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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 527

rank-order a set of term papers. The ranks and the

instructor’s grades for these papers are as follows:

Rank

Grade

1 A

2 B

3 A

4 B

5 B

6 C

7 D

8 C

9 C

10 D

11 F

a. Compute the Spearman correlation for these data.

(Note: You must convert the letter grades to ranks,

using tied ranks to represent tied grades.)

b. Is the Spearman correlation statistically significant?

Use a two-tailed test with α = .05.

20. It appears that there is a significant relationship

between cognitive ability and social status, at least for

birds. Boogert, Reader, and Laland (2006) measured

social status and individual learning ability for a group

of starlings. The following data represent results

similar to those obtained in the study. Because social

status is an ordinal variable consisting of five ordered

categories, the Spearman correlation is appropriate for

these data. Convert the social status categories and the

learning scores to ranks, and compute the Spearman

correlation.

Subject

Social

Status

Learning

Score

A 1 3

B 3 10

C 2 7

D 3 11

E 5 19

F 4 17

G 5 17

H 2 4

I 4 12

J 2 3

21. Problem 13 presented data showing a positive relationship

between weight and income for a sample

of professional men. However, weight was coded

in five categories that could be viewed as an ordinal

scale rather than an interval or ratio scale. If so,

a Spearman correlation is more appropriate than

a Pearson correlation.

a. Convert the weights and the incomes into ranks

and compute the Spearman correlation for the

scores in problem 13.

b. Is the Spearman correlation large enough to be

significant?

22. Problem 13 in Chapter 10 presented data showing that

varsity athletes in contact sports (football and hockey)

who were regularly exposed to head impacts had

significantly lower cognitive scores than varsity

athletes from noncontact sports. The independentmeasures

t test produced t = 2.25 with df = 14 and

a value of r 2 = 0.265 (26.5%).

a. Convert the data from this problem into a form

suitable for the point-biserial correlation (use

1 for the noncontact athletes and 0 for the contact

athletes), and then compute the correlation.

b. Square the value of the point-biserial correlation

to verify that you obtain the same r 2 value that

was computed in Chapter 10.

23. Problem 14 in Chapter 10 presented data demonstrating

that handling money can reduce the perception

of pain. In the study, one group counted money and

another group counted blank pieces of paper. After the

counting task, each participant dipped a hand into very

hot water and rated how uncomfortable it was.

a. Convert the data from this problem into a form

suitable for the point-biserial correlation (use

1 for the money and 0 for the plain paper), and

then compute the correlation.

b. Square the value of the point-biserial correlation

to obtain r 2 .

c. The t test in chapter 10 produced t = 3.57 with

df = 16. Use the equation on p. 518 to compute

the value of r 2 directly from the t statistic and its

df. Within rounding error, the value of r 2 from the

equation should be equal to the value obtained

from the point-biserial correlation.

24. Studies have shown people with high intelligence are

generally more likely to volunteer as participants in

research, but not for research that involves unusual

experiences such as hypnosis. To examine this

phenomenon, a researcher administers a questionnaire

to a sample of college students. The survey asks for the

student’s grade point average (as a measure of intelligence)

and whether the student would like to take

part in a future study in which participants would be

hypnotized. The results showed that 7 of the 10 lower

intelligence people were willing to participant but only

2 of the 10 higher intelligence people were willing.

a. Convert the data to a form suitable for computing

the phi-coefficient. (Code the two intelligence

categories as 0 and 1 for the X variable, and code

the willingness to participate as 0 and 1 for the

Y variable.)

b. Compute the phi-coefficient for the data.

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