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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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416 CHAPTER 13 | Repeated-Measures Analysis of Variance

Table 13.1(b) shows a study in which a researcher observes depression scores for the

same group of individuals at three different times. In this study, the time of measurement

is the factor being examined. Another common example of this type of design is

found in developmental psychology when the participants’ age is the factor being studied.

For example, a researcher could study the development of vocabulary skill by measuring

vocabulary for a sample of 3-year-old children, then measuring the same children again

at ages 4 and 5.

■ The Hypotheses and Logic for the Repeated-Measures ANOVA

The hypotheses for the repeated-measures ANOVA are exactly the same as those for the

independent-measures ANOVA presented in Chapter 12. Specifically, the null hypothesis

states that for the general population there are no mean differences among the treatment

conditions being compared. In symbols,

H 0

: μ 1

= μ 2

= μ 3

= …

The null hypothesis states that, on average, all of the treatments have exactly the same

effect. According to the null hypothesis, any differences that may exist among the sample

means are not caused by systematic treatment effects but rather are the result of random

and unsystematic factors.

The alternative hypothesis states that there are mean differences among the treatment

conditions. Rather than specifying exactly which treatments are different, we use a generic

version of H 1

, which simply states that differences exist:

H 1

: At least one treatment mean (μ) is different from another.

Notice that the alternative says that, on average, the treatments do have different effects.

Thus, the treatment conditions may be responsible for causing mean differences among the

samples. As always, the goal of the ANOVA is to use the sample data to determine which

of the two hypotheses is more likely to be correct.

■ The F-Ratio for Repeated-Measures ANOVA

The F-ratio for the repeated-measures ANOVA has the same structure that was used for

the independent-measures ANOVA in Chapter 12. In each case, the F-ratio compares the

actual mean differences between treatments with the amount of difference that would be

expected if there were no treatment effect. The numerator of the F-ratio measures the

actual mean differences between treatments. The denominator measures how big the differences

should be if there is no treatment effect. As always, the F-ratio uses variance to

measure the size of the differences. Thus, the F-ratio for both ANOVAs has the general

structure

F 5

variance (differences) between treatments

variance (differences) expected if there is no treatment effect

A large value for the F-ratio indicates that the differences between treatments are greater

than would be expected without any treatment effect. If the F-ratio is larger than the critical

value in the F distribution table, we can conclude that the differences between treatments

are significantly larger than would be caused by chance.

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