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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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288 CHAPTER 9 | Introduction to the t Statistic

LEARNING CHECK

1. A researcher uses a sample of n = 10 to evaluate a treatment effect and obtains

t = 3.00. If effect size is measured using the percentage of variance accounted for,

then what value will be obtained for r 2 ?

9

a. 18 = 0.50

9

b. 17 = 0.53

3

c. 12 = 0.25

3

d. 11 = 0.27

2. What happens to measures of effect size such as r 2 and Cohen’s d as sample size

increases?

a. They also tend to increase.

b. They tend to decrease.

c. Sample size does not have any great influence on measures of effect size.

d. The effect of sample size depends on other factors such as sample variance.

3. Which set of factors would produce the narrowest confidence interval for estimating

a population mean?

a. A large sample and a large percentage of confidence

b. A large sample and a small percentage of confidence

c. A small sample and a large percentage of confidence

d. A small sample and a small percentage of confidence

4. The results of a hypothesis test are reported as follows: “t(20) = 2.70, p , .05.”

Based on this report, how many individuals were in the sample?

a. 19

b. 20

c. 21

d. cannot be determined from the information provided

ANSWERS

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

9.4 Directional Hypotheses and One-Tailed Tests

LEARNING OBJECTIVE

9. Conduct a directional (one-tailed) hypothesis test using the t statistic.

As noted in Chapter 8, the nondirectional (two-tailed) test is more commonly used than

the directional (one-tailed) alternative. On the other hand, a directional test may be used in

some research situations, such as exploratory investigations or pilot studies or when there

is a priori justification (for example, a theory or previous findings). The following example

demonstrates a directional hypothesis test with a t statistic, using the same experimental

situation presented in Example 9.2.

EXAMPLE 9.6

The research question is whether attractiveness affects the behavior of infants looking

at photographs of women’s faces. The researcher is expecting the infants to prefer the

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