = 2X + 50. From this equation, the value of Y will be ____ when X = 10.
A. 70
B. 30
C. 30
D. 70
10. The error in predicting a persons Y score from a linear regression line is
A. how much the actual Y score differs from Y .
B. how much the Y differs from the X score used to make the prediction.
C. how much the Y differs from the mean of the predicted scores, Y .
D. how much the Y differs from the actual scores, Y .
11. The ____ is the difference between the actual value of a Y score and the Y value
predicted from a linear regression line.
A. estimated error
B. prediction residue
C. residual
D. standard error of estimate

180
12. In linear regression, the SSResidual is equal to

A. ( X + Y ) 2 .
B. (Y Y ) 2 .
C. ( X Y ) 2 .
D. (Y Y ) 2 .
13. In linear regression, the symbol sY gX is used to represent
A. the standard error of estimate for predicting Y from X.
B. the standard error of estimate for predicting X from Y.
C. the standard error of estimate for predicting X from Y.
D. the standard error of the mean for predicting Y from X.
14. The values of sY gX and sY will be equal in linear regression when
A. r for the X and Y variables is either +1.00 or -1.00.
B. r for the X and Y variables is zero.
C. X and Y are equal.
D. sY equals s X .
15. An experimenter reported that r(25) = +.18, p > 0.05 for variables X and Y. In this
study, the best prediction of a Y score from an X score is ____.
A. the value of X
B. the value of Y Y
C. .18
D. the value of Y

181
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
C
A
C
B
D
A
B
D
A
A
C
D
A
B
D

182
Chapter 15. Nonparametric Statistical Tests
Chapter 15
Nonparametric Statistical Tests
Assignment 15.1
This assignment has students calculate a chi-square test of independence. Answers are provided on the page
following this assignment.
Assignment 15.2
This assignment has students completing a Mann-Whitney U test on four data sets.
Answers are provided on the page following this assignment.
Assignment 15.3
This assignment has students completing the Wilcoxon signed-ranks test on four data sets. Answers are
provided on the page following this assignment.
Assignment 15.4

183
Name:
Class:
Date:
Assignment 15.1
For each of the following contingency tables, calculate the expected frequencies and 2 .
Indicate whether 2 is statistically significant at the .05 level. The values in each cell
represent observed frequencies.
Column
Set A
Row
45
15
30
60
Column
Set B
Row
1350
1300
1050
1100
Column
Set C
Row
25
75
75
25
Column
Set D
Row
150
150
120
180

184
Column
Set E
Row
50
25
20
80
Column
Set F
Row
525
585
575
550
Column
Set G
Row
60
30
30
60
Column
Set H
Row
25
21
20
24

185

Set A. 2 = 25.00, statistically significant
Set B. 2 = 2.11, nonsignificant
Set C. 2 = 50.00, statistically significant
Set D. 2 = 6.06, statistically significant
Set E. 2 = 38.89, statistically significant
Set F. 2 = 3.25, nonsignificant
Set G. 2 = 4.17, statistically significant
Set H. 2 = 0.71, nonsignificant

186
Name:
Class:
Date:
Assignment 15.3
Each of the following data sets represents scores obtained from a between-subjects design
with two levels of the independent variable. For each set, determine if there is a
statistically significant difference using the Mann-Whitney U test. Assume that for each
set, the scores do not meet the assumptions necessary for a parametric test.
Set A
Set B
A1
527
625
990
768
592
698
852
518
1027
710
695
A2
814
927
764
1219
829
957
699
1304
No score
1057
1416
Set C
A1
7
12
17
14
10
41
28
A2
2
0
1
9
4
6
3
A1
21
18
12
17
25
22
14
19
A2
13
16
7
11
6
10
Set D
A1
12
51
2
18
46
7
55
61
41
A2
52
4
45
16
8
63
15
47
58

187

Set
UA1
UA2
102
19, p < .05
1, p < .05
48
44
37, p > .05
3, p < .05
45

188
Name:
Class:
Date:
Assignment 15.4
Each of the following data sets represents scores obtained from a within-subjects design
with two levels of the independent variable. For each set,. determine if there is a
statistically significant difference using the Wilcoxon Signed-Ranks test. Assume that for
each set, the scores do not meet the assumptions necessary for a parametric test.
Set A
Subject
1
2
3
4
5
6
7
8
Set C
Subject
1
2
3
4
5
6
7
8
A1
514
579
789
642
672
1482
974
844
A1
800
650
450
790
570
400
770
640
A2
457
550
671
598
684
1291
981
812
A2
800
670
425
790
760
510
775
650
Set B
Subject
1
2
3
4
5
6
7
8
9
10
A1
64
59
38
47
51
12
39
61
55
7
A2
65
57
44
51
54
18
44
61
58
8
Set D
Subject
1
2
3
4
5
6
7
8
9
A1
800
650
425
790
570
400
770
640
800
A2
790
780
570
780
690
550
790
700
800

189

Set A
Tobs = 3, p < .05
Set B
Tobs = 3, p < .05
Set C
Tobs = 4, p > .05
Set D
Tobs = 3, p < .05

190
Name:
Class:
Date:
Assignment 15.5
1. Nonparametric tests are typically used for statistical analysis of data when
A. the measurement of the dependent variable is either interval or ratio in
nature.
B. the measurement of the dependent variable is either nominal or ordinal in
nature.
C. the population distributions for the samples involved are normal.
D. the variances of the population distributions for the samples involved are
equal.
2. A ____ table is a table arranged in rows and columns used in the chi-square test of
independence.
A. data display
B. marginal frequency
C. expected frequency
D. contingency
3. The chi-square test of independence compares
A. the observed frequencies and the expected frequencies of the occurrence
of an event or behavior of interest.
B. the sample means of three or more independent groups.
C. the sample means from three or more levels of a within-subjects design.
D. the sample medians of three or more independent groups.
4. Suppose you performed a chi-square test of independence on a 2 3 contingency
table. What would be an appropriate alternative hypothesis for this analysis?
A. The A s are not all equal.
B. The row and column variables are related in the population sampled.
C. A 1 = A 2 = A 3 .
D. The distribution of scores for population A is different from the
distribution of scores from population B.
5. Which of the following formulas provides the degrees of freedom for a 3 4 chisquare test of independence?
A. (r + 1)(c + 1).
B. (r 1) + (c 1).
C. (r 1)(c 1).
D. (r 1)2(c 1).
191
6. Suppose you ran a chi-square test of independence on a 2 2 contingency table.

If the null hypothesis is true for this chi-square analysis, then you would expect
A. that the observed and expected frequencies in a cell would be about equal.
B. that the observed and expected frequencies in a cell would be very
different from each other.
C. the sample means for each of the populations sampled to be about equal to
each other.
D. the cell means should be about equal to each other.
7. Suppose you ran a chi-square test of independence on a 2 2 contingency table.

If the null hypothesis is true for this chi-square analysis, then you would expect
A. reject the null hypothesis and accept the alternative.
B. fail to reject the null hypothesis and not accept the alternative.
C. fail to reject H0: A 1 = A 2 = A 3 .
D. conclude the observed and expected cell frequencies differ significantly
from each other.
8. Suppose the results of a chi-square test of independence are summarized as 2 (2,
N = 180) = 11.46, p <.05. From this report you would know that the total number
of participants involved was ____ and the null hypothesis was
A. 181; rejected.
B. 180; not rejected.
C. 179; rejected.
D. 180; rejected.
9. The Mann-Whitney U test is a nonparametric test that may be used to analyze
data from a ____ design with ____ levels of the independent variable.
A. within-subjects; three or more
B. between-subjects; two
C. between-subjects; three or more
D. within-subjects; two
10. To calculate the U statistic, you would find the
A. number of times that the rank of a score in one group precedes the rank of
a score in the other group.
B. ratio of MSA to MSError.
C. expected and observed frequencies in a contingency table.
D. smaller of the two sums of ranks of the two treatment conditions.

192
11. Suppose you performed a Mann-Whitney U test on two equivalent groups of

participants. The null hypothesis for this test would be
A. A 1 = A 2 .
B. The population distribution of A 1 scores is not identical to the population
distribution of the A 2 scores.
C. The row and column variables are not independent in the population..
D. The population distribution of A 1 scores is identical to the population
distribution of the A 2 scores.
12. Suppose you performed a Mann-Whitney U test on two equivalent groups of
participants of size n1 = 15 and n2 = 16, respectively. The value of Uobs was 47.
Ucrit for this test is 70 at the .05 level. In this situation you would
A. reject both H0 and H1.
B. fail to reject H0.
C. reject H0 and accept H1.
D. not accept H1.
13. Suppose an experimenter had a one-factor within-subject design with two levels
of the independent variable and the dependent variable measured at an ordinal
level. What statistical test should this person use to analyze the data from this
study?
A. t test for related scores.
B. Wilcoxon signed-ranks test.
C. Chi-square test of independence.
D. Mann-Whitney U test.
14. If you ran a Wilcoxon signed-ranks test on a set of scores, the alternative
hypothesis for the test would be
A. the As are not all equal.
B. the population distributions of the related A1 and A2 conditions are not
identical.
C. the row and column variables are not independent in the population.
D. the population distributions of the related A 1 and A 2 conditions are
identical.
15. Suppose you used a Wilcoxon signed-ranks test to analyze a set of 26 related
scores and found Tobs was 62. Tcrit for 26 pairs of scores is 98 at the .05 level. In
this situation, you
A. found a nonsignificant difference between the treatment conditions.
B. reject both H0 and H1.
C. made a mistake because Tobs must always be greater than 75.
D. found a statistically significant difference between the treatment
conditions
193

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
B
D
A
B
C
A
B
D
B
A
D
C
B
B
D

194

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Assignments and Exercises for Students

Kiess and Green

Statistical Concepts for the

Allyn & Bacon

Making Sense of Variability: An Introduction to Statistics

Statistics in the Context of Scientific Research

Looking at Data: Frequency Distributions and Graphs

Looking at Data: Measures of Central Tendency

Looking at Data: Measures of Variability

The Normal Distribution, Probability, and Standard Scores

Understanding Data: Using Statistics for Inference and Estimation

Is There Really a Difference? Introduction to Statistical

The Basics of Experimentation and Testing for a Difference

Chapter 10 One-Factor Between-Subjects Analysis of Variance

Chapter 11 Two-Factor Between-Subjects Analysis of Variance

Chapter 12 One-Factor Within-Subjects Analysis of Variance

Chapter 13 Correlation: Understanding Covariation

Chapter 14 Regression Analysis: Predicting Linear Relationships

Chapter 15 Nonparametric Statistical Tests

Chapter 1. Making Sense of Variability: An Introduction to Statistics

Copyright 2010 Pearson Education, Inc. All rights reserved.

Chapter 1. Making Sense of Variability: An Introduction to Statistics

Copyright 2010 Pearson Education, Inc. All rights reserved.

Chapter 1. Making Sense of Variability: An Introduction to Statistics

Copyright 2010 Pearson Education, Inc. All rights reserved.

Chapter 1. Making Sense of Variability: An Introduction to Statistics

Copyright 2010 Pearson Education, Inc. All rights reserved.

Chapter 1. Making Sense of Variability: An Introduction to Statistics

Never bring a calculator to class

Complete homework assignments until a sense of understanding is achieved

Fully complete all homework assignments

Cram for the exam the night before

Complete the homework assignment when it is due

Do not get enough sleep the night before an exam

Come to class with questions, and ask them when appropriate

Do not buy or use the textbook

Sell back the textbook two weeks before finals begin

Do not take notes

Come to class late

Copyright 2010 Pearson Education, Inc. All rights reserved.

Chapter 1. Making Sense of Variability: An Introduction to Statistics

Copyright 2010 Pearson Education, Inc. All rights reserved.

Chapter 1. Making Sense of Variability: An Introduction to Statistics

Description of the Use

Copyright 2010 Pearson Education, Inc. All rights reserved.

Chapter 1. Making Sense of Variability: An Introduction to Statistics

Copyright 2010 Pearson Education, Inc. All rights reserved.

Chapter 1. Making Sense of Variability: An Introduction to Statistics

6. A number that describes a characteristic of a complete set of objects, events,

Copyright 2010 Pearson Education, Inc. All rights reserved.

Chapter 1. Making Sense of Variability: An Introduction to Statistics

12. If two groups differ by chance, then

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Chapter 1. Making Sense of Variability: An Introduction to Statistics

Answers for Assignment 1.6

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Chapter 2. Statistics in the Context of Scientific Research

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Chapter 2. Statistics in the Context of Scientific Research

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Chapter 2. Statistics in the Context of Scientific Research

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Chapter 2. Statistics in the Context of Scientific Research

5. Multiplying by provides the percentage frequency distribution.