Category Archives: PSYC 355

MARYLAND PSYC 355 Week 8 SPSS HomeWork NEW

MARYLAND PSYC 355 Week 8 SPSS HomeWork NEW

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PSYC 355 Week 8 SPSS HomeWork NEW

 

SPSS Homework 8 Instructions

Nonparametric Tests

Part 1:

 

1.      Green & Salkind: Lesson 42, Exercises 1, 3–4

 

The following helpful tips are numbered to correspond with the exercise number to which they refer (a dash indicates that no tips are needed):

 

1.      This research scenario will be familiar to you. Do letters a, b, and c, answering the questions beneath your SPSS output. (3 pts for output and 2 pts each for a–c)

2.      All homework “Results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (4 pts)

3.      Create a boxplot as done in earlier modules/weeks. (3 pts)

 

2.      Spearman Rho Exercise: This exercise is not found in Green & Salkind. Open the data file “Mod8_SpearmanRho_Exercise File” in the Module/Week 8 SPSS Assignments folder in Blackboard and read the following information; answer the questions below.

 

Scenario: During the Vietnam War, a draft was put in place that selected young men born on certain dates and placed them in the armed services. The process proceeded via lottery: Dates like “Sept. 14” were placed in capsules, one for each of the 365 days of the year, and the capsules were then drawn randomly from a container. In the 1970 draft, Sept. 14 was the first date drawn, meaning that all young men born on Sept. 14 were eligible for the very first round of the draft, and so on. After the results of the 1970 draft were analyzed, many statisticians and politicians asserted that the process had not been random at all, and certain men had a higher chance of being drafted than others. This case is famous, making it to the pages of international newspapers and the U.S. Supreme Court.

 

In the SPSS data file in Blackboard, you will find the original 1970 draft data with two variables. Column 1 contains the consecutive day of the year (1 = Jan. 1; 2 = Jan. 2; and so on). Column 2 contains the draft rank (1 = first date drawn; 2 = second date drawn; and so on). So, in the first row of the data set, Day 1 (Jan. 1) had a draft rank of 305. The lower the draft rank, the sooner and more likely a man was to be drafted. So, a higher rank (like 305, for example) was preferable to those who did not want to be drafted right away.

 

If the process had been statistically random, there would be no correlation between the day of the year you were born and the rank that was assigned to you (r = 0). Any type of significant correlation would mean that there was something relating the variables beyond mere random error, or chance.

 

1.      Open the data file and perform a Spearman correlation analysis for the day of year and the draft rank. Paste your output in the homework document. (2 pts)

2.      Write a current APA-style results section describing the outcome. (2 pts)

3.      Answer the next two questions in “layman’s terms” as if for someone who does not know much about statistics: (a) Why did people accuse the process of not being random? (b) What do the data indicate for men born earlier in the year vs. men born later in the year? (2 pts)

 

It’s not required, but if you want to check out the original New York Times article and see an interesting graph,

 

Part 2:

 

1.      A university assessment department collects data to determine whether university rankings differ based on their regional location. Some rankings are missing because the universities ranked at that level were in different regions than those of interest to the department. Based on eight universities in each of two different regions, is there a difference between university rankings based on their regional locations? Perform a Mann-Whitney U test, being sure to follow the directions under the table. (3 pts)

 

West Coast East Coast
25

6

12

16

17

18

19

13

4

7

8

10

13

15

 

 

 

 

 

 

 

Note: Your file must be set up in the same manner as the example data file and the exercise file from Part 1, with a grouping variable and a dependent/test variable. Because these are rankings, they are ordinal data and must be identified as such in “Variable View” under the column “Measure.” Click in the cell under “Measure” in the row for your university rank variable, and choose “Ordinal.” This ensures that SPSS treats the data at the proper level of measurement.

 

2.      Create a boxplot depicting the results. (3 pts)

 

3.      Write a current APA-style Results section based on your analyses. All homework “Results sections” must follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (3 pts)
Part 3: Cumulative Homework

 

1.      A political pollster is curious about the effects of a town hall meeting on people’s intentions to support a state proposition that would legalize gambling. He interviews people as they leave and asks them whether their opinion about the proposition has changed as a result of the meeting. He records these frequencies in the table below. Choose the appropriate test to analyze this data, and follow the directions below the table.

 

Less likely to support No change More likely to support
25 12 9

 

1.      Paste appropriate SPSS output. (3 pts)

2.      Paste appropriate SPSS graph. (3 pts)

3.      Write a current APA-style Results section based on your analyses. All homework “Results sections” must follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (3 pts)

 

MARYLAND PSYC 355 Week 8 SPSS Homework 8 NEW

MARYLAND PSYC 355 Week 8 SPSS Homework 8 NEW

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http://www.assignmentcloud.com/psyc-355-maryland/psyc-355-week-8-spss-homework-8-new

 

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PSYC 355 Week 8 SPSS Homework 8 NEW

 

SPSS Homework 8 Instructions

Nonparametric Tests

Part 1:

1. Green & Salkind: Lesson 42, Exercises 1, 3–4

The following helpful tips are numbered to correspond with the exercise number to which they refer (a dash indicates that no tips are needed):

1.      This research scenario will be familiar to you. Do letters a, b, and c, answering the questions beneath your SPSS output. (3 pts for output and 2 pts each for a–c)

2.      All homework “Results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (4 pts)

3.      Create a boxplot as done in earlier modules/weeks. (3 pts)

 

2. Spearman Rho Exercise: This exercise is not found in Green & Salkind. Open the data file “Mod8_SpearmanRho_Exercise File” in the Module/Week 8 SPSS Assignments folder in Blackboard and read the following information; answer the questions below.

Scenario: During the Vietnam War, a draft was put in place that selected young men born on certain dates and placed them in the armed services. The process proceeded via lottery: Dates like “Sept. 14” were placed in capsules, one for each of the 365 days of the year, and the capsules were then drawn randomly from a container. In the 1970 draft, Sept. 14 was the first date drawn, meaning that all young men born on Sept. 14 were eligible for the very first round of the draft, and so on. After the results of the 1970 draft were analyzed, many statisticians and politicians asserted that the process had not been random at all, and certain men had a higher chance of being drafted than others. This case is famous, making it to the pages of international newspapers and the U.S. Supreme Court.

In the SPSS data file in Blackboard, you will find the original 1970 draft data with two variables. Column 1 contains the consecutive day of the year (1 = Jan. 1; 2 = Jan. 2; and so on). Column 2 contains the draft rank (1 = first date drawn; 2 = second date drawn; and so on). So, in the first row of the data set, Day 1 (Jan. 1) had a draft rank of 305. The lower the draft rank, the sooner and more likely a man was to be drafted. So, a higher rank (like 305, for example) was preferable to those who did not want to be drafted right away.

If the process had been statistically random, there would be no correlation between the day of the year you were born and the rank that was assigned to you (r = 0). Any type of significant correlation would mean that there was something relating the variables beyond mere random error, or chance.

1. Open the data file and perform a Spearman correlation analysis for the day of year and the draft rank. Paste your output in the homework document. (2 pts)

2. Write a current APA-style results section describing the outcome. (2 pts)

3. Answer the next two questions in “layman’s terms” as if for someone who does not know much about statistics: (a) Why did people accuse the process of not being random? (b) What do the data indicate for men born earlier in the year vs. men born later in the year? (2 pts)

It’s not required, but if you want to check out the original New York Times article and see an interesting graph

Part 2:

1. A university assessment department collects data to determine whether class ranking differs between male and female students. Based on the top 12 males and top 12 females of the senior class, is there a difference between genders on where they are ranked in their class? Perform a Mann-Whitney U test, being sure to follow the directions on the following page. (3 pts)

 

Male Female
25

7

10

11

13

15

16

18

21

23

24

 

 

 

13

4

6

8

9

12

14

17

19

20

22

 

 

 

 

 

 

 

Note: Your file must be set up in the same manner as the example data file and the exercise file from Part 1 with a grouping variable and a dependent/test variable. Because these are class rankings, they are ordinal data and must be identified as such in “Variable View” under the column “Measure.” Click in the cell under “Measure” in the row for your class rank variable and choose “Ordinal.” This ensures that SPSS treats the data at the proper level of measurement.

2. Create a boxplot depicting the results. (3 pts)

3. Write a current APA-style results section describing the outcome. All homework “results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (3 pts)

 

Part 3: Cumulative Homework

1. An organizational psychologist wants to find out if job satisfaction ratings differ as a function of department (human resources, sales, and research and development) and/or time of shift (early, late). Choose the correct test to analyze this question, set up the SPSS file, and run the analysis. Follow the directions under the table below.

Early shift Human Resources Sales Research and Development
1016

12

16

9

1921

16

18

1721

18

14

Late shift 1413

8

12

12

1712

14

9

10

1215

19

14

 

 

1.      Paste appropriate SPSS output. (3 pts)

2.      Paste appropriate SPSS graph. (3 pts)

3.      Write a current APA-style results section describing the outcome. All homework “results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (3 pts)

 

Submit this assignment by 11:59 p.m. (ET) on Friday of Module/Week 8.

 

MARYLAND PSYC 355 Week 7 SPSS Homework 7 NEW

MARYLAND PSYC 355 Week 7 SPSS Homework 7 NEW

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PSYC 355 Week 7 SPSS Homework 7 NEW

 

SPSS Homework 7 Instructions

Chi Square

Part 1:

Green & Salkind: Lesson 40, Exercises 1–4

The following helpful tips are numbered to correspond with the exercise number to which they refer (a dash indicates that no tips are needed):

 

1.      Use the method reviewed in the presentation to weight the cases for this data set. (no points—done in data file)

2.      Do a, b, and c. (2 pts for output and 2 pts each for a–c)

3.      ———- (2 pts)

4.      All homework “Results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (2 pts)

Green & Salkind: Lesson 41, Exercises 1–3

 

The following helpful tips are numbered to correspond with the exercise number to which they refer (a dash indicates that no tips are needed):

NOTE: This exercise does not use the weighted cases method. Use the data file “as is.”

1.      Do a, b, c, d, and e. For letter “e,” this question is asking specifically about effect size. (2 pts for output and 2 pts each for a–e)

2.      ———- (2 pts)

3.      All homework “Results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (2 pts)

Part 2:

1. An industrial/organizational (I/O) psychologist is helping a company determine the type of work stations preferred by its employees. The business owner believes that people who work in different departments may prefer different work station layouts. In order to examine this claim, the I/O psychologist sets up 3 simulated work stations: private office (PO), semi-private office (SPO), and open floor plan (OFP). She recruits employees from 3 different departments: Information Technology, Human Resources, and Marketing. The participants spend 30 minutes in each simulated work station performing general pre-arranged tasks. At the end of the 1.5 hours, the participants turn in a form on which they mark which work station they prefer. The results are listed in the table on the following page. Perform a chi square test of independence (using an SPSS two-way contingency table analysis) to determine whether the proportions of work station preferences differ across departments. Use the weighted cases method.

The steps will be the same as the ones you have been practicing in Part 1 of the assignment—the only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the “Variable View,” then return to the “Data View” to enter the data. (2 pts)

 

Private Office Semi-Private Office Open Floor Plan TOTAL
Information Technology 9 6 4 19
Human Resources 6 10 3 19
Marketing 7 3 9 19
TOTAL 22 19 16 57

 

2.  Create a clustered bar graph depicting your results. (2 pts)

3. Write an APA-style Results section describing the outcome. All homework “Results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (2 pts)

Part 3: Cumulative Homework

1. A researcher wants to find out if the number of absences from a chemistry class are predictive of final exam scores at a local university. The data from the past term are in the table below. Are number of absences predictive of final exam scores? Choose the correct test to analyze this question, set up the SPSS file, and run the analysis. Follow the directions on the following page.

 

Number of Absences Final Exam Scores
11

2

3

4

5

5

5

6

6

6

7

7

9895

89

89

80

85

80

75

76

69

70

62

60

 

 

1.      Paste appropriate SPSS output. (2 pts)

2.      Paste appropriate SPSS graph. (2 pts)

3.      Write an APA-style Results section describing the outcome. All homework “Results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (2 pts)

 

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 7.

 

MARYLAND PSYC 355 Week 5 SPSS Homework 5 NEW

MARYLAND PSYC 355 Week 5 SPSS Homework 5 NEW

Check this A+ tutorial guideline at

http://www.assignmentcloud.com/psyc-355-maryland/psyc-355-week-5-spss-homework-5-new

 

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PSYC 355 Week 5 SPSS Homework 5 NEW

 

SPSS HOMEWORK 5 INSTRUCTIONS CORRELATION

Part 1:

Green & Salkind: Lesson 31, Exercises 1–4

The following helpful tips are numbered to correspond with the exercise number to which they refer (a dash indicates that no tips are needed):

1. ———- (2 pts for output and 2 pts each for a–c)

2. Answer this question in sentence form. Include the correlation (r) and degrees of freedom, the p value, and whether these values indicate a significant correlation between the variables or not. (2 pts)

3. All homework “Results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (2 pts)

4. ———- (2 pts)

Part 2:

1. A clinical psychologist would like to determine whether there is a relationship between observer ratings of children’s externalizing behaviors and scores on an established diagnostic interview assessing externalizing disorders (like ADHD, CD, etc.). He administers the diagnostic interview to 28 children and records these scores. He then trains an observer to independently rate carefully-defined externalizing behaviors for each of the 28 children. These scores are totaled for an overall “externalizing behavior index.” On both the interview and the behavioral ratings, a higher score indicates higher levels of externalizing behavior. These scores are listed in the table below. Conduct a Pearson correlation coefficient analysis to determine whether there is a relationship between the interview scores and behavioral ratings for this group of children.

The steps will be the same as the ones you have been practicing in Part One of the assignment—the only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the “Variable View,” then return to the “Data View” to enter the data

a) SPSS output (2 pts)

b) Create a simple scatterplot of the relationship between these variables (define interview scores as the x-axis and behavioral ratings as the y-axis). (2)

c) Write a current APA-style Results section based on your analyses. All homework “Results sections” must follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. For a correlation analysis, also be sure to include the direction of the relationship between the variables (positive? negative? none?) in your section. (2)

2. A neuropsychologist is assessing the relationship between brain function and performance on a visuo-spatial task. He administers a test to 14 patients on which scores can range from 1 to 20: a high score indicates normal brain function, and a low score indicates some levels of brain dysfunction. He then asks each patient to complete a maze and records the number of mistakes the patient makes from start to finish. The scores are listed in the table below. Conduct a Pearson correlation coefficient analysis to determine what the relationship is, if any, between brain function and performance on the maze task.

The steps will be the same as the ones you have been practicing in Part 1 of the assignment—the only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the “Variable View,” then return to the “Data View” to enter the data.

a) SPSS output (2)

b) Create a simple scatterplot of the relationship between these variables. (2)

c) Write a current APA-style Results section based on your analyses. All homework “Results sections” must follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. For a correlation analysis, also be sure to include the direction of the relationship between the variables (positive? negative? none?) in your section. (2)

 

Part 3:

Cumulative Homework

1. A developmental psychologist is studying whether students in a certain preschool program perform better than preschoolers in the state in general on a measure of reading readiness. The mean score for preschoolers in the state on the measure is 83. The psychologist tests the preschoolers in the program and records the scores in the table below. Choose the correct test to analyze this question, set up the SPSS file, and run the analysis. Follow the directions under the table below

 

a) Paste appropriate SPSS output. (3)

b) Paste appropriate SPSS graph. (2)

c) Write an APA-style Results section based on your analyses. All homework “Results sections” should follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (3)

2. In a study of the relationship between girls’ playtime activities and self-esteem, 16 girls in a fourth-grade class are selected and randomly assigned to one of two groups. One group plays with a selection of Barbie™ dolls for one hour, and the other group plays with a selection of toy animal figures. At the end of the hour, the girls are given a verbal interview designed to measure self-esteem. Scores range from 1–12, and higher scores = higher feelings of self-esteem. Is there a significant difference between the groups on feelings of self-esteem? Choose the correct test to analyze this question, set up the SPSS file, and run the analysis. Follow the directions under the table below.

a) Paste appropriate SPSS output. (2)

b) Paste appropriate SPSS graph. (2)

c) Write an APA-style Results section based on your analyses. All homework “Results sections” should follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. 2) This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 5.

 

MARYLAND PSYC 355 Week 5 SPSS Cumulative Assessment NEW

MARYLAND PSYC 355 Week 5 SPSS Cumulative Assessment NEW

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http://www.assignmentcloud.com/psyc-355-maryland/psyc-355-week-5-spss-cumulative-assessment-new

 

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PSYC 355 Week 5 SPSS Cumulative Assessment NEW

 

SPSS Cumulative Assessment Instructions

The following research questions can be answered using 1 of the 5 tests you have learned so far: single-sample t-test, paired-samples t-test, independent-samples t-test, one-way ANOVA, or two-way ANOVA. Use the information in the tables to construct your SPSS data file, just as you have been doing in Part 2 of each homework assignment. There is only 1 correct choice of analysis for each question, and note that some tests are 1-tailed and some are 2-tailed. The assessment is open-book/open-notes.

For each problem involving a test of significance, your answer must include: A) SPSS output; B) an appropriate graph from SPSS; C) a Results section in current APA style including a statistical statement (i.e., t(19) = 1.79, p = .049); a sentence summarizing the results “in English” (i.e., “There was a significant difference between the two groups on the variable…” or “There was no significant difference…”); and a decision about the null hypothesis.

For ANOVA problems: Report statistical findings and make statements for all main effects and interaction effects. Use Tukey’s test for any analyses requiring post hoc tests.

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 5.

1. Children who experience chronic pain as a result of medical procedures are the focus of a psychiatrist’s study. Specifically, the psychiatrist wants to measure whether a new program helps decrease feelings of chronic pain in the short-term. He measures children’s self-reports of pain levels before treatment on a standardized scale with a range of 0–10, with 10 being the most severe. He then administers the new program, and measures children’s pain levels after treatment. Does the new treatment decrease self-reported levels of chronic pain? (16 pts)

2. A health psychologist in a northern climate wants to evaluate the claim that UV lamps help lower depressive symptoms in middle-aged women. She recruits volunteers who meet the criteria for clinical depression and assigns them to two groups: one group receives a standard treatment for depression and undergoes a half hour of UV lamp therapy each day; the other group receives the same standard treatment for depression but without UV lamp therapy. At the end of two months, she administers a depression inventory where lower scores indicate fewer depressive symptoms (lower levels of depression). Assume all other variables are controlled for in the study. Evaluate the claim that depression treatment plus the UV lamp results in lower depression scores than depression treatment alone. (16 pts)

3. As part of a new prevention program, a clinical psychologist wants to see whether feelings of alienation differ as a function of immigration status in a local high school. She divides volunteer students into three categories: first-generation immigrants, second-generation immigrants, and non-immigrants. She then administers an instrument assessing feelings of alienation, where higher scores indicate stronger feelings of alienation from peers, adults, and society in general. Is there a difference in alienation scores among these three groups? (16 pts)

4. In response to media reports of violence on college campuses, a psychologist who works at a local community college decides to study students’ perceptions of campus safety. He hopes to use these results to help develop an on-campus violence prevention program. The administration has asked him additionally to look at whether perceptions of safety differ depending on students’ year in school and gender. The psychologist administers a questionnaire with possible scores ranging from 1–70, with higher scores indicating higher perceptions of safety on campus, and lower scores indicating perceptions that the campus is less safe. Based on the data collected below, do year in school and/or gender have an effect on perceptions of campus safety? (16 pts)

5. A cross-cultural psychologist living in an overseas, non-Western rural area has a background studying culture bias in traditional psychological testing procedures. She contends that members of a rural community who normally score lower than average on traditional Western-style IQ tests will score better than the general population on a new test that emphasizes practical and social intelligence. Scores on the test can range from 1-100. She recruits 18 volunteers and administers the new test. Their scores are as follows:

 

MARYLAND PSYC 355 Week 3 SPSS Homework 3 NEW

MARYLAND PSYC 355 Week 3 SPSS Homework 3 NEW

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SPSS HOMEWORK 3 INSTRUCTIONS

 

ONE-WAY ANOVA

 

Part 1:

 

Green & Salkind: Lesson 25, Exercises 1–3

 

The following helpful tips are numbered to correspond with the exercise number to which they refer (a dash indicates that no tips are needed):

 

1. Use Tukey’s test as the post hoc test for ANOVAs in PSYC 355. Be sure to check this box when you run analyses. For letters a–d, instead of identifying these values on your output, as the text states, write them into your Word file as written answers for #1 a, b, c, and d. (2 pts for output and 2 pts each for a–d)

 

2. ———- (3 pts)

 

3. Remember to put your dependent variable in the “variable” box, and your independent, or grouping, variables in the “category axis” box. (3 pts)

 

Part 2:

 

1. Twenty-four adults who have been diagnosed with social anxiety disorder are randomly assigned to one of 3 group therapy conditions in order to improve their social skills: manualized cognitive-behavioral therapy (MCBT), non-manualized cognitive-behavioral therapy (NMCBT), and talk therapy (T). Following two months of therapy, the participants are assessed on a standardized measure of social skills. On this instrument, scores range from 0–45, and higher scores indicate better or improved social skills, while lower scores indicate social skills that need improvement. These scores are shown in the table below. Conduct a one-way ANOVA to determine how effective these 3 therapy conditions are at improving social skills.

 

The steps will be the same as the ones you have been practicing in Part 1 of the assignment—the only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the “Variable View,” then return to the “Data View” to enter the data. (3)

 

MCBT

 

29, 32, 26, 33, 32, 37, 30, 38

 

 

 

NMCBT

 

31, 30, 28, 26, 31, 27, 29, 27

 

 

 

T

 

25, 20, 24, 26, 26, 30, 27, 25

 

 

 

2. What is the F ratio for the therapy group main effect? (3)

 

3. What is the effect size for the overall effect of therapy type on social skills scores? According to general conventions, is this effect small, medium, or large? (3)

 

4. Write a current APA-style Results section based on your analyses. All homework “Results sections” must follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (3)

 

 

 

Part 3: Cumulative Homework

 

1. A researcher wanted to investigate whether there was a difference in satisfaction ratings in an assisted living facility between residents who had a plant to take care of vs. those who did not have a plant. Due to relocations during the study, 3 participants were dropped from the “No Plant” group. The researcher then administered a scale asking them to rate their overall satisfaction with the facility. Did having a plant have an impact on the residents’ overall satisfaction levels? Choose the correct test to analyze this question, set up the SPSS file, and run the analysis. Follow the directions under the table below (on next page).

 

 

 

Plan

 

 

 

47

 

42

 

35

 

46

 

49

 

39

 

40

 

46

 

52

 

40

 

 

 

No Plant

 

 

 

30

 

25

 

24

 

42

 

28

 

25

 

40

 

 

 

1.     Paste appropriate SPSS output. (4)

 

2.     Paste appropriate SPSS graph. (4)

 

3.     Write a current APA-style Results section based on your analyses. All homework “Results sections” must follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (4)

 

This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 3.

MARYLAND PSYC 355 Week 2 SPSS Homework 2 NEW

MARYLAND PSYC 355 Week 2 SPSS Homework 2 NEW

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PSYC 355 Week 2 SPSS Homework 2 NEW

SS Homework 2 Instructions

Independent Samples t-Tests

Part 1:

Green & Salkind: Lesson 24, Exercises 1–5

The following helpful tips are numbered to correspond with the exercise number to which they refer:

1.      Type these values out underneath your copied and pasted output. (3 pts)

2.      Instead of identifying these values on your output, as the text states, write them in your Word file as written answers for #2 a, b, and c. (3 pts, 1 point for each letter)

3.      The effect size statistic must be computed by hand (or calculator). Use the second “easier” formula for d, found in the section on Effect Size Statistics in this lesson. (3 pts)

4.      All homework “Results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (3 pts)

5.      Create a boxplot (not an error bar graph) using the following steps (covered also in Lesson 21). (3 pts)

Go to Graphs > Legacy Dialogs > Boxplot > Select “Simple” > Select “Summaries for Groups of Cases”

Click “Define” and Variable = “Time Spent” (this is your dependent variable) and Category Axis = “Weight” (this is your independent, or grouping, variable)

Click OK

Part 2:

1. A learning psychologist is interested in comparing the success of 2 different mnemonics (memorization methods) on performance in a memory task. He assigns students to two groups, one which learns and uses a language-based rhyming memory technique, and one which learns and uses a visual “method of loci” spatial memory technique. He then administers a memory task to each group of students. The students are scored based on the percentage of correct answers. Using the table below, enter the data into a new SPSS data file and use an independent-samples t test to analyze the claim that the two mnemonic styles are different.

The steps will be the same as the ones you have been practicing in Part 1 of the assignment—the only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the “Variable View,” then return to the “Data View” to enter the data. (3 for output)

Table is shown on following page.

Language-Based 8289

67

94

76

63

89

84

93

Spatially-Based  

 

 

9378

99

87

78

62

87

91

95

 

 

 

 

 

 

 

2. Create a boxplot illustrating the differences between the two methods of language learning. (3)

3. Write a current APA-style Results section based on your analyses. All homework “Results sections” must follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (4)

Part 3: Cumulative Homework

1. The effects of a new faith-based anxiety treatment program are studied in a group of elderly patients with Generalized Anxiety Disorder (GAD). One of the outcome measures is the Geriatric Anxiety Inventory (GAI) (Pachana et al., 2007), a measure with possible scores from 0–20, with higher scores indicating higher anxiety. A large group of elderly patients completed the GAI before treatment. Fifteen patients with GAI scores of 10 or higher were chosen to participate in the study. The patients underwent the treatment program and completed the GAI at the end of treatment. The scores are listed below. Do the elderly patients exhibit lessened anxiety, as demonstrated by their GAI scores, after participating in the faith-based treatment program? Choose the correct test to analyze this question, set up the SPSS file, and run the analysis. Follow the directions under the table below.

 

GAI Score Before Treatment GAI Score After Treatment
1012

17

13

10

13

16

11

11

15

18

11

11

14

15

711

12

14

9

10

12

11

13

13

17

9

13

10

12

 

1.      Paste appropriate SPSS output. (5)

2.      Paste appropriate SPSS graph. (5)

3.      Write a current APA-style Results section based on your analyses. All homework “Results sections” should follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (5)

This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 2.

 

MARYLAND PSYC 355 Week 1 SPSS Homework 1 NEW

MARYLAND PSYC 355 Week 1 SPSS Homework 1 NEW

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http://www.assignmentcloud.com/psyc-355-maryland/psyc-355-week-1-spss-homework-1-new

 

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PSYC 355 Week 1 SPSS Homework 1 NEW

SPSS Homework 1 Instructions

Single-Sample t-Tests and Paired-Sample t-Tests

Part 1:

Note that for all problems in this course, the standard cutoff for a test of significance will be p < .05 unless otherwise noted in the problem.

Homework files are found in Blackboard Course Content > Syllabus and Assignment Instructions > Assignment Instructions > SPSS Homework 1 > SPSS Homework Files (select the particular number for the module/week you are working on). Always use the Blackboard files instead of the files on the Green & Salkind website as some files have been modified for the purposes of this course.

1. Single-Sample t-Test: Based on Green & Salkind – Lesson 22, Exercises 1–4 (Mod1_Lesson 22 Exercise File 1), but follow the instructions below instead.

A total score variable is included in the data file in Blackboard (“tot_score”), so you do not have to compute it. Use this variable as your dependent variable.

The test value for the single-sample t-test is 2 (1/4 of 8, or the score which a student would achieve by chance). Use 2 as the test value when running the analysis for this exercise.

Conduct a single-sample t-test on the total score variable. Paste the output into your Word document and type in the answers to the following questions underneath the output: (2 pts for output)

Mean algebra score (2 pts)

t-test value (2 pts)

p value (significance) of the test (2 pts)

Write a Results section in current APA style based on your analyses. (3 pts)

Create a histogram that demonstrates the distribution of scores. Be sure to correctly label the X and Y axes. (3 pts)

2. Green & Salkind: Lesson 23, Exercises 6–8: (Lesson 23, Exercise File 1)

The following helpful tips are numbered to correspond with the exercise number to which they refer within the Green & Salkind text:

Instead of identifying these values on your output, as the text states, write them into your Word file as written answers for #6 a, b, c, and d. (2 pts for output and 2 pts each for a–d)

All homework “Results sections” must follow the example given in the Course Content document “Writing Results of Statistical Tests in Current APA Format” (Note: you do not have to refer to a figure). (4 pts)

You will create the boxplot here instead of in the Results section. (2 pts)

Part 2:

A counseling psychologist administers an interview assessment that screens for possible internet addiction to his adolescent clients who live in a rural area. He assumes that children in this area may exhibit higherscores than children in the general population, who normally score a 25on a scale of 1–100. The table below shows the scores the counselor has collected.

Using the table, enter the data into a new SPSS file and conduct a single sample t-test to evaluate whether or not these adolescents scored higher than the general population.

The steps will be the same as the ones you have been practicing in Part One of the assignment—the only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the “Variable View,” then return to the “Data View” to enter the data.

Paste SPSS output (2 pts)

Write an APA-style Results section based on your analyses. All homework “Results sections” should follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (3 pts)

Create a histogram that demonstrates the distribution of scores. Be sure to correctly label the X and Y axes. (2 pts)

2. A clinical psychologist is studying the differences in the number of Facebook® friends between identical twins raised apart. She believes that twins raised in different environments will have differences in the number of friends, which would help point to the influence of environmental factors over inherited factors on social outcomes. She divides the twins into two groups (“Twin 1” and “Twin 2”), collects the data and creates the table below.

Using this table, enter the data into a new SPSS data file and run a paired-samples t test to test the claim that the identical twins raised apart will have a significantly different number of Facebook® friends.

The steps will be the same as the ones you have been practicing in Part One of the assignment—the only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the “Variable View,” then return to the “Data View” to enter the data.

a) Paste SPSS output (2 pts)

b) Write a current APA-style Results section based on your analysis. All homework “Results sections” must follow the example given in the SPSS tutorials and the Course Content document “Writing Results of Statistical Tests in APA Format” (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (2 pts)

c) Create a boxplot comparing the twins’ scores. Be sure to correctly label the X and Y axes. (2 pts)

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 1.

 

MARYLAND PSYC 355 SPSS Cumulative Assessment NEW

MARYLAND PSYC 355 SPSS Cumulative Assessment NEW

Check this A+ tutorial guideline at

http://www.assignmentcloud.com/psyc-355-maryland/syc-355-spss-cumulative-assessment-new

 

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PSYC 355 SPSS Cumulative Assessment NEW

 

SPSS Cumulative Assessment Instructions

The following research questions can be answered using 1 of the 5 tests you have learned so far: single-sample t-test, paired-samples t-test, independent-samples t-test, one-way ANOVA, or two-way ANOVA. Use the information in the tables to construct your SPSS data file, just as you have been doing in Part 2 of each homework assignment. There is only 1 correct choice of analysis for each question. The assessment is open-book/open-notes.

For each problem involving a test of significance, your answer must include: A) the output and an appropriate graph from SPSS; B) a statistical statement (i.e., t(19) = 1.79, p = .049); and C) a sentence summarizing the results (i.e., “There was a significant difference between the two groups on the variable…” or “There was no significant difference…”).

For ANOVA problems: Report statistical findings and make statements for all main effects and interaction effects. Use the Fisher LSD test for any analyses requiring post hoc tests.

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 5.

 

1. An entrepreneur claims that he has developed a program that can increase the IQ of adolescent students. To test this claim, a psychologist administers the WISC (an IQ score for children) to a group of students before and after completing the training program. Analyze the data to test the entrepreneur’s claim. (16 pts)

 

Student IQ before IQ after

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18 103

85

94

106

74

98

83

93

103

96

109

115

86

122

112

126

118

72 99

89

90

108

74

99

80

99

107

93

111

117

83

122

120

131

116

74

 

2. The staff at a local psychiatric facility wants to determine whether implementing a No Smoking rule significantly decreases the length of stay of inpatients. In order to test this claim, they compared the length of stay of patients admitted before a No Smoking rule was implemented to another group of patients admitted after the No Smoking rule was implemented. Evaluate the claim that the average length of stay was significantly shorter for the group admitted after the facility implemented the rule. (16 pts)

 

 

Smoking Allowed No Smoking

8

5

2

5

8

6

4

14 7

15

12

8

4

13

10

8 5

10

7

8

2

3

2

4 4

8

4

5

2

4

6

7

 

3. Depressed patients are randomly assigned to 1 of 3 therapists. At the end of 3 months, each patient completes a standardized test of depression (higher scores indicate higher level of depression). The patients’ scores are shown below. Analyze the data to determine how effective these 3 therapists are at treating depression (assume that before the treatment, all 3 groups of patients had the same average depression score). (16 pts)

 

Therapist 1 Therapist 2 Therapist 3

35

37

35

37

36

33

39 36

37

37

31

39

35

32 29

32

25

28

33

30

32

 

4. In light of all the weight loss misinformation and fad diets, a medical researcher determines to evaluate several of them. She randomly assigns volunteers (identified as clinically obese) to 1 of 4 diets. She is a firm believer in the benefits of exercise, so she also assigns them to either the exercise or no exercise group. After 3 months, she compares the pounds lost for each condition. Was there a significant effect of the diets and exercise on weight loss? (16 pts)

 

 

 

 

Exercise Low Carb South Beach Adkins Weight

Watchers

26

28

30

25

20 28

22

18

25

21

24

29

28

28

30

25

26

 

 

No

Exercise 15

20

18

18

12

15

15 17

19

28

25

21

34

25

30

28

 

5. Infants exposed to cocaine in their mother’s womb are thought to be at high risk for major birth defects. Thirteen infants born to mothers who are addicted to cocaine are administered the Brazelton Neonatal Assessment 1 day after birth. For these babies, their scores were as follows:

 

Brazelton Scores

6.25

4.50

8.50

5.50

3.00

7.90

7.50

5.30

6.80

7.50

5.25

7.45

6.80

 

For the general population, babies normally score an 8.5. Is this group of babies significantly lower than normal? (16 pts)