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Statistics for the Behavioral Sciences by Frederick J. Gravetter, Larry B. Wallnau ISBN 10: 1305504917 ISBN 13: 9781305504912

Statistics is one of the most practical and essential courses that you will take, and a primary goal of this popular text is to make the task of learning statistics as simple as possible. Straightforward instruction, built-in learning aids, and real-world examples have made STATISTICS FOR THE BEHAVIORAL SCIENCES, 10th Edition the text selected most often by instructors for their students in the behavioral and social sciences. The authors provide a conceptual context that makes it easier to learn formulas and procedures, explaining why procedures were developed and when they should be used. This text will also instill the basic principles of objectivity and logic that are essential for science and valuable in everyday life, making it a useful reference long after you complete the course.

Statistics is one of the most practical and essential courses that you will take, and a primary goal of this popular text is to make the task of learning statistics as simple as possible. Straightforward instruction, built-in learning aids, and real-world examples have made STATISTICS FOR THE BEHAVIORAL SCIENCES, 10th Edition the text selected most often by instructors for their students in the behavioral and social sciences. The authors provide a conceptual context that makes it easier to learn formulas and procedures, explaining why procedures were developed and when they should be used. This text will also instill the basic principles of objectivity and logic that are essential for science and valuable in everyday life, making it a useful reference long after you complete the course.

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SECTION 3.5 | Selecting a Measure of Central Tendency 87

5

4

FIGURE 3.8

A frequency distribution with

one extreme score. Notice that

the graph shows two breaks in

the X-axis. Rather than listing

all of the scores for 0 –100,

the graph skips directly to the

lowest score, which is X = 10,

and then breaks again between

X = 15 and X = 100. The

breaks in the X-axis are the

conventional way of notifying

the reader that some values

have been omitted.

Frequency

3

2

1

10 11 12 13 14 15

100

Number of errors

skewed, with a small segment of the population earning incomes that are astronomical.

These extreme values distort the mean, so that it is not very representative of the salaries

that most of us earn. As in the previous example, the median is the preferred measure of

central tendency when extreme scores exist.

Undetermined Values Occasionally, you will encounter a situation in which an individual

has an unknown or undetermined score. This often occurs when you are measuring

the number of errors (or amount of time) required for an individual to complete a task.

For example, suppose that preschool children are asked to assemble a wooden puzzle as

quickly as possible. The experimenter records how long (in minutes) it takes each child

to arrange all the pieces to complete the puzzle. Table 3.5 presents results for a sample of

n = 6 children.

TABLE 3.5

Number of minutes

needed to assemble a

wooden puzzle.

Person

Time (Min.)

1 8

2 11

3 12

4 13

5 17

6 Never finished

Notice that one child never completed the puzzle. After an hour, this child still showed

no sign of solving the puzzle, so the experimenter stopped him or her. This participant has

an undetermined score. (There are two important points to be noted. First, the experimenter

should not throw out this individual’s score. The whole purpose for using a sample is to

gain a picture of the population, and this child tells us that part of the population cannot

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