Examples vs statistics
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This document summarizes research on the persuasiveness of examples versus statistics. It begins by asking whether statistics are generally more convincing than examples, then reveals that statistics are more persuasive unless the audience has strong contrary beliefs. It cites a meta-analysis finding that statistical evidence convinced 22% more people on issues where audiences were split 50-50. It concludes by advising considering an audience's existing beliefs when deciding whether to use examples or statistics in persuading them.
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Week 6 Assignment 2
Application: Chi-Square Study: Intelligence and Self-Esteem
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Week 6 Assignment 2
Application: Chi-Square Study: Intelligence and Self-Esteem
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To prepare for this Assignment, imagine that you have information about 30 other participants’ self-esteem and intelligence, but for these individuals you only have data on whether they have average or above average intelligence, and whether they have high or low self-esteem. You do not have their actual scores for each variable. The observed frequencies are reported here:
Intelligence
Average
Above Average
Self-Esteem
Low
7
8
High
5
10
Assignment:
To complete this Assignment, submit by Day 7 your answers to the following. Based on the scenario, use SPSS to determine if intelligence is related to self-esteem in your sample by computing the appropriate chi-square test. Save and submit both the SPSS data and output files.
· Explain what scale of measurement is used to measure intelligence in this example. How do you know?
· Explain what scale of measurement is used to measure self-esteem. How do you know?
· Before computing the chi-square, state your null and alternative hypotheses in words (not formulas).
· State whether this scenario requires a one-way or two-way chi-square test. Explain your answer.
· Identify the obtained χ2.
· Identify the degrees of freedom and explain how it is calculated.
· Identify the p value.
· Explain whether you should retain or reject the null hypothesis and why.
· Explain what you can determine about the relationship between self-esteem and intelligence, based on this set of data.
· Submit three documents for grading: your text (Word) document with your answers and explanations to the application questions, your SPSS Data file, and your SPSS Output file.
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Required Resources
Readings
· Heiman,.
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Complete Parts A & BPart ASome questions in Part A r.docx
Complete
Parts A & B
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Text Resources link.
Using the data in the file named Ch. 11 Data Set 2, test the research hypothesis at the .05 level of significance that boys raise their hands in class more often than girls. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? Remember to first decide whether this is a one- or two-tailed test.
Using the same data set (Ch. 11 Data Set 2), test the research hypothesis at the .01 level of significance that there is a difference between boys and girls in the number of times they raise their hands in class. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? You used the same data for this problem as for Question 1, but you have a different hypothesis (one is directional and the other is nondirectional). How do the results differ and why?
Practice the following problems by hand just to see if you can get the numbers right. Using the following information, calculate the
t
test statistic.
Using the results you got from Question 3 and a level of significance at .05, what are the two-tailed critical values associated with each? Would the null hypothesis be rejected?
Using the data in the file named Ch. 11 Data Set 3, test the null hypothesis that urban and rural residents both have the same attitude toward gun control. Use IBM
®
SPSS
®
software to complete the analysis for this problem.
A public health researcher tested the hypothesis that providing new car buyers with child safety seats will also act as an incentive for parents to take other measures to protect their children (such as driving more safely, child-proofing the home, and so on). Dr. L counted all the occurrences of safe behaviors in the cars and homes of the parents who accepted the seats versus those who did not. The findings: a significant difference at the .013 level. Another researcher did exactly the same study; everything was the same—same type of sample, same outcome measures, same car seats, and so on. Dr. R’s results were marginally significant (recall Ch. 9) at the .051 level. Which result do you trust more and why?
In the following examples, indicate whether you would perform a
t
test of independent means or dependent means.
Two groups were exposed to different treatment levels for ankle sprains. Which treatment was most effective?
A researcher in nursing wanted to know if the recovery of patients was quicker when some received additional in-home care whereas when others received the standard amount.
A group of adolescent boys was offered interpersonal skills counseling and then tested in September and May to see if there was any impact on family harmony.
One group of adult men was given instructio.
PSYCH 625 MENTOR Education Your Life / psych625mentor.com
FOR MORE CLASSES VISIT
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PSYCH 625 Week 1 Individual Assignment Basic Concepts in Statistics Worksheet
PSYCH 625 Week 1 Individual Assignment Reliability and Validity Matrix
PSYCH 625 Week 1 Individual Assignment Time to Practice – Week One
Part ASome questions in Part A require that you access data .docx
Part A
Some questions in Part A require that you access data from
Statistics for People Who (Think
T
hey) Hate Statistics
.
This data is available on the student website under the Student Text Resources link.
Using the data in the file named Ch. 11 Data Set 2, test the research hypothesis at the .05 level of significance that boys raise their hands in class more often than girls. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? Remember to first decide whether this is a one- or two-tailed test.
Using the same data set (Ch. 11 Data Set 2), test the research hypothesis at the .01 level of significance that there is a difference between boys and girls in the number of times they raise their hands in class. Do this practice problem by hand using a calculator. What is your conclusion regarding the research hypothesis? You used the same data for this problem as for Question 1, but you have a different hypothesis (one is directional and the other is nondirectional). How do the results differ and why?
Practice the following problems by hand just to see if you can get the numbers right. Using the following information, calculate the
t
test statistic.
Using the results you got from Question 3 and a level of significance at .05, what are the two-tailed critical values associated with each? Would the null hypothesis be rejected?
Using the data in the file named Ch. 11 Data Set 3, test the null hypothesis that urban and rural residents both have the same attitude toward gun control. Use IBM
®
SPSS
®
software to complete the analysis for this problem.
A public health researcher tested the hypothesis that providing new car buyers with child safety seats will also act as an incentive for parents to take other measures to protect their children (such as driving more safely, child-proofing the home, and so on). Dr. L counted all the occurrences of safe behaviors in the cars and homes of the parents who accepted the seats versus those who did not. The findings: a significant difference at the .013 level. Another researcher did exactly the same study; everything was the same—same type of sample, same outcome measures, same car seats, and so on. Dr. R’s results were marginally significant (recall Ch. 9) at the .051 level. Which result do you trust more and why?
In the following examples, indicate whether you would perform a
t
test of independent means or dependent means.
Two groups were exposed to different treatment levels for ankle sprains. Which treatment was most effective?
A researcher in nursing wanted to know if the recovery of patients was quicker when some received additional in-home care whereas when others received the standard amount.
A group of adolescent boys was offered interpersonal skills counseling and then tested in September and May to see if there was any impact on family harmony.
One group of adult men was given instructions in reducing their hi.
Class 20 n online
This document provides an agenda for an online class on writing essays. It discusses counterarguments versus alternative solutions, developing a counterargument paragraph, considering alternative solutions, and creating an outline. It also covers integrating quotations and citations, avoiding grammatical errors, and formatting a works cited page. The instructor provides examples and prompts students to practice skills like outlining their essay, incorporating research, and checking their use of quotations. The goal is to help students strengthen the structure and integration of evidence in their essay drafts.
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Complete Parts A & BPart ASome questions in Part A r.docx
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PSYCH 625 MENTOR Education Your Life / psych625mentor.com
PSYCH 625 MENTOR Education Your Life / psych625mentor.com
Part ASome questions in Part A require that you access data .docx
Part ASome questions in Part A require that you access data .docx
More from Scott Armstrong
Word choice
This document discusses word choice in advertising and provides an example. It summarizes that concrete words had higher recall than abstract words in an experiment. It recommends using specific words in advertising and provides an application step of editing ads to add more specific words. Readers are also directed to the author's website for more information and interactive versions of the slides.
When to use favorable images
This document discusses when and how to use favorable images in advertising. It begins with an example of a Molson beer ad that associated the brand with puppies to condition women to like men who drink Molson. While clever, the ad led to protests. The document recommends pre-testing ads, especially those using favorable but unrelated images, to avoid offending people. Favorable associations are riskier for high-involvement products where the focus should be on strong arguments. It concludes by suggesting the reader apply this lesson within a week.
When to use emotion
This document discusses when to use emotion in persuasive ads. It provides three key points:
1. Emotion is often used for well-known brands, frequently purchased products, and situations where there is low need for information, according to a study of 1,059 TV commercials.
2. The document encourages the reader to identify situations where emotional appeals could be persuasive for their own customers and develop ideas for how to appeal to their customers' emotions.
3. Readers are also prompted to write a small application plan for themselves with a deadline of within one week and to share their plan and results with others if working with a team.
When to use attractive models
When an attractive model can be persuasive begins with a discussion of when physically attractive models should be used in advertising. It notes that a meta-analysis of 75 studies found that attractive models are most effective when promoting products that enhance beauty or social competence. An example is provided of an experiment comparing ads using attractive models to promote beauty enhancing products like earrings and lipstick versus problem solving products like acne cover. The document concludes by suggesting the reader examine their own firm's ads to see if the use of attractive models is proper based on the conditions discussed.
When to avoid use celebrities
Celebrities should be avoided in advertisements when the ad contains strong arguments. Research on TV commercials found that ads with strong arguments conveyed 2.4 selling points on average, while ads with celebrities only conveyed 1.4 selling points on average. Additional analyses also found that ads with celebrities had lower persuasion scores. While celebrities can help gain attention, their use should be calculated based on projected return on investment, and contracts should include escape clauses in case the celebrity becomes controversial.
When should you advertise news
The document discusses when advertisements should include news. It states that ads should only announce news if it is real, as trivial news will not help and may annoy viewers. Experimental studies show that including genuine news is important for generating responses. The document recommends that websites provide real information about new developments on their News pages.
When should an ad use direct conclusions
The document discusses when direct vs indirect conclusions should be used in advertising. It notes that if resistance is not expected, direct conclusions can be used, but if resistance is expected, especially for high-involvement products, indirect conclusions are better when the arguments are strong. It provides some examples of indirect ways to conclude, such as not stating the conclusion explicitly, using innuendos, allowing the conclusion to be "overheard," or treating the claim as already accepted. Research has found direct conclusions can lead people to reassert beliefs and resist persuasion, while indirect conclusions are better at overcoming resistance.
When scarcity works
The Butter Council threatened legal action against I Can't Believe It's Not Butter (ICBINB) for their use of the word "butter" in the UK. However, ICBINB ran ads showing that the butter interests were trying to remove ICBINB from the market, creating a sense of scarcity. This led to a 38% brand awareness increase and trouble meeting demand, with the ad campaign winning an award. The document concludes that scarcity only increases demand when the product is already attractive, and suggests making an attractive product scarce by limiting time, quantity, customers, or stores.
Voice qualities
The document discusses persuasive voice qualities for communication. It lists five voice qualities that were found through an experimental study to increase success for interviewers: higher pitch, greater variation in pitch, greater loudness, faster rate of speaking, and clearer pronunciation. It encourages applying these qualities through a small exercise within one week and sharing results with others.
Virtual meetings for producing ideas
The document discusses the benefits and costs of virtual meetings for producing creative ideas. It lists the main benefits as saving time by not needing to schedule or travel for meetings, enhancing creativity by having fewer distractions, and allowing for self-paced analysis while providing good records of individual contributions. The costs listed are that virtual meetings can be less fun for some, obvious if someone does not contribute, require more thinking, and put pressure on participants to perform. The document also presents evidence that virtual groups can be as effective or more effective than face-to-face groups for creativity and problem-solving, except when negotiation is required. Initial face-to-face meetings may help develop strong personal ties that support
Virtual meetings for producing ideas
The document discusses the benefits and costs of virtual meetings for producing creative ideas. It lists the main benefits as saving time by not needing to schedule and travel for meetings, enhancing creativity by having fewer distractions, and allowing for self-paced analysis while providing good records of individual contributions. The costs listed are that virtual meetings can be less fun for some, obvious when someone does not contribute, require more thinking, and some people may be unable or unwilling to work independently. The document also presents evidence that virtual groups can be as good or better than face-to-face groups for creativity and problem solving, except when negotiation is required. Initial face-to-face meetings help develop strong personal ties that
Using groups to analyze data
Using Groups to analyze Data: Parallel Processing
This document discusses using groups effectively for data analysis. It provides an example where a group correctly solved a math problem involving the purchase and sale of a horse, while individuals were more likely to get it wrong. A similar problem involving multiple animals showed that changing the context reduced errors. The document recommends: 1) Having group members independently solve problems first before discussing; and 2) Stating problems in different ways to solve. This highlights how groups can arrive at better solutions than individuals alone.
Using groups to analyze data
A man bought a horse named Harry for $60 and sold him for $70, then bought him back for $80 and sold him for $90. Solving this problem individually, people get different answers. However, if they solve it individually and then discuss it in a group, the group nearly always gets the correct answer of $20 profit. The same problem stated for an "animal business" with a horse and pig transactions is mathematically identical, but people are much more likely to get it right because discussing the similar horse problem first resolved the source of confusion. This demonstrates the value of parallel processing problems independently and then discussing solutions in a group.
Using consumers to evaluate ads
This document discusses different approaches for using consumers to evaluate advertisements and provides evidence-based recommendations. It recommends only using surveys that ask about purchase intentions when presented with different ads (#3), and advises against focus groups (#1) and surveys about ad liking (#2). Focus groups and questions about ad liking can lead to biases and do not objectively measure persuasiveness. The best approach is experiments that assess how people respond to different ads. The document encourages applying these principles by testing consumer responses to ads within a week.
Using consumers to evaluate ads
This document discusses different approaches for using consumers to evaluate advertisements and provides evidence-based recommendations. It recommends only using surveys that ask about purchase intentions when presented with different ads (approach #3). It advises against focus groups (#1) and surveys about ad liking (#2), as these are not objective measures of persuasiveness. The document suggests using experiments to assess how people respond to different ads instead of subjective measures like focus groups or ad liking.
Uppercase
This document discusses the readability of uppercase versus lowercase letters. It presents evidence that lowercase letters are more readable than all uppercase letters for long texts. Specifically, a study found reading speed was 10% slower when text used all capital letters compared to lowercase. The document encourages applying this finding by identifying situations where readability is an issue and avoiding all uppercase text.
Tastes
This document provides guidance on avoiding violations of tastes and standards in advertising. It begins by giving an example of Volkswagen using an image that simulated the Last Supper to advertise a new Golf model, which Catholic bishops sued over. It then lists ways to avoid violating tastes or standards, such as using an independent review board to check for issues, copy testing concepts and ads, having a code of ethics for the team, and anticipating how interest groups may react. The document concludes by encouraging applying these lessons through a small personal action plan within a week.
Specific or general benefts
This document discusses whether advertisements should describe specific or general benefits. It describes a case where Procter & Gamble debated whether to advertise Dawn dish soap's "superior cleaning ability" or its "grease cutting action." Research showed that ads mentioning specific benefits like "grease cutting action" produced better recall than those with general benefits or no mentioned benefits. The document encourages applying this lesson by planning to include specific benefits in upcoming advertisements.
Speaking speeds
This document discusses speaking speeds for announcers. It recommends speaking rapidly, around 175 words per minute, for simple messages about low-involvement products. Research has found that fast speakers are seen as more competent, truthful, fluent, energetic, and persuasive compared to slow speakers. Time compression of up to 30% also has little effect on purchase intentions according to additional studies cited. The document encourages applying these principles by setting an action plan with a deadline to try speaking faster about simple messages.
Sounds of words
This document discusses how the sounds of words can influence perceptions. It notes that most people perceive the name "Brimley" to convey a larger, more powerful car than "Bromley" due to the letter 'r' expressing motion. Studies have found that advertisers should use words where the sounds support the message. Specific guidelines developed in a brand name study recommend using sounds that fit the product or service. The document encourages applying these ideas in a small exercise within a week.
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Examples vs statistics
- 1. Persuasive proof Examples versus statistics Prepared by J. Scott Armstrong (details on him at jscottarmstrong.com). Please inform Scott about errors and also make suggestions (armstrong@wharton.upenn.edu) Scott has taken these slides from adprin.com, a site that he founded. That site contains interactive versions of these slides, along with linked references, videos, and webcasts, all in PPT and PPTX format that you can download.
- 2. Examples versus Statistics In general, statistics are more convincing than examples. ___ True___ False See the next slide for the answer. Adapted from AdPrin.com 2
- 3. True, unless people have strong contrary beliefs that they are not willing to examine. Statistical evidence was more persuasive (based on meta-analysis of 15 empirical comparisons). For an issue on which people are split 50-50, statistical evidence would convince 22% more people. (Allen & Priess 1997) Provide quantitative evidence(Principle 6.3.1)
- 4. Based on this exercise, write a small application step for yourself, and set a deadline, preferably within one week. If you are working with someone else, share your application plan and the results of your application. • For example, when you are trying to persuade someone of your view, think about their current beliefs. In a discussion, you might ask them whether they would like statistics or an example. Adapted from AdPrin.com