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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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294 CHAPTER 9 | Introduction to the t Statistic

STEP 2

STEP 3

Locate the critical region With a sample of n = 9 students, the t statistic has df = n – 1 = 8.

For a two-tailed test with α = .05 and df = 8, the critical t values are t = ±2.306. These

critical t values define the boundaries of the critical region. The obtained t value must be

more extreme than either of these critical values to reject H 0

.

Compute the test statistic As we have noted, it is easier to separate the calculation of the t

statistic into three stages.

Sample Variance

s 2 5

SS

n 2 1 5 94 8 5 11.75

Estimated Standard Error The estimated standard error for these data is

s M

s2

n

Î 5 11.75 5 1.14

9

The t Statistic. Now that we have the estimated standard error and the sample mean, we can

compute the t statistic. For this demonstration,

t 5 M 2m 10 2 15

5 5 2 5

s M

1.14 1.14 524.39

STEP 4

Make a decision about H 0

, and state a conclusion The t statistic we obtained (t = –4.39)

is in the critical region. Thus, our sample data are unusual enough to reject the null hypothesis

at the .05 level of significance. We can conclude that there is a significant difference in

level of optimism between this year’s and last year’s graduating classes, t(8)= –4.39, p < .05,

two-tailed.

DEMONSTRATION 9.2

EFFECT SIZE: ESTIMATING COHEN’S d AND COMPUTING r 2

We will estimate Cohen’s d for the same data used for the hypothesis test in Demonstration

9.1. The mean optimism score for the sample from this year’s class was 5 points

lower than the mean from last year (M = 10 vs. μ = 15). In Demonstration 9.1 we computed

a sample variance of s 2 = 11.75, so the standard deviation is Ï11.75 = 3.43. With

these values,

estimated d 5

mean difference

standard deviation 5 5

3.43 5 1.46

To calculate the percentage of variance explained by the treatment effect, r 2 , we need the

value of t and the df value from the hypothesis test. In Demonstration 9.1 we obtained t =

–4.39 with df = 8. Using these values in Equation 9.5, we obtain

r 2 5

t2

t 2 1 df 5 s24.39d2

s24.39d 2 1 8 5 19.27

27.27 5 0.71

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