PSY 87540 Midterm III-Suppose you drew a random sample from a population

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1. Suppose you drew a random sample from a population where the mean is 100. The standard error of the sampling distribution is 10. The mean for your sample is 80. What could you conclude about your sample?
A. The sample mean does not occur very often by chance in the sampling distribution of means and probably did not come from the given population.
B. The sample mean occurs very often by chance in the sampling distribution of means and probably did not come from the given population.
C. The sample mean does not occur very often by chance in the sampling distribution of means but probably did come from the given population.
D. The sample mean occurs very often by chance in the sampling distribution of means and probably did come from the given population.

2. What do we call that portion of the sampling distribution in which values are considered too unlikely to have occurred by chance?
A. Region of criterion value
B. Region of critical value
C. Region of rejection
D. Critical value

3. Suppose you take a piece of candy out of a jar, look to determine its color, then put it back into the jar before you randomly select the next piece of candy. This type of sampling is called
A. an independent event.
B. sampling with replacement.
C. a dependent event.
D. sampling without replacement.

4. There are 26 red cards in a playing deck and 26 black cards. The probability of randomly selecting a red card or a black card is 26/52 = 0.50. Suppose you randomly select a card from the deck five times, each time replacing the card and reshuffling before the next pick. Each of the five selections has resulted in a red card. On the sixth turn, the probability of getting a black card
A. has got to be low because you’ve gotten so many red cards on the previous turns.
B. has got to be high because you’ve gotten so many red cards on the previous turns.
C. is the same as it has always been if the deck is a fair deck.
D. needs to be recomputed because you are sampling with replacement.

5. What can you conclude about a sample mean that falls within the region of rejection?
A. The sample probably represents some population other than the one on which the sampling distribution was based.
B. The sample represents the population on which the sampling distribution was based.
C. Another sample needs to be collected.
D. The sample should have come from the given population.

6. What can we conclude when the absolute value of a z-score for a sample mean is larger than the critical value?
A. The random selection procedure was conducted improperly.
B. The sample mean is reasonably likely to have come from the given population by random sampling.
C. The sample mean represents the particular raw score population on which the sampling distribution is based.
D. The sample mean does not represent the particular raw score population on which the sampling distribution is based.

7. When rolling a pair of fair dice, the probability of rolling a total point value of “7” is 0.17. If you rolled a pair of dice 1,000 times and the point value of “7” appeared 723 times, what would you probably conclude?

A. This is not so unlikely as to make you doubt the fairness of the dice.
B. Although not impossible, this outcome is so unlikely that the fairness of these dice is questionable.
C. Since the total point value of “7” has the highest probability of any event in the sampling distribution, this is an extremely likely outcome.
D. It is impossible for this to happen if the dice are fair.

8.  What is the appropriate outcome of a z-test?
A. Reject and accept
B. Reject and accept
C. Reject ; accept
D. Fail to reject ; accept

9. The null hypothesis describes the
A. sample statistic and the region of rejection.
B. sample statistic if a relationship does not exist in the sample.
C. population parameters represented by the sample data if the predicted relationship exists.
D. population parameters represented by the sample data if the predicted relationship does not exist.

10. In a one-tailed test, is significant only if it lies
A. nearer µ than and has a different sign from
B. in the tail of the distribution beyond and has a different sign from
C. nearer µ than and has the same sign as
D. in the tail of the distribution beyond and has the same sign as

11. The key difference between parametric and nonparametric procedures is that parametric procedures
A. do not require that stringent assumptions be met.

B. require that certain stringent assumptions be met.
C. are used for population distributions that are skewed.
D. are used for population distributions that have nominal scores.

12. Which of the following accurately defines a Type I error?
A. Rejecting when is true
B. Rejecting when is false
C. Retaining when is true
D. Retaining when is false

13. If and what is the value of
A.2.58
B.0.52
C.–2.58
D. 0.78

14. What happens to the probability of committing a Type I error if the level of significance is changed from a=0.01 to a=0.05?
A. The probability of committing a Type I error will decrease.
B. The probability of committing a Type I error will increase.
C. The probability of committing a Type I error will remain the same.
D. The change in probability will depend on your sample size.

15. Suppose you perform a two-tailed significance test on a correlation between the number of books read for enjoyment and the number of credit hours taken, using 32 participants. Your is –0.15, which is not a significant correlation coefficient. Which of the following is the correct way to report this finding?
A. r(32) = –0.15, p > 0.05
B. r(31) = –0.15, p > 0.05
C. r(30) = –0.15, p < 0.05
D. r(30) = –0.15, p > 0.05

16. Which of the following would increase the power of a significance test for correlation?
A. Changing a from 0.05 to 0.01
B. Increasing the variability in the Y scores
C. Changing the sample size from N = 25 to N = 100
D. Changing the sample size from N = 100 to N = 25

17. If a sample mean has a value equal to µ, the corresponding value of t will be equal to
A. +1.0.
B. 0.0.
C. –1.0.
D. +2.0.

18. What is ?
A. The estimated population standard deviation
B. The population standard deviation
C. The estimated standard error of the mean
D. The standard error of the mean

 

19. In a one-tailed significance test for a correlation predicted to be positive, the null
hypothesis is ___________ and the alternative hypothesis is __________.
A. Ho: ρ ≤ 0; Ha: ρ > 0
B. Ho: ρ < 0; Ha: ρ ≥ 0
C. Ho: ρ = 0; Ha: ρ > 0
D. Ho: ρ < 0; Ha ρ > 0

20. How is the t-test for related samples performed?
A. By conducting a one-sample t-test on the sample of difference scores
B. By conducting an independent samples t-test on the sample of difference scores
C. By converting the scores to standard scores and then performing a related samples t-test
D. By measuring the population variance and testing it using an independent samples t-test

21. What does the alternative hypothesis state in a two-tailed independent samples
experiment?

Ho: mu1-mu2=0
22. One way to increase power is to maximize the difference produced by the two conditions in the experiment. How is this accomplished?
A. Change a from 0.05 to 0.01.
B. Change the size of N from 100 to 25.
C. Design and conduct the experiment so that all the subjects in a sample are treated in a consistent manner.
D. Select two very different levels of the independent variable that are likely to produce a relatively large difference between the means.

23. Suppose you perform a two-tailed independent samples t-test, using a = 0.05, with 15 participants in one group and 16 participants in the other group. Your is 4.56, which is significant. Which of the following is the correct way to report this finding?
A. t(31) = 4.56; p< 0.05
B. t(29) = 4.56; p < 0.05
C. t(29) = 4.56; p > 0.05
D. t(29) = 4.56; p = 0.05

24. Suppose that you measure the IQ of 14 subjects with short index fingers and the IQ
of 14 subjects with long index fingers. You compute an independent samples t-test,
and the is 0.29, which is not statistically significant. Which of the following is the
most appropriate conclusion?
A. There is no relationship between length of index finger and IQ.
B. There is a relationship between length of index finger and IQ.
C. The relationship between length of index finger and IQ does not exist.
D. We do not have convincing evidence that our measured relationship between length of index finger and IQ is due to anything other than sampling error.

25. The assumptions of the t-test for related samples are the same as those for the test for independent samples except for requiring
A. that the dependent variable be measured on an interval or ratio scale.
B. that the population represented by either sample form a normal distribution.
C. homogeneity of variance.
D. that each score in one sample be paired with a particular score in the other sample.

Use SPSS and the provided data set to answer the questions below:
26. Test the age of the participants (AGE1) against the null hypothesis H 0 = 34. Use a
one-sample t-test. How would you report the results?
A. t = -1.862, df = 399, p >.05
B. t = -1.862, df = 399, p <.05
C. t = 1.645, df = 399, p >.05
D. t = 1.645, df = 399, p <.05

27. Test to see if there is a significant difference between the age of the participant and the age of the partner. Use a paired-sample t-test and an alpha level of 1%. How would you interpret the results of this test?
A. The partners are significantly older than the participants.
B. The partners are significantly younger than the participants
C. The age of the participants and partners are not significantly different.
D. Sometimes the partners are older, sometimes the participants are older.

28. Look at the correlation between Risk-Taking (R) and Relationship Happiness (HAPPY). Use the standard alpha level of 5%. How would you describe the relationship?
A. The relationship is non-significant.
B. There is a significant negative relationship.
C. There is a significant positive relationship.
D. The correlation is zero.

29. If you randomly chose someone from this sample, what is the chance that they
described their relationship as either Happy or Very Happy?
A. 32%
B. 37%
C. 56%
D. 69%

30. Perform independent sample t-tests on the Lifestyle, Dependency, and Risk-Taking
scores (L, D, and R) comparing men and women (GENDER1). Use p &lt; .05 as your
alpha level. On each of the three scales, do men or women have a significantly
higher score?
A. Lifestyle: Men, Dependency: Women, Risk-Taking: Men.
B. Lifestyle: Not significantly different, Dependency: Women, Risk-Taking: Men
C. Lifestyle: Women, Dependency: Women, Risk-Taking: Men
D. Lifestyle: Men, Dependency: Men, Risk-Taking: Not significantly different

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Childhood Psychological Disorders

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For your assignment, create a brief essay (1-2 pages in length) about one of the psychological disorders first identified in childhood and adolescence. Your readings covered several different disorders, and there are several more that fit into this category that we did not cover. The choice of disorder is left up to you, but your essay must include:

  • Specific information that details the main features/symptoms required for diagnosis.
  • A description of the typical ways in which the symptoms manifest in behavior and functioning.
If you use outside sources to gather materials for this assignment, you must cite your sources in proper APA format

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PCN-518 Module 4 DQ 1

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Module 4 DQ 1

It is said that children’s social behaviors and attitudes are influenced by what they see on TV, whether it be violence, pro-social skills, or a distorted view of women and minorities. Do you agree or disagree? Why? Support your response with research and personal anecdotes.

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Correlation Between Pornography and Rape

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INTRODUCTION

A long-standing question in the field of psychology concerns the relationship between exposure to sexually explicit material like pornography and criminal behavior.

Over the last 10 years, the access and exposure to sexually rich content via the Internet, television, movies, video games, and reading materials has grown exponentially. But the question that arises involves the impact on the psychological development of the person and the potential for increases in sexually deviant behaviors that might lead someone to commit sexually based offenses. One of the most significant controversies focuses on the impact that pornography has on an individual’s propensity to commit rape.

There is a lot of psychological research addressing the personality characteristics of a sexual offender and there are multiple theories focusing on the impact of watching sexual content and if it results in sexual acting out behaviors. Is there a direct relationship between pornography and rape? Do sexually deviant individuals seek out sexual content and then act out? How about the non-sexual deviant who was not interested in or specifically seeking sexually explicit content, but was involuntarily exposed and then acted out in a sexually deviant way?

There is no significant correlational evidence that exposure to sexually explicit material results in sexual acting out, but we do see a correlation between people that did sexually act out with having previous exposure to sexual content.

 

INSTRUCTIONS

In your main post:

  • Provide an argument for a correlation between pornography and rape.
  • Provide an argument against a correlation between pornography and rape.
  • State which position presented in the two articles is accurate in your opinion. Explain the evidence you see in the article that supports your determination on whether or not there is a correlation between pornography and rape.
  • Articulate the advantages and disadvantages of the regulation of sexually explicit materials and whether regulation is necessary

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Assignment 2

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Assignment: Measures of Central Tendency and Variability

Last week, you learned how to summarize a distribution by using frequency distribution tables and various graphs. The shape the frequency distribution forms is important, but frequency tables and graphs are not always the most efficient or meaningful way to summarize large amounts of data. In addition to graphing the shape of the distribution, statistics can be computed to provide even more information about the scores. Measures of central tendency tell us how the scores in the data set “hang together.” What score or scores are “typical” for the data set? Measures of variability help us understand how scores are spread out. How big are the distances between scores? Computing measures of central tendency, such as the mean, median, and mode, and measures of variability, such as the range and standard deviation, is often the first step researchers take after collecting data for a study.

This application will allow you to practice computing and interpreting some common measures of central tendency and measures of variability, both by hand and with the statistical software package SPSS. Download the data set that you will use for this assignment from the Weekly Data Set forum. Be sure to watch this week’s instructional video in the introduction or Learning Resources folder before beginning your Application Assignment.

Scenario: Imagine that your employer is hosting a walking competition. Employees are to report the number of minutes they walk each week. Your employer has asked you to compute descriptive statistics on the data from the first week of the competition to help him know how much people are walking.

You can find the data for this Assignment in the Weekly Data Set forum.

To complete this Assignment, submit by Day 7 calculations of the following measures of central tendency and measures of variability by hand:

By Day 7

To complete this Assignment, submit calculations of the following measures of central tendency and measures of variability by hand:

  1. Mean
  2. Median
  3. Mode
  4. Range
  5. Deviation of the highest score from the mean
  6. Estimated population standard deviation
  7. ∑X2 (explain your calculations, but you do not to interpret this result in relation to the scenario)
  8. (∑X)2 (explain your calculations, but you do not to interpret this result in relation to the scenario)

For each measure you compute by hand, include an explanation of:

  • Your calculations (explain the steps)
  • What that measure tells you about the number of minutes walked by employees

For example, each of your answers might look something like this: “The mean of this sample is ______ minutes walked in the first week. The mean is calculated by _________________. The mean tells me that participants in the sample walked ____________ in the first week.”

  1. Compute the mean and standard deviation in SPSS. Note: Your hand-calculated mean and standard deviation may differ somewhat from the calculations in SPSS due to rounding.
  2. Describe how the standard deviation (SD) and the deviation of a single score from the mean differ in the information they provide.
  3. Without redoing any calculations, think critically about how each measure would be affected if the lowest score was eliminated from the data set. Explain if each measure (mean, median, mode, deviation of the highest score from the mean, and standard deviation) would increase, decrease, or stay the same.
  4. Identify the type of distribution (positive skew, negative skew, or normal distribution) the data create. Explain how you know the type of distribution and what it tells you about the sample.

Write your responses in your own words. It is acceptable to number your answers, but do not copy and paste the questions into your answer document.

Be sure to fully explain the rationale for your answer to each question, including evidence from the text and learning resources.

Provide an APA reference list.

Submit three documents for grading:

  • Your text (Word) document with your answers and explanations to the application questions.Submit the word document to the Week 2 Assignment Part 1 link.
  • Your SPSS Data file , and your SPSS Output file to the Week 2 Assignment Part 2 link.

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Assignment 2: Sociocultural Impact on Development

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Now that you know that there are many different areas of impact within the realms of the community, culture, and the media, explore your own experience and reaction to these influences. It is very common for our own experiences as a child to significantly impact our interactions with children if we are not first aware of our experiences, beliefs, and reactions.

Reflect upon the community, culture, and media to which you were exposed as a child or an adolescent and then address the following:

  • Which specific aspect do you think had the biggest impact on your own development?
  • What did you learn from your cultural group and your community about who you are as an individual and where you fit in the world?
  • Consider your biggest impact area and do the following:
    • Explain how this area aligns with the research by incorporating information from at least two academic sources to support your statements and ideas. Academic sources could include your textbook, required readings for this module, or academic journal articles found in the Argosy University online library.
    • Who are the major proponents (theorists past or current) of your chosen impact and how did they reach these conclusions?
  • Ask two adults what had the most impact on them. Compare this data from their responses with your own experience and your research about prominent impacts.

Write a 2–3-page paper in Word format. Be sure to include separate title and reference pages. Apply APA standards to citation of sources, including use of in-text citations and full references. Academic sources could include your textbook, required readings for this module, or academic journal articles found in the Argosy University online library.

Use the following file naming convention: LastnameFirstInitial_M4_A2.doc. For example, if your name is John Smith, your document will be named SmithJ_M4_A2.doc.

By Week 4, Day 7, deliver your assignment to the M4: Assignment 2 Dropbox.

Assignment 2 Grading Criteria
Maximum Points
Analyzed the impact of a specific aspect of community, culture, or media on your development as a child or adolescent.
8
Described what you learned from your cultural group and your community about who you are as an individual and where you fit in the world.
8
Incorporated information from at least two academic sources in identifying the research that aligned with your biggest influence.
24
Identified the major proponents of the chosen impact area providing reasons for the conclusions of those theorists.
24
Compared and contrasted your experience of chosen impact area and research findings with data from two adults.
16
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:

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Affiliation and Attraction

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Social psychologists have studied affiliation and interpersonal attraction, mate selection, and relationship satisfaction. Not surprisingly, research indicates that males and females think differently about relationships. Some of these differences include comfort with relationship intimacy and physical contact, perceptions of attractiveness, reasons for mate selection, and the role of emotion within relationships (Crisp & Turner, 2014). For this Discussion, review the Learning Resources and research two articles related to either gender and affiliation or gender and attraction. Consider how gender may relate to affiliation and attraction and whether or not you agree with the articles you selected.

Post by Day 4 a brief explanation of how gender might affect two of the following: friendship, attraction, entering a relationship, or relationship satisfaction. Then explain whether you agree or disagree with the research you selected regarding gender and relationships and why. Be specific and use the current literature to support your response.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Respond by Day 7 to at least one of your colleagues’ postings in one or more of the following ways:

  • Ask a probing question.
  • Share an insight from having read your colleague’s posting.
  • Offer and support an opinion.
  • Validate an idea with your own experience.
  • Make a suggestion.
  • Expand on your colleague’s posting.

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

BE SURE TO READ THE DISCUSSION BOARD GUIDELINES IN THE ANNOUNCEMENT SECTION OF THE COURSE.

Reply Quote

 

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modul5

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Directions

Choose just one of the two options below to complete this assignment.

Option A

Identify any historical purpose(s) behind the writing of Mark’s and Matthew’s Gospels. Include a reference to any historical factor mentioned in the recommended sources that may have triggered the writing of both Matthew’s and Mark’s Gospels as well as references to statements within both of the Gospels themselves. Class lesson material can be used in addition to the recommended sources. Include at least one historical factor and at least one reference to each Gospel studied. Restrict your resources to those below as well as any information within the course modules. Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting. Submit the completed assignment to the appropriate Dropbox by no later than Sunday 11:59 PM EST/EDT.

Resources for this paper relative to Mark’s Gospel:

See the ebook via SLU library: The Gospels of Jesus by Stanton (2002), pp. 48-53.

Resources for this paper relative to Matthew’s Gospel:

See the ebook via SLU library: The Gospels of Jesus by Stanton (2002), pp. 74-78.

See the ebook via SLU library: New Testament History and Literature by Martin (2012), pp. 93-107.

Resources for this paper relative to Mark’s Gospel:

See the ebook via SLU library: The Gospels by Barton and Muddiman (2010), Ch. 3.

Resources for this paper relative to Mark’s Gospel:

See the eBook via SLU library: The Gospel to The Romans: The Setting and Rhetoric of Mark’s Gospel Leiden: Brill, (2003), Ch. 5
Resources for this paper relative to Matthew’s Gospel:

See the eBook via SLU library: The Gospel of Matthew and Christian Judaism by T&T Clarke by Sim, David (1998), p. 113 and following
Option B

Explain how and why Matthew may have edited Mark’s Gospel. Use the following two sets of passages to support your claim.

According to course materials (Bible, textbook, digital materials linked below, etc.):

1. How and why would Matthew have edited Mark 6:45-52 contrasted with Matthew 14:22-23?

2. How and why would Matthew have edited Mark 9:2-10 contrasted with Matthew 17:1-13?

Be sure to distinguish between paraphrase and direct quotes. Type a 350-750 word paper using MLA formatting. Submit the completed assignment to the appropriate Dropbox by no later than Sunday 11:59 PM EST/EDT.

Resources for this paper:

See the ebook via SLU library: New Testament History and Literature by Martin (2012), pp. 106-108.

See the ebook via SLU library: The Gospels by Barton and Muddiman (2010), p. 56.

Grading Rubric
  • Accurate use of English including careful documentation (including ability to paraphrase and use quotations) and good organizational plan. 40 pts
  • Adequate research. 20 pts
  • Accurate and complete reflection of material read for assignment. 40 pts

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Psychology homework help

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Scenario: Researchers provided both content of class and gender of instructor within vignettes for 2 classes of students that were manipulated by the experimenter. For example, the content manipulated in the two different classes was either counseling or research methods. The gender of the instructor manipulated in the vignettes was either male or female. In the research results, the main effects indicated instructor gender and course content were not statistically significant.

 

Answer each question in a maximum of 250 words excluding citations: Which of the following research designs is the above experimenter using? Why do you say that? What is the strength of the design that you selected from the list below?

 

a)      Inverted U

b)     2 x 2

c)      IV x PV

d)     None of the above (What alternative design then?)

 

Instruction: Provide a definition of your concept design from our text then, discuss support for your selection including an example from research that illustrates your point. Do so with a maximum of 250 words excluding citations.

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Psychology homework help

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Can you have a new assignment 6 by 11:00pm? He said he wants it in today and I said I would try to have it in before midnight.

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