1. Paired data involves dependent samples that are measured in pairs, such as measurements taken from the same subject before and after a treatment. When comparing paired data, the proper test is a one-sample t-test on the differences between pairs.
2. The null hypothesis for a paired t-test states that the mean of the differences between pairs is equal to zero, indicating no change between measurements. The alternative hypothesis depends on the specific problem but can be left-tailed, right-tailed, or two-tailed.
3. The key steps in a paired t-test are calculating the differences between pairs, finding the mean and standard deviation of the differences, determining the t-statistic, computing the
DIFFERENTIAL OPERATORS AND STABILITY ANALYSIS OF THE WAGE FUNCTIONIJESM JOURNAL
In this paper, a differential operator has been used to solve the wage equation. The subsequent wage function is analyzed and interpreted for stability. The equation incorporates speculative parameters operating in free range. The variations of these parameters have caused stability and instability of the wage function in certain circumstances. Where the wage function is exponential, asymptotic stability towards the equilibrium wage rate is observed but where it consists of both exponential and periodic factors, the time path shows periodic fluctuations with successive cycles giving smaller amplitudes until the ripples dies naturally. It is also observed that though differential operator is just as effective as variation of parameters demonstrated in [6], it is rather simple and fast with limited algebra.
DIFFERENTIAL OPERATORS AND STABILITY ANALYSIS OF THE WAGE FUNCTIONIJESM JOURNAL
In this paper, a differential operator has been used to solve the wage equation. The subsequent wage function is analyzed and interpreted for stability. The equation incorporates speculative parameters operating in free range. The variations of these parameters have caused stability and instability of the wage function in certain circumstances. Where the wage function is exponential, asymptotic stability towards the equilibrium wage rate is observed but where it consists of both exponential and periodic factors, the time path shows periodic fluctuations with successive cycles giving smaller amplitudes until the ripples dies naturally. It is also observed that though differential operator is just as effective as variation of parameters demonstrated in [6], it is rather simple and fast with limited algebra.
CIRCLE OR HIGHLIGHT the correct answer for the following questions.docxchristinemaritza
CIRCLE OR HIGHLIGHT the correct answer for the following questions; then after each, you will be asked to provide a rationale for your answer, an explanation, or example. DO NOT LEAVE ANY BLANK LINE ON THE TEST UNANSWERED.
In questions 1 through 5, MATCH each of the following research methods (a-e) with the statement which best describes it. Write the concept in the space next to the statement:
a. naturalistic observation d. case study
b. laboratory observation e. survey
c. correlational study
1. This method allows researchers to gather self-report data from a representative sample of the population. ______________________________
Please provide your own example of this method in a scientific, psychological study. If you were to conduct your study using this method, how would you go about doing so? In one paragraph, tell me how you would utilize this method in a study of your choosing:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. This method involves determining the strength of relationship between two variables, though cause and effect cannot be determined. _________________________________
Please provide an example of this method in your own scientific, psychological study. In one paragraph, explain what variables you might utilize to determine strength of relationships:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. This method allows researchers to observe behaviors while maintaining control of the environment. ________________________________
Please provide an example of this method in the scientific, psychological study you came up with in question 1. If you were to conduct your study using this method, how would you go about doing so? In one paragraph, tell me how you would utilize this method:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. This method involves collecting extensive data on one person of interest. __________________
Please provide an example of this method in the scientific, psychological study you came up with in question 1. If you were to conduct your study using this method, how would you go about doing so? In one paragraph, tell me how you would utilize this method and what one person you might collect data on:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. This method allow ...
NGR 7848 Fundamentals of Statistics for Clinicians Ho.docxhenrymartin15260
NGR 7848: Fundamentals of Statistics for Clinicians
Homework #3
Student Name: __________________________
1. Assume that you want to calculate a confidence interval for a mean (i.e. a continuous variable). Refer to the appendix tables in
your textbook, and identify the correct value to be used for the calculation (i.e. from either the t or z distribution) (5 points)
N
Desired
Confidence Interval
t or z distribution
(specify which one)
Correct
t or z Value
16 95% _____ 2.131
22 90% _____ 1.721
28 99% _____ 2.771
64 95% _____ 1.96
128 90% _____ 1.645
2. From the information below, calculate the desired confidence for a one sample continuous variable (mean systolic blood
pressure). Show your work. (5 points)
Parameter: Mean systolic blood pressure
Sample N: 420
Sample Mean: 132.8
Sample SD: 17.4
Confidence Level: 95% Z value: ________ or t value: _________
Answer: _________________________________________________________________
3. Using your notes from class, repeat this same calculation in SPSS. Make sure to paste your output (i.e. the 95% confidence
interval) below to verify your results for question #2. (5 points)
Parameter: Mean systolic blood pressure
Sample N: 420
Sample Mean: 132.8
Sample SD: 17.4
Confidence Level: 95%
4. For a one sample dichotomous outcome, calculate the desired confidence interval for the proportion of the population with
hypertension. Show your work. (5 points)
Parameter: Proportion of population with diabetes
Sample N: 194
Sample Proportion: (16 / 194) = _________
Confidence Level: 90% Z value: __________
90% Confidence Interval: ________________________________________
5. For a two sample continuous outcome, independent groups, calculate the desired confidence interval for the mean difference in
resting heart rate (beats per minute) between smokers and non-smokers. Show your work. (5 points)
Parameter: Mean difference in resting heart rate between a sample of smokers and non-smokers
Xsmokers = 76.4; n1 = 58; s1 = 9.2
Xnon-smokers = 71.8; n2 = 210; s2 = 8.4
6. Using your notes from class, use SPSS to calculate a 95% confidence interval for the mean difference in resting heart rate by
smoking status. Make sure to paste your output below. (5 points)
Parameter: Mean difference in resting heart rate between a sample of smokers and non-smokers
Xsmokers = 76.4; n1 = 58; s1 = 9.2
Xnon-smokers = 71.8; n2 = 210; s2 = 8.4
7. Compute the desired confidence interval for the risk ratio comparing the risk of memory problems among
statin users versus non-statin users. Show your work..
Memory OK Memory Problems Total Incidence
Statin user 232 32 264 p1 =
Non-statin user 949 88 1,037 p2 =
Total 1,181 120 1,301
Example: Compare the future risk of memory problems among statin users
(exposed) versus non-statin users (not e.
Assessment 1 – Basics of Research and Statistics, Frequency Dist.docxgalerussel59292
Assessment 1 – Basics of Research and Statistics, Frequency Distributions, Percentiles, and Graphical Representations
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Problem Set 1.1: Identifying Variables (Dependent, Independent, Quasi-Independent)
Criterion:
Identify dependent and independent variables.
Instructions:
For the following list of examples, identify the dependent variable and independent (or quasi-independent) variable.
1. A researcher tests whether cocaine use increases impulsive behavior in a sample of cocaine-dependent and cocaine-inexperienced mice.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
2. A professor tests whether students perform better on a multiple-choice or fill-in-the-blank test format.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
3. A researcher tests whether smoking by parents influences children’s attitudes toward smoking behavior.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
4. A social scientist tests whether attitudes toward morality differ based on political affiliation (Democrat or Republican).
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
5. A cultural researcher tests whether individuals from different cultures share or differ in the belief that dreams have meaning.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
Problem Set 1.2: Understanding Sample and Population
Criterion:
Describe the relationship between population and sample.
Instructions:
Read the following and answer the question.
Height and educational attainment:
Szklarska, Koziel, Bielicki, and Malina (2007) hypothesized that taller young men are more likely to move up the scale of educational attainment compared with shorter individuals from the same social background. They recruited 91,373 nineteen-year-old men to participate in the study.
Do these participants most likely represent a sample or population? Explain.
__________________________________________________________________________________________________________________________________________________________________________
Problem Set 1.3: SPSS Enter Data
Criterion:
Enter and display data in SPSS.
Instructions:
Use the supplied data to complete Steps 1–8.
Data:
Five social media users spent the following number of minutes viewing Twitter:
15.21, 46.18, 12.45, 65.486, 26.852.
Steps:
1. Open SPSS.
2. Click
New DataSet
in the
New Files
area and then click
Open
.
3. Click the
Variable View
tab at the bottom.
4. In the cell under.
Assessment 1 – Basics of Research and Statistics, Frequency Dist.docxcargillfilberto
Assessment 1 – Basics of Research and Statistics, Frequency Distributions, Percentiles, and Graphical Representations
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Problem Set 1.1: Identifying Variables (Dependent, Independent, Quasi-Independent)
Criterion:
Identify dependent and independent variables.
Instructions:
For the following list of examples, identify the dependent variable and independent (or quasi-independent) variable.
1. A researcher tests whether cocaine use increases impulsive behavior in a sample of cocaine-dependent and cocaine-inexperienced mice.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
2. A professor tests whether students perform better on a multiple-choice or fill-in-the-blank test format.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
3. A researcher tests whether smoking by parents influences children’s attitudes toward smoking behavior.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
4. A social scientist tests whether attitudes toward morality differ based on political affiliation (Democrat or Republican).
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
5. A cultural researcher tests whether individuals from different cultures share or differ in the belief that dreams have meaning.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
Problem Set 1.2: Understanding Sample and Population
Criterion:
Describe the relationship between population and sample.
Instructions:
Read the following and answer the question.
Height and educational attainment:
Szklarska, Koziel, Bielicki, and Malina (2007) hypothesized that taller young men are more likely to move up the scale of educational attainment compared with shorter individuals from the same social background. They recruited 91,373 nineteen-year-old men to participate in the study.
Do these participants most likely represent a sample or population? Explain.
__________________________________________________________________________________________________________________________________________________________________________
Problem Set 1.3: SPSS Enter Data
Criterion:
Enter and display data in SPSS.
Instructions:
Use the supplied data to complete Steps 1–8.
Data:
Five social media users spent the following number of minutes viewing Twitter:
15.21, 46.18, 12.45, 65.486, 26.852.
Steps:
1. Open SPSS.
2. Click
New DataSet
in the
New Files
area and then click
Open
.
3. Click the
Variable View
tab at the bottom.
4. In the cell und.
Histograms and Descriptive Statistics Scoring GuideCRITERIANON.docxpooleavelina
Histograms and Descriptive Statistics Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating histograms to generate relevant output.
Analyzes the histogram output, demonstrating insight and understanding of relevant data.
Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Does not provide an interpretation of histogram results.
Provides an interpretation of histogram results.
Interprets histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Evaluates histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Analyze the strengths and limitations of examining a distribution of scores with a histogram.
Does not identify the strengths and limitations of examining a distribution of scores with a histogram.
Identifies the strengths and limitations of examining a distribution of scores with a histogram.
Analyzes the strengths and limitations of examining a distribution of scores with a histogram.
Evaluates the strengths and limitations of examining a distribution of scores with a histogram. Demonstrates insight and understanding of relevant data.
Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Does not provide SPSS output.
Includes some, but not all, of the required output. Numerous errors in SPSS output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output. Includes all relevant output; no irrelevant output is included. No errors in SPSS output.
Analyze meaningful versus meaningless variables reported in descriptive statistics.
Does not identify meaningful versus meaningless variables reported in descriptive statistics.
Identifies meaningful versus meaningless variables reported in descriptive statistics.
Analyzes meaningful versus meaningless variables reported in descriptive statistics.
Evaluates meaningful versus meaningless variables reported in descriptive statistics.
Interpret descriptive statistics for meaningful variables.
Does not identify meaningful variables.
Identifies meaningful variables.
Interprets descriptive statistics for meaningful variables.
Evaluates descriptive statistics for meaningful variables.
Apply the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Analyzes the z scores and descriptive statistics output, demonstrating insight and understand ...
Module 01 – Basics of StatisticsClass Objectives· Define and ca.docxroushhsiu
Module 01 – Basics of Statistics
Class Objectives:
· Define and categorize variables.
· Calculate measures of center and variation using formulas and excel.
Module 01 - Part 1
In statistics, we want to study populations to understand how they function and work. To do this, we need to use variables to identify what we would like to study.
· A _________________________ is a characteristic or property of an individual experimental (or observational) unit in the population.
· This term comes from the idea that a characteristic will vary among the units in a population.
Example. Looking at this class as a population, what could be a variable that we may want to study?
Depending on the response to your variables, they can be classified as either quantitative or qualitative variables.
· _________________________________ variables have a response that requires a numerical answer.
· Which variables that we found would be quantitative?
· _________________________________ variables have a response that requires a non-numerical answer.
· Which variables that we found would be qualitative?
Examples. Define the following variables as quantitative or qualitative.
a) How many pets do you own?
b) What types of pets do you own?
c) How friendly are your pets on a scale from 1-4 (4 being very friendly and 1 being mean)?
d) How much does your pet weigh?
Looking specifically at quantitative variables, we can label them as discrete or continuous.
*Note: this categorization does NOT apply to qualitative variables!
· A __________________________________ variable is a quantitative variable that can take on any value between two specific values. (infinite possibilities)
· Examples:
· A ___________________________ variable is a quantitative variable that can only take on a certain number of values (limited possibilities).
· Examples:
Examples. Define the following variables as discrete or continuous.
a) Number of students who are blonde
b) Students’ heights
c) Color of students’ hair
d) Dog’s weight
e) Sum of rolling two dice
For both qualitative and quantitative variables, we also have another level of classification: nominal, ordinal, interval, and ratio.
· ________________________ scales are used for labeling variables without any quantitative value.
· All qualitative variables will fall into this category along with any quantitative variables that don’t hold any numerical significance.
· Hint: “nominal” sounds like “name”.
· Examples:
· ________________________ scales the order of the values is what’s important and significant, but the differences between each on its own is not really known.
· They are typically scales of non-numeric concepts like satisfaction, happiness, discomfort, etc.
· Hint: “Ordinal” sounds like “order”
· Examples:
· ___________________________ scales are numeric scales in which we know not only the order, but also the differences between the values.
· Note: They don’ ...
Research Evaluation FormCCMH525 Version 32University of.docxaudeleypearl
Research Evaluation Form
CCMH/525 Version 3
2
University of Phoenix Material
Research Evaluation Form
Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
Quantitative study: __________
Qualitative study: _____________
Location of Researcher’s Observation or Experiment
None _________ Home ________ Clinic _________ Lab __________
Residential facility _________ School _________ Hospital _________ Other __________
Were children involved? Yes _____ No ______ If your answer is yes, how many? _________
Introduction
Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Consider the following questions:
Is the need for the study clearly stated in the introduction?
_____________________________________________________________________________
Were the research questions and hypothesis clearly stated? Note that research questions are often presented implicitly within a description of the purpose of the study section.
Review of literature as relevant to the study: _________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Method
Sample size (total): ________________
Size per group or cell: _______________
Consider the following questions:
_______ Were the methods described so that the study could be replicated without further information?
Subjects
_______ Were subject recruitments and selection methods described?
_______ Were subjects randomly selected? Were there any biases in sampling?
_______ Were the samples appropriate for the population to which the researcher wished to generalize?
_______ Were characteristics of the sample adequately described?
_______ Are two or more groups being compared? Are they shown to be comparable on potentially confounding v ...
1.What would be the appropriate statistical procedure to test t.docxhyacinthshackley2629
1. What would be the appropriate statistical procedure to test the following hypothesis: “Triglyceride values are a good predictor of weight in obese adults.”
__________________________________________________________________
2. What is (are) the function(s) of parametric statistical procedures?
__________________________________________________________________
3. What is Type I Error?
__________________________________________________________________
__________________________________________________________________
4. What are the assumptions underlying the use of parametric, statistical procedures?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. If a critical value is greater than the test statistic, would you accept or reject the null hypothesis?
__________________________________________________________________
6. Under what circumstance(s) is it appropriate to use a 2-tailed test of significance?
__________________________________________________________________
__________________________________________________________________
7. What is the appropriate statistical procedure to use when your interest is in detecting a bivariate, curvilinear association?
__________________________________________________________________
8. For a study comparing outcomes under alternate treatment conditions, when the null hypothesis is rejected, the researcher concludes that a difference among groups exists.
_____True
_____False
9. A researcher, for reasons passing understanding, wishes to assess the association between gender and total cholesterol values. What would be the appropriate statistical procedure?
__________________________________________________________________
10. An HIV educator wishes to determine whether the method of delivering teaching influences adherence with antiretroviral therapy. She decides to measure adherence as viral load (a ratio measure). She teaches one group using lecture-discussion techniques. She adapts the information for access on the internet and gives another group the information using this medium. For yet another group, she decides to give a CD Rom for home study and then meets with individuals to answer any questions. She obtains viral loads for all clients for comparison. What procedure will determine the significance of any differences?
__________________________________________________________________
Items 11-15 relate to the following study results:
Study AStudy BStudy C
2 = 1.683 F = 7.357 r = .83
df = 4 df = 3/203 df = 98
p > .05 p < .05 p < .01
11. What statistical procedure was used to analyze data in study B?
__________________________________________________________________
12. How many groups were compared in stu.
CIRCLE OR HIGHLIGHT the correct answer for the following questions.docxchristinemaritza
CIRCLE OR HIGHLIGHT the correct answer for the following questions; then after each, you will be asked to provide a rationale for your answer, an explanation, or example. DO NOT LEAVE ANY BLANK LINE ON THE TEST UNANSWERED.
In questions 1 through 5, MATCH each of the following research methods (a-e) with the statement which best describes it. Write the concept in the space next to the statement:
a. naturalistic observation d. case study
b. laboratory observation e. survey
c. correlational study
1. This method allows researchers to gather self-report data from a representative sample of the population. ______________________________
Please provide your own example of this method in a scientific, psychological study. If you were to conduct your study using this method, how would you go about doing so? In one paragraph, tell me how you would utilize this method in a study of your choosing:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. This method involves determining the strength of relationship between two variables, though cause and effect cannot be determined. _________________________________
Please provide an example of this method in your own scientific, psychological study. In one paragraph, explain what variables you might utilize to determine strength of relationships:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. This method allows researchers to observe behaviors while maintaining control of the environment. ________________________________
Please provide an example of this method in the scientific, psychological study you came up with in question 1. If you were to conduct your study using this method, how would you go about doing so? In one paragraph, tell me how you would utilize this method:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. This method involves collecting extensive data on one person of interest. __________________
Please provide an example of this method in the scientific, psychological study you came up with in question 1. If you were to conduct your study using this method, how would you go about doing so? In one paragraph, tell me how you would utilize this method and what one person you might collect data on:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. This method allow ...
NGR 7848 Fundamentals of Statistics for Clinicians Ho.docxhenrymartin15260
NGR 7848: Fundamentals of Statistics for Clinicians
Homework #3
Student Name: __________________________
1. Assume that you want to calculate a confidence interval for a mean (i.e. a continuous variable). Refer to the appendix tables in
your textbook, and identify the correct value to be used for the calculation (i.e. from either the t or z distribution) (5 points)
N
Desired
Confidence Interval
t or z distribution
(specify which one)
Correct
t or z Value
16 95% _____ 2.131
22 90% _____ 1.721
28 99% _____ 2.771
64 95% _____ 1.96
128 90% _____ 1.645
2. From the information below, calculate the desired confidence for a one sample continuous variable (mean systolic blood
pressure). Show your work. (5 points)
Parameter: Mean systolic blood pressure
Sample N: 420
Sample Mean: 132.8
Sample SD: 17.4
Confidence Level: 95% Z value: ________ or t value: _________
Answer: _________________________________________________________________
3. Using your notes from class, repeat this same calculation in SPSS. Make sure to paste your output (i.e. the 95% confidence
interval) below to verify your results for question #2. (5 points)
Parameter: Mean systolic blood pressure
Sample N: 420
Sample Mean: 132.8
Sample SD: 17.4
Confidence Level: 95%
4. For a one sample dichotomous outcome, calculate the desired confidence interval for the proportion of the population with
hypertension. Show your work. (5 points)
Parameter: Proportion of population with diabetes
Sample N: 194
Sample Proportion: (16 / 194) = _________
Confidence Level: 90% Z value: __________
90% Confidence Interval: ________________________________________
5. For a two sample continuous outcome, independent groups, calculate the desired confidence interval for the mean difference in
resting heart rate (beats per minute) between smokers and non-smokers. Show your work. (5 points)
Parameter: Mean difference in resting heart rate between a sample of smokers and non-smokers
Xsmokers = 76.4; n1 = 58; s1 = 9.2
Xnon-smokers = 71.8; n2 = 210; s2 = 8.4
6. Using your notes from class, use SPSS to calculate a 95% confidence interval for the mean difference in resting heart rate by
smoking status. Make sure to paste your output below. (5 points)
Parameter: Mean difference in resting heart rate between a sample of smokers and non-smokers
Xsmokers = 76.4; n1 = 58; s1 = 9.2
Xnon-smokers = 71.8; n2 = 210; s2 = 8.4
7. Compute the desired confidence interval for the risk ratio comparing the risk of memory problems among
statin users versus non-statin users. Show your work..
Memory OK Memory Problems Total Incidence
Statin user 232 32 264 p1 =
Non-statin user 949 88 1,037 p2 =
Total 1,181 120 1,301
Example: Compare the future risk of memory problems among statin users
(exposed) versus non-statin users (not e.
Assessment 1 – Basics of Research and Statistics, Frequency Dist.docxgalerussel59292
Assessment 1 – Basics of Research and Statistics, Frequency Distributions, Percentiles, and Graphical Representations
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Problem Set 1.1: Identifying Variables (Dependent, Independent, Quasi-Independent)
Criterion:
Identify dependent and independent variables.
Instructions:
For the following list of examples, identify the dependent variable and independent (or quasi-independent) variable.
1. A researcher tests whether cocaine use increases impulsive behavior in a sample of cocaine-dependent and cocaine-inexperienced mice.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
2. A professor tests whether students perform better on a multiple-choice or fill-in-the-blank test format.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
3. A researcher tests whether smoking by parents influences children’s attitudes toward smoking behavior.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
4. A social scientist tests whether attitudes toward morality differ based on political affiliation (Democrat or Republican).
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
5. A cultural researcher tests whether individuals from different cultures share or differ in the belief that dreams have meaning.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
Problem Set 1.2: Understanding Sample and Population
Criterion:
Describe the relationship between population and sample.
Instructions:
Read the following and answer the question.
Height and educational attainment:
Szklarska, Koziel, Bielicki, and Malina (2007) hypothesized that taller young men are more likely to move up the scale of educational attainment compared with shorter individuals from the same social background. They recruited 91,373 nineteen-year-old men to participate in the study.
Do these participants most likely represent a sample or population? Explain.
__________________________________________________________________________________________________________________________________________________________________________
Problem Set 1.3: SPSS Enter Data
Criterion:
Enter and display data in SPSS.
Instructions:
Use the supplied data to complete Steps 1–8.
Data:
Five social media users spent the following number of minutes viewing Twitter:
15.21, 46.18, 12.45, 65.486, 26.852.
Steps:
1. Open SPSS.
2. Click
New DataSet
in the
New Files
area and then click
Open
.
3. Click the
Variable View
tab at the bottom.
4. In the cell under.
Assessment 1 – Basics of Research and Statistics, Frequency Dist.docxcargillfilberto
Assessment 1 – Basics of Research and Statistics, Frequency Distributions, Percentiles, and Graphical Representations
Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.
Problem Set 1.1: Identifying Variables (Dependent, Independent, Quasi-Independent)
Criterion:
Identify dependent and independent variables.
Instructions:
For the following list of examples, identify the dependent variable and independent (or quasi-independent) variable.
1. A researcher tests whether cocaine use increases impulsive behavior in a sample of cocaine-dependent and cocaine-inexperienced mice.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
2. A professor tests whether students perform better on a multiple-choice or fill-in-the-blank test format.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
3. A researcher tests whether smoking by parents influences children’s attitudes toward smoking behavior.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
4. A social scientist tests whether attitudes toward morality differ based on political affiliation (Democrat or Republican).
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
5. A cultural researcher tests whether individuals from different cultures share or differ in the belief that dreams have meaning.
Independent Variable: ________
Quasi-Independent Variable: ________
Dependent Variable: ________
Problem Set 1.2: Understanding Sample and Population
Criterion:
Describe the relationship between population and sample.
Instructions:
Read the following and answer the question.
Height and educational attainment:
Szklarska, Koziel, Bielicki, and Malina (2007) hypothesized that taller young men are more likely to move up the scale of educational attainment compared with shorter individuals from the same social background. They recruited 91,373 nineteen-year-old men to participate in the study.
Do these participants most likely represent a sample or population? Explain.
__________________________________________________________________________________________________________________________________________________________________________
Problem Set 1.3: SPSS Enter Data
Criterion:
Enter and display data in SPSS.
Instructions:
Use the supplied data to complete Steps 1–8.
Data:
Five social media users spent the following number of minutes viewing Twitter:
15.21, 46.18, 12.45, 65.486, 26.852.
Steps:
1. Open SPSS.
2. Click
New DataSet
in the
New Files
area and then click
Open
.
3. Click the
Variable View
tab at the bottom.
4. In the cell und.
Histograms and Descriptive Statistics Scoring GuideCRITERIANON.docxpooleavelina
Histograms and Descriptive Statistics Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating histograms to generate relevant output.
Analyzes the histogram output, demonstrating insight and understanding of relevant data.
Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Does not provide an interpretation of histogram results.
Provides an interpretation of histogram results.
Interprets histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Evaluates histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
Analyze the strengths and limitations of examining a distribution of scores with a histogram.
Does not identify the strengths and limitations of examining a distribution of scores with a histogram.
Identifies the strengths and limitations of examining a distribution of scores with a histogram.
Analyzes the strengths and limitations of examining a distribution of scores with a histogram.
Evaluates the strengths and limitations of examining a distribution of scores with a histogram. Demonstrates insight and understanding of relevant data.
Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Does not provide SPSS output.
Includes some, but not all, of the required output. Numerous errors in SPSS output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
Applies the appropriate SPSS procedure for generating descriptive statistics to generate relevant output. Includes all relevant output; no irrelevant output is included. No errors in SPSS output.
Analyze meaningful versus meaningless variables reported in descriptive statistics.
Does not identify meaningful versus meaningless variables reported in descriptive statistics.
Identifies meaningful versus meaningless variables reported in descriptive statistics.
Analyzes meaningful versus meaningless variables reported in descriptive statistics.
Evaluates meaningful versus meaningless variables reported in descriptive statistics.
Interpret descriptive statistics for meaningful variables.
Does not identify meaningful variables.
Identifies meaningful variables.
Interprets descriptive statistics for meaningful variables.
Evaluates descriptive statistics for meaningful variables.
Apply the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Does not provide SPSS output.
Provides SPSS output with errors.
Applies the appropriate SPSS procedures for creating z scores and descriptive statistics to generate relevant output.
Analyzes the z scores and descriptive statistics output, demonstrating insight and understand ...
Module 01 – Basics of StatisticsClass Objectives· Define and ca.docxroushhsiu
Module 01 – Basics of Statistics
Class Objectives:
· Define and categorize variables.
· Calculate measures of center and variation using formulas and excel.
Module 01 - Part 1
In statistics, we want to study populations to understand how they function and work. To do this, we need to use variables to identify what we would like to study.
· A _________________________ is a characteristic or property of an individual experimental (or observational) unit in the population.
· This term comes from the idea that a characteristic will vary among the units in a population.
Example. Looking at this class as a population, what could be a variable that we may want to study?
Depending on the response to your variables, they can be classified as either quantitative or qualitative variables.
· _________________________________ variables have a response that requires a numerical answer.
· Which variables that we found would be quantitative?
· _________________________________ variables have a response that requires a non-numerical answer.
· Which variables that we found would be qualitative?
Examples. Define the following variables as quantitative or qualitative.
a) How many pets do you own?
b) What types of pets do you own?
c) How friendly are your pets on a scale from 1-4 (4 being very friendly and 1 being mean)?
d) How much does your pet weigh?
Looking specifically at quantitative variables, we can label them as discrete or continuous.
*Note: this categorization does NOT apply to qualitative variables!
· A __________________________________ variable is a quantitative variable that can take on any value between two specific values. (infinite possibilities)
· Examples:
· A ___________________________ variable is a quantitative variable that can only take on a certain number of values (limited possibilities).
· Examples:
Examples. Define the following variables as discrete or continuous.
a) Number of students who are blonde
b) Students’ heights
c) Color of students’ hair
d) Dog’s weight
e) Sum of rolling two dice
For both qualitative and quantitative variables, we also have another level of classification: nominal, ordinal, interval, and ratio.
· ________________________ scales are used for labeling variables without any quantitative value.
· All qualitative variables will fall into this category along with any quantitative variables that don’t hold any numerical significance.
· Hint: “nominal” sounds like “name”.
· Examples:
· ________________________ scales the order of the values is what’s important and significant, but the differences between each on its own is not really known.
· They are typically scales of non-numeric concepts like satisfaction, happiness, discomfort, etc.
· Hint: “Ordinal” sounds like “order”
· Examples:
· ___________________________ scales are numeric scales in which we know not only the order, but also the differences between the values.
· Note: They don’ ...
Research Evaluation FormCCMH525 Version 32University of.docxaudeleypearl
Research Evaluation Form
CCMH/525 Version 3
2
University of Phoenix Material
Research Evaluation Form
Use this form for both your individual and Learning Team article reviews.
Name(s): ______________________________________________
Quantitative study: __________
Qualitative study: _____________
Location of Researcher’s Observation or Experiment
None _________ Home ________ Clinic _________ Lab __________
Residential facility _________ School _________ Hospital _________ Other __________
Were children involved? Yes _____ No ______ If your answer is yes, how many? _________
Introduction
Research hypothesis or research questions/problem behaviors: ________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________
Operational definitions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Consider the following questions:
Is the need for the study clearly stated in the introduction?
_____________________________________________________________________________
Were the research questions and hypothesis clearly stated? Note that research questions are often presented implicitly within a description of the purpose of the study section.
Review of literature as relevant to the study: _________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Method
Sample size (total): ________________
Size per group or cell: _______________
Consider the following questions:
_______ Were the methods described so that the study could be replicated without further information?
Subjects
_______ Were subject recruitments and selection methods described?
_______ Were subjects randomly selected? Were there any biases in sampling?
_______ Were the samples appropriate for the population to which the researcher wished to generalize?
_______ Were characteristics of the sample adequately described?
_______ Are two or more groups being compared? Are they shown to be comparable on potentially confounding v ...
1.What would be the appropriate statistical procedure to test t.docxhyacinthshackley2629
1. What would be the appropriate statistical procedure to test the following hypothesis: “Triglyceride values are a good predictor of weight in obese adults.”
__________________________________________________________________
2. What is (are) the function(s) of parametric statistical procedures?
__________________________________________________________________
3. What is Type I Error?
__________________________________________________________________
__________________________________________________________________
4. What are the assumptions underlying the use of parametric, statistical procedures?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. If a critical value is greater than the test statistic, would you accept or reject the null hypothesis?
__________________________________________________________________
6. Under what circumstance(s) is it appropriate to use a 2-tailed test of significance?
__________________________________________________________________
__________________________________________________________________
7. What is the appropriate statistical procedure to use when your interest is in detecting a bivariate, curvilinear association?
__________________________________________________________________
8. For a study comparing outcomes under alternate treatment conditions, when the null hypothesis is rejected, the researcher concludes that a difference among groups exists.
_____True
_____False
9. A researcher, for reasons passing understanding, wishes to assess the association between gender and total cholesterol values. What would be the appropriate statistical procedure?
__________________________________________________________________
10. An HIV educator wishes to determine whether the method of delivering teaching influences adherence with antiretroviral therapy. She decides to measure adherence as viral load (a ratio measure). She teaches one group using lecture-discussion techniques. She adapts the information for access on the internet and gives another group the information using this medium. For yet another group, she decides to give a CD Rom for home study and then meets with individuals to answer any questions. She obtains viral loads for all clients for comparison. What procedure will determine the significance of any differences?
__________________________________________________________________
Items 11-15 relate to the following study results:
Study AStudy BStudy C
2 = 1.683 F = 7.357 r = .83
df = 4 df = 3/203 df = 98
p > .05 p < .05 p < .01
11. What statistical procedure was used to analyze data in study B?
__________________________________________________________________
12. How many groups were compared in stu.
1. AP/H Statistics
Guided Notes
Mrs. LeBlanc – Perrone Name: ______________________________
Date: ___________
8.4 Tests Involving Paired Differences
(Dependent Samples)
Paired Data
o Many statistical applications use _______________________samples to draw conclusions about
the _____________________________________________________________________.
Examples:
Before and after situations
________________________________________
________________________________________
o When a test involves comparing two populations for which the data occur in pairs, the proper
procedure is to run a one-sample test on a single variable consisting of the differences from the
paired data.
1
2. AP/H Statistics
Guided Notes
Mrs. LeBlanc – Perrone
Components of the Paired Test
o Hypotheses
When testing the mean of the differences of paired data values, the null hypothesis
states that “_____________________________________________________”
( )
The null hypothesis is always ___________________
The alternate hypothesis depends on the problem and can be:
Left-Tailed Right-Tailed Two-Tailed
o
________________________________________________________________________
Take the measurements from one set– measurements of the other set, then find the
mean (add up the differences and divide by the number of data pairs)
This can be done in the calculator
o Enter the “after” values in L1
o Enter the “before” values in L2
o Highlight L3, type L1 – L2, press ENTER (L3 should populate with the
differences)
o Hit Stat, tab over to calc, choose 1:1-Var Stats, use L3 hit ENTER
S
o For paired difference tests, we make our decision regarding H0 according
to the evidence of _______
o
________________________________________________________________________
2
3. AP/H Statistics
Guided Notes
Mrs. LeBlanc – Perrone
o Sample Test Statistic
o P-Value
________________________________________________________________________
________________________________________________________________________
3
4. AP/H Statistics
Guided Notes
Mrs. LeBlanc – Perrone
How to Test Paired Differences Using The Student’s Distribution
1. ________________________________________________________________________
Do you have a random sample of matched data pairs?
Identify , and
Is the distribution normal, mound-shaped symmetrical, or is ?
2. State the null and alternate hypotheses, Identify the level of significance
3. ________________________________________________________________________
Sample Test Statistic:
4. ________________________________________________________________________
Use a T-test
5. ________________________________________________________________________
If P-value , we reject
If P-value > , we fail to reject
6. ________________________________________________________________________
4
5. AP/H Statistics
Guided Notes
Mrs. LeBlanc – Perrone
Example: Paired Differences
A team of heart surgeons at Saint Ann’s Hospital knows that many patients who undergo corrective heart
surgery have a dangerous buildup of anxiety before their scheduled operations. The staff psychiatrist at the
hospital has started a new counseling program intended to reduce this anxiety. A test of anxiety is given to
patients who know they must undergo heart surgery. Then each patient participates in a series of counseling
sessions with the staff psychiatrist. At the end of the counseling sessions, each patient is retested
todetermine anxiety level. Table 8-8 indicates the results for a random sample of nine patients. Higher scores
mean higher levels of anxiety. Assume the distribution of differences is mound-shaped and symmetric. From
the given data, can we conclude that the counseling sessions reduce anxiety? Use a 0.01 level of significance.
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6. AP/H Statistics
Guided Notes
Mrs. LeBlanc – Perrone
Summary Questions
1. Are data that can be paired independent or dependent? (Hint: we talked about independent and
dependent in Chapter 7)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. When testing the difference of means for paired data, what is the null hypothesis? What does it mean?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. What elements of testing with P-values are consistent in every situation ( )?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
“HOT” Question:
__________________________________________________________________________________________
__________________________________________________________________________________________
6