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A psychologist wanted to examine the development of vocabulary skills for a group of 3-year-old children when they turn 4 and then again at age 5. What is this an example of?
A psychologist wanted to examine the development of vocabulary skills for a group of 3-year-old children when they turn 4 and then again at age 5. What is this an example of?
A researcher was interested in studying student motivation in elementary school and the way it impacts final school average. The researcher also believed that enthusiasm for school was also related to final school average. At the end of the school year, a random sample of 20 students from fourth through sixth grade was selected, and measures were taken for all variables. The average scores were compared for each group. What is this an example of?
A researcher was interested in studying student motivation in elementary school and the way it impacts final school average. The researcher also believed that enthusiasm for school was also related to final school average. At the end of the school year, a random sample of 20 students from fourth through sixth grade was selected, and measures were taken for all variables. The average scores were compared for each group. What is this an example of?
A researcher was interested in studying student motivation in elementary school. A sample of 20 students at the fourth-grade level were administered an inventory measuring motivation. Measures were taken at the beginning of the school year, at the midpoint, and again at the end of the school year. What design did this researcher use?
A researcher was interested in studying student motivation in elementary school. A sample of 20 students at the fourth-grade level were administered an inventory measuring motivation. Measures were taken at the beginning of the school year, at the midpoint, and again at the end of the school year. What design did this researcher use?
A researcher was interested in studying student motivation in elementary school and the way it impacts final school average across three different elementary levels. A sample of 20 students was randomly selected from fourth grade to sixth grade for motivation levels categorized as high, medium, and low. Measures were taken for motivation and final school average, and the average scores were compared across the groups. What is this an example of?
A researcher was interested in studying student motivation in elementary school and the way it impacts final school average across three different elementary levels. A sample of 20 students was randomly selected from fourth grade to sixth grade for motivation levels categorized as high, medium, and low. Measures were taken for motivation and final school average, and the average scores were compared across the groups. What is this an example of?
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At the .05 level of significance, what is the decision (reject or fail to reject) and conclusion in the context of this scenario?
At the .05 level of significance, what is the decision (reject or fail to reject) and conclusion in the context of this scenario?
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Approximately 60% of the variability in keyboard type can be explained by the errors made.
Approximately 60% of the variability in keyboard type can be explained by the errors made.
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Based on the statistical results at the .05 level of significance, what is true?
Based on the statistical results at the .05 level of significance, what is true?
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Which of the following null and alternative hypotheses describe whether there are any differences in thinking or working proficiency for the humidity main effect?
Which of the following null and alternative hypotheses describe whether there are any differences in thinking or working proficiency for the humidity main effect?
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Which of the following null and alternative hypotheses describe whether there are any differences in thinking or working proficiency for the temperate main effect?
Which of the following null and alternative hypotheses describe whether there are any differences in thinking or working proficiency for the temperate main effect?
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Which of the following null and alternative hypotheses describe whether there are any differences in thinking or working proficiency for the interaction effect?
Which of the following null and alternative hypotheses describe whether there are any differences in thinking or working proficiency for the interaction effect?
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Based on the graph below, we can conclude that the effect of room temperature on thinking or working proficiency most likely depends on the levels of humidity.
Based on the graph below, we can conclude that the effect of room temperature on thinking or working proficiency most likely depends on the levels of humidity.
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Based on the results above at the .05 level of significance, we can conclude that the effect of room temperature on thinking/working proficiency depends on the humidity level.
Based on the results above at the .05 level of significance, we can conclude that the effect of room temperature on thinking/working proficiency depends on the humidity level.
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Based on the results above, approximately 27% of the variability in the average thinking or working proficiency score can be explained by room temperature.
Based on the results above, approximately 27% of the variability in the average thinking or working proficiency score can be explained by room temperature.
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Study Notes
Quiz Details
- This quiz assesses understanding of experimental design, ANOVA, and hypothesis formulation.
- Includes scenarios and multiple-choice questions, testing interaction effects and drawing conclusions from statistical significance levels.
- Instructions emphasize reviewing assigned materials.
- Some questions involve analyzing ANOVA results and evaluating main/interaction effects.
- Focus on applying theoretical knowledge to real-world examples.
Question 1
- Description: Examines vocabulary development in 3-year-olds at ages 4 and 5.
- Type: One-way within-subjects design.
- Rationale: One group of subjects, measured multiple times on one dependent variable.
Question 2
- Description: Studies student motivation and its impact on final school average at different grade levels.
- Type: Two-way between-subjects design.
- Rationale: Two factors (motivation, grade level) are compared across different groups.
Question 3
- Description: Examines student motivation over time.
- Type: One-way within-subjects design.
- Rationale: One group of subjects measured multiple times on one dependent variable (motivation).
- One variable measured across three time points by the same subjects.
Question 4
- Description: Examines student motivation and average across elementary school levels.
- Type: Two-way between subjects design
- Rationale: Two factors (motivation, and grade level) are compared across different grade levels with random sampling.
Question 5
- Description: Three different computer keyboard designs are studied (A, B, C).
- Type: One-way between-subjects design
- Rationale: Researchers compares performance on a task varying the keyboard. (A sample, and error measurement).
Question 6
- Decision: Reject null hypothesis.
- Reasoning: Sufficient evidence for a difference in average errors across the three keyboard types (p<alpha).
Question 7
- Analysis: Analyzing the results of a one-way ANOVA design from a human factors study.
Question 8
- Statement: Approximately 60% variability in keyboard errors can be explained by the type of keyboard.
- Rationale: Interpretation of effect size (eta-squared).
Question 9
- Analysis: Three different groups with different keyboards with a comparison of average errors in this analysis.
- Result: Statistically significant difference in average errors between keyboard A and C only at the .05 level.
Question 10
- Analysis: Describes the hypotheses testing for differences in thinking and/or working proficiency for the humidity main effect.
- Result: The hypothesis describes the difference in proficiency levels across various humidity levels.
Question 11
- Analysis: Using Two-way ANOVA to consider interaction from a research study measuring thinking proficiency.
- Result: Testing whether the effect of room temperature on thinking performance varies depending on humidity levels.
Question 12
- Analysis: Determine whether a significant difference exists in performance across different temperatures levels(T).
- Hypothesis: Null and alternative hypotheses describe whether there differences across the temperature levels (T) based on research data for proficiency scores.
Question 13
- Analysis: A study investigates the effects of temperature (T) and humidity (H) on thinking or working proficiency.
- Hypothesis: Null and alternative hypotheses describing differences in proficiency based on temperature levels (T).
Question 14
- Analysis: Determining if the effect of room temperature depends on the levels of humidity.
- Result: True, as the lines on the graph are not parallel.
Question 15
- Analysis: Determining if temperature effects on working proficiency differ based on humidity levels.
- Result: True, there is an interaction, as presented in the graph the lines of different humidity levels are not parallel.
Question 16
- Analysis: If approximately 27% of performance variability can be attributed to room temperature.
- Result: True - Using partial-eta squared to calculate the proportion that can be explained and described from the provided ANOVA, (from the source document).
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Description
This quiz evaluates your understanding of experimental design principles, ANOVA, and hypothesis formulation. You will analyze real-world scenarios, focusing on interaction effects and statistical significance. Ensure you review the assigned materials as you tackle multiple-choice questions.
