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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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PROBLEMS 331

c. Write a sentence demonstrating how the results of

the hypothesis test and the measure of effect size

would appear in a research report.

11. Recent research has shown that creative people are

more likely to cheat than their less creative counterparts

(Gino and Ariely, 2012). Participants in the

study first completed creativity assessment questionnaires

and then returned to the lab several days later

for a series of tasks. One task was a multiple-choice

general knowledge test for which the participants

circled their answers on the test sheet. Afterward,

they were asked to transfer their answers to a bubble

sheets for computer scoring. However, the experimenter

admitted that the wrong bubble sheet had

been copied so that the correct answers were

still faintly visible. Thus, the participants had an

opportunity to cheat and inflate their test scores.

Higher scores were valuable because participants

were paid based on the number of correct answers.

However, the researchers had secretly coded the

original tests and the bubble sheets so that they could

measure the degree of cheating for each participant.

Assuming that the participants were divided into

two groups based on their creativity scores, the

following data are similar to the cheating scores

obtained in the study.

High Creativity

Participants

Low Creativity

Participants

n = 27 n = 27

M = 7.41 M = 4.78

SS = 749.5 SS = 830

a. Use a one-tailed test with α = .05 to determine

whether these data are sufficient to conclude that

high creativity people are more likely to cheat than

people with lower levels of creativity.

b. Compute Cohen’s d to measure the size of the

effect.

c. Write a sentence demonstrating how the results

from the hypothesis test and the measure of effect

size would appear in a research report.

12. Recent research has demonstrated that music-based

physical training for elderly people can improve

balance, walking efficiency, and reduce the risk of

falls (Trombetti et al., 2011). As part of the training,

participants walked in time to music and responded

to changes in the music’s rhythm during a 1-hour per

week exercise program. After 6 months, participants

in the training group increased their walking speed

and their stride length compared to individuals in the

control group. The following data are similar to the

results obtained in the study.

Exercise Group

Stride Length

Control Group

Stride Length

24 25 22 24 26 23 20 23

26 17 21 22 20 16 21 17

22 19 24 23 18 23 16 20

23 28 25 23 25 19 17 16

Do the results indicate a significant difference in the

stride length for the two groups? Use a two-tailed test

with α = .05.

13. McAllister et al. (2012) compared varsity football and

hockey players with varsity athletes from noncontact

sports to determine whether exposure to head impacts

during one season have an effect on cognitive performance.

In the study, tests of new learning performance

were significantly poorer for the contact sport athletes

compared to the noncontact sport athletes. The following

table presents data similar to the results obtained

in the study.

Noncontact Athletes

Contact Athletes

10 7

8 4

7 9

9 3

13 7

7 6

6 10

12 2

a. Are the test scores significantly lower for the contact

sport athletes than for the noncontact athletes?

Use a one-tailed test with α = .05.

b. Compute the value of r 2 (percentage of variance

accounted for) for these data.

14. In the Chapter Preview we presented a study showing

that handling money reduces the perception pain

(Zhou, Vohs, & Baumeister, 2009). In the experiment,

a group of college students was told that they were

participating in a manual dexterity study. Half of the

students were given a stack of money to count and the

other half got a stack of blank pieces of paper. After

the counting task, the participants were asked to dip

their hands into bowls of very hot water (122°F) and

rate how uncomfortable it was. The following data

show ratings of pain similar to the results obtained

in the study.

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