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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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212 CHAPTER 7 | Probability and Samples: The Distribution of Sample Means

(a)

Distribution of M

for n 5 1

s M

5 s 5 20

(b)

Distribution of M

for n 5 4

s M

5 10

(c)

Distribution of M

for n 5 100

s M

5 2

20

10

2

80

FIGURE 7.8

The distribution of sample means for (a) n = 1, (b) n = 4, and (c) n = 100 obtained from a normal population with

μ = 80 and σ = 20. Notice that the size of the standard error decreases as the sample size increases.

80

80

normal (because the original population is normal), and all three have the same mean,

μ = 80, which is the expected value of M. However, the three distributions differ greatly

with respect to variability. We will consider each one separately.

The smallest sample size is n = 1. When a sample consists of a single student, the mean

for the sample equals the score for the student, M = X. Thus, when n = 1, the distribution

of sample means is identical to the original population of scores. In this case, the standard

error for the distribution of sample means is equal to the standard deviation for the original

population. Equation 7.1 confirms this observation.

s M

5 s Ïn 5 20

Ï1 5 20

When the sample consists of a single student, you expect, on average, a 20-point difference

between the sample mean and the mean for the population. As we noted earlier,

the population standard deviation is the “starting point” for the standard error. With the

smallest possible sample, n = 1, the standard error is equal to the standard deviation (see

Figure 7.8(a)).

As the sample size increases, however, the standard error gets smaller. For a sample of

n = 4 students, the standard error is

s M

5 s Ïn 5 20

Ï4 5 20 2 5 10

That is, the typical (or standard) distance between M and μ is 10 points. Figure 7.8(b) illustrates

this distribution. Notice that the sample means in this distribution approximate the

population mean more closely than in the previous distribution where n = 1.

With a sample of n = 100, the standard error is still smaller.

s M

5 s Ïn 5 20

Ï100 5 20

10 5 2

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