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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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APPENDIX E | Hypothesis Tests for Ordinal Data: Mann-Whitney, Wilcoxon, Kruskal-Wallis, and Friedman Tests 697

Using the data in Table E.2(b), the Kruskal-Wallis formula produces a chi-square value of

H 5

15s16d1 12 39.52 1 26.52 1 542

5 5 5 2 2 3s16d

5 0.05(312.05 1 140.45 1 583.2) 2 48

5 0.05(1035.7) 2 48

5 51.785 2 48

5 3.785

With df 5 2, the chi-square table lists a critical value of 5.99 for a 5 .05. Because

the obtained chi-square value (3.785) is not greater than the critical value, our statistical

decision is to fail to reject H 0

. The data do not provide sufficient evidence to conclude that

there are significant differences among the three treatments.

As with the Mann-Whitney and the Wilcoxon tests, there is no standard format for

reporting the outcome of a Kruskal-Wallis test. However, the report should provide a summary

of the data, the value obtained for the chi-square statistic, as well as the value of df,

N, and the p value. For the Kruskal-Wallis test that we just completed, the results could

be reported as follows:

After ranking the individual scores, a Kruskal-Wallis test was used to evaluate differences among

the three treatments. The outcome of the test indicated no significant differences among the treatment

conditions, H 5 3.785 (2, N 5 15), p . .05.

There is one assumption for the Kruskal-Wallis test that is necessary to justify using the

chi-square distribution to identify critical values for H. Specifically, each of the treatment

conditions must contain at least five scores.

E.5 The Friedman Test: An Alternative

to the Repeated-Measures ANOVA

The Friedman test is used to evaluate the differences between three or more treatment

conditions using data from a repeated-measures design. This test is an alternative to the

repeated-measures ANOVA that was introduced in Chapter 13. However, the ANOVA

requires numerical scores that can be used to compute means and variances. The Friedman

test simply requires ordinal data. The Friedman test is also similar to the Wilcoxon test that

was introduced earlier in this chapter. However, the Wilcoxon test is limited to comparing

only two treatments, whereas the Friedman test is used to compare three or more treatments.

■ The Data for a Friedman Test

The Friedman test requires only one sample, with each individual participating in all of

the different treatment conditions. The treatment conditions must be rank-ordered for

each individual participant. For example, a researcher could observe a group of children

diagnosed with ADHD in three different environments: at home, at school, and during

unstructured play time. For each child, the researcher observes the degree to which the

disorder interferes with normal activity in each environment, and then ranks the three

environments from most disruptive to least disruptive. In this case, the ranks are obtained

by comparing the individual’s behavior across the three conditions. It is also possible for

each individual to produce his or her own rankings. For example, each individual could be

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