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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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254 CHAPTER 8 | Introduction to Hypothesis Testing

Notice that Cohen’s d simply describes the size of the treatment effect and is not influenced

by the number of scores in the sample. For both hypothesis tests, the original population

mean was μ = 50 and, after treatment, the sample mean was M = 51. Thus, treatment

appears to have increased the scores by 1 point, which is equal to one-tenth of a standard

deviation (Cohen’s d = 0.1).

LEARNING CHECK

1. Which of the following is most likely to reject the null hypothesis even if the

treatment effect is very small?

a. A small sample and a small value for σ.

b. A small sample and a large value for σ.

c. A large sample and a small value for σ.

d. A large sample and a large value for σ.

2. A treatment is administered to a sample selected from a population with a mean of

µ = 80 and a standard deviation of σ = 10. After treatment, the sample mean is M = 85.

Based on this information, the effect size as measured by Cohen’s d is _____.

a. d = 5.00

b. d = 2.00

c. d = 0.50

d. impossible to calculate without more information

3. If other factors are held constant, then how does the size of the standard deviation

affect the likelihood of rejecting the null hypothesis and the value for Cohen’s d?

a. A larger standard deviation increases the likelihood of rejecting the null hypothesis

and increases the value of Cohen’s d.

b. A larger standard deviation increases the likelihood of rejecting the null hypothesis

but decreases the value of Cohen’s d.

c. A larger standard deviation decreases the likelihood of rejecting the null hypothesis

but increases the value of Cohen’s d.

d. A larger standard deviation decreases the likelihood of rejecting the null hypothesis

and decreases the value of Cohen’s d.

ANSWERS

1. C, 2. C, 3. D

8.6 Statistical Power

LEARNING OBJECTIVES

13. Define the power of a hypothesis test and explain how power is related to the

probability of a Type II error.

14. Identify the factors that influence power and explain how power is affected by each.

Instead of measuring effect size directly, an alternative approach to determining the size or

strength of a treatment effect is to measure the power of the statistical test. The power of a

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