Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.
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Description
Complete the following exercises located at the end of each
chapter and put them into a Word document to be submitted as directed by the
instructor.
Show all relevant work; use the equation editor in Microsoft
Word when necessary.
1. Chapter 16,
16.9,
Given the aggression scores below for Outcome A of the
sleep deprivation experiment, verify that, as suggested earlier, these mean
differences shouldn’t be taken seriously by testing the null hypothesis at the
.05 level of significance. Use the computation formulas for the various sums of
squares and summarize results with an ANOVA table.
|
|
HOURS OF SLEEP DEPRIVATION |
|
||
|
|
ZERO |
TWNTY-FOUR |
FORTY-EIGHT |
|
|
|
3 |
4 |
2 |
|
|
|
5 |
8 |
4 |
|
|
|
7 |
6 |
6 |
|
|
GROUP MEAN |
5 |
6 |
4 |
GROUP MEAN =5 |
16.10,
Another psychologist conducts a sleep deprivation
experiment. For reasons beyond his control, unequal numbers of subjects occupy
the different groups. (Therefore, when calculating 
in SSbetween and SSwithin,
you must adjust the denominator term, n, to reflect the unequal numbers of
subjects in the group totals.
(a) Summarize
the results with an ANOVA table. You need not do a step-by-step hypothesis test
procedure.
|
HOURS OF SLEEP DEPRIVATION |
||
|
ZERO |
TWENTY-FOUR |
FORTY-EIGHT |
|
1 |
4 |
7 |
|
3 |
7 |
12 |
|
6 |
5 |
10 |
|
2 |
|
9 |
|
1 |
|
|
(b) If appropriate, estimate the effect size with η2.
(c) If appropriate, use Tukey’s HSD test (with 
= 4 for the sample size, n) to identify pairs
of means that contribute to the significant F, given that 
= 2.60, 
= 5.33, and 
= 9.50.
(d) If appropriate, estimate effect sizes with Cohen’s d.
(e) Indicate how all of the above results would be
reported in the literature, given sample standard deviations of 
= 2.07, 
= 1.53, and 
= 2.08.
16.12
For some experiment, imagine four possible outcomes, as
described in the following ANOVA table.
|
A |
SOURCE |
SS |
df |
MS |
F |
|
|
Between within
Total |
900 8000 8,900 |
3 80 83 |
300 100 |
3 |
|
B |
SOURCE |
SS |
df |
MS |
F |
|
|
Between within
Total |
1500 8000
8900 |
3 80 83 |
500 100 |
5 |
|
C |
SOURCE |
SS |
df |
MS |
F |
|
|
Between within
Total |
300 8000 8300 |
3 80 83 |
100 100 |
|
|
D |
SOURCE |
SS |
df |
MS |
F |
|
|
Between within Total |
300 400 700 |
3 4 7 |
100 100 |
|
(a) How many groups are in Outcome D?
(b) Assuming groups of equal size, what’s the size of each
group in Outcome C?
(c) Which outcome(s) would cause the null hypothesis to be
rejected at the .05 level of significance
(d) Which outcome provides the least information about a
possible treatment effect?
(e) Which outcome would be the least likely to stimulate
additional research?
(f) Specify the approximate p-values for each of these
outcomes.
16.14
The F test describes the ratio of two
sources of variability: that for subjects treated differently and that for
subjects treated similarly. Is there any sense in which the t test for two
independent groups can be viewed likewise?
2. Chapter 17,
17.6,
Return to the study first described in Question 16.5 on
page 308, where a psychologist tests whether shy college students initiate more
eye contacts with strangers because of training sessions in assertive behavior.
Use the same data, but now assume that eight subjects, coded as A,
B, . . . G, H, are tested repeatedly after zero, one, two, and
three training sessions. (Incidentally, since the psychologist is interested in
any learning or sequential effect, it would not make sense—indeed, it’s
impossible, given the sequential nature of the independent variable—to
counterbalance the four sessions.) The results are expressed as the observed
number of eye contacts:
|
WORKSHOP SESSIONS |
|||||
|
SUBJECT |
ZERO |
ONE |
TWO |
THREE |
T subject |
|
A |
1 |
2 |
4 |
7 |
14 |
|
B |
0 |
1 |
2 |
6 |
9 |
|
C |
0 |
2 |
3 |
6 |
11 |
|
D |
2 |
4 |
6 |
7 |
19 |
|
E |
3 |
4 |
7 |
9 |
23 |
|
F |
4 |
6 |
8 |
10 |
28 |
|
G |
2 |
3 |
5 |
8 |
18 |
|
H |
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