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I WANT R.R. Jha TO...

I WANT R.R. Jha TO DO MY ASSIGNMENT

I KNOW ITS ALOT OF QUESTIONS BUT ITS MY ASSIGNMENT , BUT YOU WILL RECEIVE A BONUS.

1.

John wants to measure self-esteem among victims of domestic violence before and after they complete an 8-week program for abuse victims. Could he use a repeated-measures design and t-test for this study? Why? Give John directions for how to set up his study as a repeated measures design. Be specific about who, what, when, and how. Describe a kind of measure he could use for the DV that would result in scores that are on a continuous scale of measurement. Support your responses.

2.

John conducted his study to measure self-esteem among victims of domestic violence before and after they complete an 8-week program for abuse victims with 10 individuals. He calculated t = 1.9 from his data. He had a directional hypothesis (i.e., self-esteem would be higher after attending the program). Write up the summary of his results and his conclusion regarding his hypothesis. Mark replicated John’s experiment in every way except he used 100 women in his study. He also calculated t = 1.9 from his data. He also had the same directional hypothesis. Write up the summary of his results and his conclusion regarding his hypothesis. What observations would you make from the findings of these two studies?

3. Review the SPSS output file which reports the results of the related samples t-test to compare the number of U.S. states where each brand was sold in 2008 with the number of U.S. states where those same brands were sold in 2012. For each brand, there is one value for the number of states in 2008 and another value for the number of states in 2012, making this a repeated measure. Answer the following questions based on your observations of the SPSS output file:

What was the mean number of U.S. states in which all of the beer brands were sold in in 2008?

What was the mean number of U.S. states in which all of the beer brands were sold in in 2012?

Was there a significant difference in the number of states in which these beer brands were sold in 2008 versus 2012? Report the results of the t-test as follows: t(df value) = ___, and p-value.

4.

We considered Mary's interest in doing a study to see if learning of 6th graders on a math lesson is affected by background noise level. There, she was planning to use 2 noise conditions and then analyze her outcomes using a t-test for independent groups. Describe the study Mary might plan where she would use a one-way analysis of variance (ANOVA) for independent groups instead of a t-test to study differences between noise levels. What is her independent variable here? Describe the conditions she could create for this study. What is her dependent variable? Describe a way to measure the DV so that each participant would have one score at the end that would be on a continuous scale of measurement. Support your responses.

5.

Consider Mary's study of whether the learning of 6th graders on a math lesson is affected by background noise level. Describe the pros and cons of Mary using a repeated measures design for this study. What would you probably choose to do? Support your responses.

6.

Review the SPSS output file which reports the results of the between-group (independent group) one-way ANOVA to see if the mean alcohol by volume (%) of the beer differs as a function of quality of the brand as rated by a beer expert (in 2012). Answer the following questions based on your observations of the SPSS output file:

A. Looking at the descriptives (first information), do you see differences in the mean alcohol contents for the three levels of quality? Explain.

B. Looking at the Test for Homogeneity of Variances (Levene Statistic), is it reasonable to proceed with the ANOVA? Is the assumption met, or violated? How do you know?

C. Looking at the results of the ANOVA, is there a significant difference in the mean alcohol content for beers in the three quality groups? How do you know? Write the results in the following format: F(df value) = ___, p value = ______.

D. The pairwise post hoc tests indicate which quality groups' means are statistically significantly different for the others. Using the results of the Tukey HSD post hoc test, what two quality rating groups had significantly different mean alcohol by volume levels? How do you know?

7.

Researchers wanted to explore self-esteem in adolescent boys and adolescent girls. Each respondent completed a 10-item self-esteem scale (they chose one rating for each item from a Likert-type scale, 1 = strongly disagree and 5 = strongly agree). The sum of the 10 ratings was each respondent’s self-esteem score. Their results were: t = 2.01, d = .90 (40 girls, 40 boys).

A. What statistical test did the researchers use to determine if there was a statistically significant difference in levels of self-esteem between the boys and the girls?

B. What was the purpose of calculating a Cohen's d? When is a Cohen's d calculated? Interpret d=.90. What does it mean in this example?

C. What if the researcher compared the adolescent boys before treatment and again after treating them for depression? What type of t-test would be most appropriate in this case, and why?

LINKS

http://www.sendspace.com/file/y8jkih

http://www.sendspace.com/file/oe8cnh

http://www.sendspace.com/file/oe8cnh

http://www.sendspace.com/file/8ce223

I KNOW ITS ALOT OF QUESTIONS BUT ITS MY ASSIGNMENT , BUT YOU WILL RECEIVE A BONUS.

1.

John wants to measure self-esteem among victims of domestic violence before and after they complete an 8-week program for abuse victims. Could he use a repeated-measures design and t-test for this study? Why? Give John directions for how to set up his study as a repeated measures design. Be specific about who, what, when, and how. Describe a kind of measure he could use for the DV that would result in scores that are on a continuous scale of measurement. Support your responses.

2.

John conducted his study to measure self-esteem among victims of domestic violence before and after they complete an 8-week program for abuse victims with 10 individuals. He calculated t = 1.9 from his data. He had a directional hypothesis (i.e., self-esteem would be higher after attending the program). Write up the summary of his results and his conclusion regarding his hypothesis. Mark replicated John’s experiment in every way except he used 100 women in his study. He also calculated t = 1.9 from his data. He also had the same directional hypothesis. Write up the summary of his results and his conclusion regarding his hypothesis. What observations would you make from the findings of these two studies?

3. Review the SPSS output file which reports the results of the related samples t-test to compare the number of U.S. states where each brand was sold in 2008 with the number of U.S. states where those same brands were sold in 2012. For each brand, there is one value for the number of states in 2008 and another value for the number of states in 2012, making this a repeated measure. Answer the following questions based on your observations of the SPSS output file:

What was the mean number of U.S. states in which all of the beer brands were sold in in 2008?

What was the mean number of U.S. states in which all of the beer brands were sold in in 2012?

Was there a significant difference in the number of states in which these beer brands were sold in 2008 versus 2012? Report the results of the t-test as follows: t(df value) = ___, and p-value.

4.

We considered Mary's interest in doing a study to see if learning of 6th graders on a math lesson is affected by background noise level. There, she was planning to use 2 noise conditions and then analyze her outcomes using a t-test for independent groups. Describe the study Mary might plan where she would use a one-way analysis of variance (ANOVA) for independent groups instead of a t-test to study differences between noise levels. What is her independent variable here? Describe the conditions she could create for this study. What is her dependent variable? Describe a way to measure the DV so that each participant would have one score at the end that would be on a continuous scale of measurement. Support your responses.

5.

Consider Mary's study of whether the learning of 6th graders on a math lesson is affected by background noise level. Describe the pros and cons of Mary using a repeated measures design for this study. What would you probably choose to do? Support your responses.

6.

Review the SPSS output file which reports the results of the between-group (independent group) one-way ANOVA to see if the mean alcohol by volume (%) of the beer differs as a function of quality of the brand as rated by a beer expert (in 2012). Answer the following questions based on your observations of the SPSS output file:

A. Looking at the descriptives (first information), do you see differences in the mean alcohol contents for the three levels of quality? Explain.

B. Looking at the Test for Homogeneity of Variances (Levene Statistic), is it reasonable to proceed with the ANOVA? Is the assumption met, or violated? How do you know?

C. Looking at the results of the ANOVA, is there a significant difference in the mean alcohol content for beers in the three quality groups? How do you know? Write the results in the following format: F(df value) = ___, p value = ______.

D. The pairwise post hoc tests indicate which quality groups' means are statistically significantly different for the others. Using the results of the Tukey HSD post hoc test, what two quality rating groups had significantly different mean alcohol by volume levels? How do you know?

7.

Researchers wanted to explore self-esteem in adolescent boys and adolescent girls. Each respondent completed a 10-item self-esteem scale (they chose one rating for each item from a Likert-type scale, 1 = strongly disagree and 5 = strongly agree). The sum of the 10 ratings was each respondent’s self-esteem score. Their results were: t = 2.01, d = .90 (40 girls, 40 boys).

A. What statistical test did the researchers use to determine if there was a statistically significant difference in levels of self-esteem between the boys and the girls?

B. What was the purpose of calculating a Cohen's d? When is a Cohen's d calculated? Interpret d=.90. What does it mean in this example?

C. What if the researcher compared the adolescent boys before treatment and again after treating them for depression? What type of t-test would be most appropriate in this case, and why?

LINKS

http://www.sendspace.com/file/y8jkih

http://www.sendspace.com/file/oe8cnh

http://www.sendspace.com/file/oe8cnh

http://www.sendspace.com/file/8ce223

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