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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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282 CHAPTER 9 | Introduction to the t Statistic

(a)

Original scores, including the treatment effect

8 9 10 11 12 13 14 15 16 17 18

No effect

m 5 10

FIGURE 9.6

Deviations from μ = 10

(no treatment effect) for the

scores in Example 9.2. The

colored lines in part (a) show

the deviations for the original

scores, including the treatment

effect. In part (b) the

colored lines show the deviations

for the adjusted scores

after the treatment effect has

been removed.

(b)

Adjusted scores with the treatment effect removed

5 6 7 8 9 10 11 12 13 14 15

No effect

m 5 10

at the attractive photograph, which means that their scores are generally greater than 10.

Thus, the treatment has pushed the scores away from μ = 10 and has increased the size of

the deviations.

Next, we will see what happens if the treatment effect is removed. In this example, the

treatment has a 3-point effect (the average increases from μ = 10 to M = 13). To remove

the treatment effect, we simply subtract 3 points from each score. The adjusted scores are

shown in Figure 9.6(b) and, once again, the deviations from μ = 10 are shown as colored

lines. First, notice that the adjusted scores are centered at μ = 10, indicating that there is

no treatment effect. Also notice that the deviations, the colored lines, are noticeably smaller

when the treatment effect is removed.

To measure how much the variability is reduced when the treatment effect is removed,

we compute the sum of squared deviations, SS, for each set of scores. The left-hand columns

of Table 9.2 show the calculations for the original scores (Figure 9.6(a)), and the

right-hand columns show the calculations for the adjusted scores (Figure 9.6(b)). Note

that the total variability, including the treatment effect, is SS = 153. However, when the

treatment effect is removed, the variability is reduced to SS = 72. The difference between

these two values, 153 – 72 = 81 points, is the amount of variability that is accounted for

by the treatment effect. This value is usually reported as a proportion or percentage of the

total variability:

variability accounted for

total variability

5 81 5 0.5294 s52.94%d

153

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