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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, hypothesis formulation, and effect size interpretation.
- It includes research-based scenarios and multiple-choice questions.
- The quiz consists of 14 multiple-choice questions.
- Students have one attempt and a 60-minute time limit.
- Review of assigned textbook and lecture materials is recommended.
- Some questions require analyzing ANOVA results, interpreting post-hoc comparisons, or evaluating main and interaction effects.
- Focus on applying theory to real-world examples.
Within-Subjects vs. Between-Subjects Designs
- Within-subjects design: One group of subjects is measured multiple times.
- Between-subjects design: Different groups of subjects are compared.
- Example quiz questions illustrate the applications of these designs in scenarios.
ANOVA Analysis
- ANOVA analysis: Used to analyze data from within-subjects and between-subjects designs concerning differences in group averages.
- Descriptive statistics (means, standard deviations), ANOVA summary tables, and post-hoc tests interpretations are relevant to quiz questions.
Effect Sizes
- Effect size: Measures the magnitude of the effect in research scenarios.
- Example quiz questions incorporate interpretation of effect size data.
Research Examples
- Quiz questions utilize scenarios from psychological research.
- These scenarios emphasize problem-solving methodology including hypothesis testing, interpreting results.
- Appropriate experimental design is related to each scenario.
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Description
This quiz evaluates your understanding of experimental design concepts, including ANOVA, hypothesis formulation, and effect size interpretation through research-based scenarios. It features 14 multiple-choice questions focusing on within-subjects and between-subjects designs, testing your ability to analyze and interpret real-world examples. A thorough review of the assigned textbook and lecture materials is recommended.
