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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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SECTION 13.1 | Overview of the Repeated-Measures ANOVA 419

uses the same individuals in all treatments. In the denominator, the individual differences

are subtracted out during the analysis. As a result, the repeated-measures F-ratio has the

following structure:

between 2 treatments variance

F 5

error variance

treatment effects 1 random, unsystematic differences

5

random, unsystematic differences

(13.1)

Note that this F-ratio is structured so that there are no individual differences contributing

to either the numerator or the denominator. When there is no treatment effect, the F-ratio

is balanced because the numerator and denominator are both measuring exactly the same

variance. In this case, the F-ratio should have a value near 1.00. When research results produce

an F-ratio near 1.00, we conclude that there is no evidence of a treatment effect and

we fail to reject the null hypothesis. On the other hand, when a treatment effect does exist,

it contributes only to the numerator and should produce a large value for the F-ratio. Thus,

a large value for F indicates that there is a real treatment effect and therefore we should

reject the null hypothesis.

LEARNING CHECK

1. In an independent-measures ANOVA, individual differences contribute to the

variance in the numerator and in the denominator of the F-ratio. For a repeatedmeasures

ANOVA, what happens to the individual differences in the numerator of

the F-ratio?

a. They do not exist because the same individuals participate in all of the

treatments.

b. They are measured and subtracted out during the analysis.

c. Individual differences contribute to the variance in the numerator.

d. None of the other options accurately describes individual differences in the

numerator.

2. In an independent-measures ANOVA, individual differences contribute to the

variance in the numerator and in the denominator of the F-ratio. For a repeatedmeasures

ANOVA, what happens to the individual differences in the denominator

of the F-ratio?

a. They do not exist because the same individuals participate in all of the

treatments.

b. They are measured and subtracted out during the analysis.

c. Individual differences contribute to the variance in the numerator.

d. None of the other options accurately describes individual differences in the

numerator.

ANSWERS

1. A, 2. B

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