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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 8.1 | The Logic of Hypothesis Testing 235

In general, a large value for a test statistic like the z-score indicates a large discrepancy

between the sample data and the null hypothesis. Specifically, a large value indicates that

the sample data are very unlikely to have occurred by chance alone. Therefore, when we

obtain a large value (in the critical region), we conclude that it must have been caused by

a treatment effect.

LEARNING CHECK

1. A sample of n = 16 individuals is selected from a population with μ = 40 and

σ = 12, and a treatment is administered to the sample. After treatment, the sample

mean is M = 42. How does this sample compare to samples that should be obtained

if the treatment has no effect?

a. It is an extreme value that would be very unlikely if the treatment has no effect.

b. It is much the same as samples that would be obtained if the treatment has no

effect.

c. The mean is noticeably larger than would be expected if the treatment has no

effect but it is not quite an extreme sample.

d. There is no way to compare this sample with those that would be obtained if the

treatment had no effect.

2. A researcher selects a sample of n = 20 from a normal population with μ = 80 and

σ = 20, and a treatment is administered to the sample. If a hypothesis test is used to

evaluate the effect of the treatment, what is the null hypothesis?

a. μ = 80

b. M = 80

c. μ ≠ 80

d. M ≠ 80

3. What is the correct decision in a hypothesis if the data produce a z-score that is in

the critical region?

a. Reject H 0

b. Fail to reject H 0

c. Reject H 1

d. Fail to reject H 1

4. A researcher administers a treatment to a sample of n = 25 participants and uses a

hypothesis test to evaluate the effect of the treatment. The hypothesis test produces a

z-score of z = 1.77. Assuming that the researcher is using a two-tailed test,

a. The researcher should reject the null hypothesis with α = .05 but not with α = .01.

b. The researcher should reject the null hypothesis with either α = .05 or α = .01.

c. The researcher should fail to reject H 0

with either α = .05 or α = .01.

d. Cannot answer without additional information.

ANSWERS

1. B, 2. A, 3. A, 4. C

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