TEST BANK for Statistics For People Who Think They Hate Statistics 7th Edition Salkind Frey

Statistics For People Who Think They Hate Statistics 7th Edition Salkind Frey Test Bank Chapter 1: Statistics or Sadistics? It’s Up to You Test Bank Multiple Choice 1. When humans first realized that counting was a good idea, which of the following became a useful skill for people to have? a. knowing the alphabet b. asking questions c. collecting information d. making decisions Ans: C KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 2. Once numbers became part of the human language, the next step was to attach . a. numbers to outcomes b. numbers to letters c. numbers to places d. numbers to time Ans: A KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 3. After the first set of data having to do with populations was collected during the 17th century, scientists needed to develop . a. general tools to answer general questions b. general tools to answer specific questions c. specific tools to answer general questions d. specific tools to answer specific questions Ans: D KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy

4. Which of the following is one of the most popular and powerful analytic tools available today? a. SPSS b. Microsoft Word c. Mini Tab d. Excel Ans: A KEY: Learning Objective: 1.2: Why you should take statistics.

REF: Cognitive Domain: Knowledge Answer Location: And Why SPSS Difficulty Level: Easy 5. Today, statisticians in many different professional areas find themselves using techniques to answer different questions. a. varied b. the same c. new d. experimental Ans: B KEY: Learning Objective: 1.2: Why you should take statistics.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 6. Statistics describes a set of that are used for describing, organizing, and interpreting information. a. statements b. rules and exceptions c. tools and techniques d. numbers and letters Ans: C KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: Statistics: What It Is (and Isn’t) Difficulty Level: Easy 7. What type of statistics involves collecting, organizing, and summarizing data? a. experimental b. descriptive c. inferential d. organizational Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Descriptive Statistics?

Difficulty Level: Easy

8. Inferential statistics involve the data. a. organizing b. balancing c. editing d. interpreting Ans: D KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Comprehension Answer Location: What Are Inferential Statistics?

Difficulty Level: Easy 9. The type of descriptive statistic that tells you the most popular or most frequent choice from a selection of choices is the . a. median b. mode c. mean d. average Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Descriptive Statistics?

Difficulty Level: Easy 10. What type of descriptive statistic is also referred to as the average? a. mean b. median c. mode d. descriptor Ans: A KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Descriptive Statistics?

Difficulty Level: Easy 11. statistics are often (but not always) the next step after you have some basic understanding of data. a. Descriptive b. Inferential c. Experimental d. Observational Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Inferential Statistics?

Difficulty Level: Easy

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12. is to a smaller group of data as population is to a larger group of data. a. Micro group b. Mini group c. Micro data d. Sample Ans: D KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Comprehension Answer Location: What Are Inferential Statistics?

Difficulty Level: Medium 13. Descriptive and inferential statistics work cooperatively, and which one you use and when depends on . a. the question you want answered b. the methods you choose for investigation c. the sample you select d. the population you choose Ans: A KEY: Learning Objective: 1.3: How to succeed in this course.

REF: Cognitive Domain: Knowledge Answer Location: In Other Words . . .

Difficulty Level: Easy 14. The term used to describe the science of organizing and analyzing information to make the information more easily understood is . a. analysis b. data c. statistics d. interpretation Ans: C KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: Statistics: What It Is (and Isn’t) Difficulty Level: Easy 15. Which of the following individuals used statistical methods during the 17th century to study the intelligence of his family members? a. Charles Darwin b. Francis Galton c. Isaac Newton d. Alfred Binet Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics

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Difficulty Level: Easy 16. Which of the following would be used to designate the type of statistical methods used to organize and describe the characteristics of a collection of data? a. inferential statistics b. descriptive statistics c. sampling methods d. population methods Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Descriptive Statistics?

Difficulty Level: Easy 17. In which century did the first collection of a set of data pertaining to populations occur? a. 15th century b. 17th century c. 19th century d. 21st century Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 18. Who popularized the use of the correlation coefficient? a. Charles Darwin b. Neil Salkind c. Francis Galton d. R. A. Fisher Ans: C KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 19. The term used to define a set of tools and techniques describing, organizing, and interpreting data is . a. inference b. population c. sample d. statistics Ans: D KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge

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Answer Location: Statistics: What It Is (and Isn’t) Difficulty Level: Easy 20. Your professor tells you, “If you don’t start with reliable data, you’ll end up with unreliable results.” You interpret this to mean which of the following? a. A bird in the hand is worth two in the bush. b. A watched pot never boils. c. Don’t cry over spilt milk. d. Garbage in, garbage out.

Ans: D KEY: Learning Objective: 1.3: How to succeed in this course.

REF: Cognitive Domain: Comprehension Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 21. What will you need to complete most statistical analyses? a. a personal computer b. large computer mainframe c. a slide rule d. a highly trained technician Ans: A KEY: Learning Objective: 1.3: How to succeed in this course.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 22. When was the simplest test for examining differences between two groups first advanced? a. 17th century b. 18th century c. 19th century d. 20th century Ans: D KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 23. Inferential statistics is most often used for which of the following? a. summarizing data b. organizing data c. interpreting data d. collecting data Ans: C KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge

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Answer Location: What Are Inferential Statistics?

Difficulty Level: Easy 24. All but which of the following is a use of descriptive statistics? a. organizing data b. interpreting data c. summarizing data d. collecting data Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Descriptive Statistics?

Difficulty Level: Easy 25. What type of statistics is used to organize and describe the characteristics of a collection of data? a. inferential b. descriptive c. ordinal d. nominal Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Descriptive Statistics?

Difficulty Level: Easy 26. A collection of information is also called . a. population subset b. sample statistic c. descriptive statistic d. data set Ans: D KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Descriptive Statistics?

Difficulty Level: Easy 27. Descriptive measures are most often used a. to describe how often something occurs b. to determine if a sample is representative of a population c. to predict an outcome d. to determine the effect of an intervention Ans: A KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Descriptive Statistics?

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Difficulty Level: Medium 28. How are inferential statistics most often used? a. to infer to the quality of data collected b. to organize and describe data c. to make inferences from the sample to the population d. to plot the data Ans: C KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Inferential Statistics?

Difficulty Level: Easy 29. What is the small subset of the population from whom you collect data called? a. population b. sample c. database d. group A Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Inferential Statistics?

Difficulty Level: Easy 30. The larger group from which a sample is drawn is a. sample group b. population c. median d. mode Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Inferential Statistics?

Difficulty Level: Easy

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31. What type of statistics employs the use of sample data that is used to infer information about the population? a. descriptive statistics b. ordinal statistics c. nominal statistics d. inferential statistics Ans: D KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Inferential Statistics?

Difficulty Level: Easy

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32. When should inferential statistics typically be used? a. before descriptive statistics b. after descriptive statistics c. at the same time as descriptive statistics d. never with descriptive statistics Ans: B KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Inferential Statistics?

Difficulty Level: Easy 33. If you calculate the average age of everyone in your class, what type of statistics will you have? a. inferential b. mode c. median d. descriptive Ans: D KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Comprehension Answer Location: What Are Descriptive Statistics?

Difficulty Level: Easy 34. A common goal in statistics is to . a. generalize results from a sample to a population b. generalize results from a population to a sample c. generalize results from a population to a second population d. generalize results from a sample to a second sample Ans: A KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Comprehension Answer Location: What Are Inferential Statistics?

Difficulty Level: Easy 35. A knowledge of statistics helps us make decisions based on a. logical b. unobserved c. possible d. empirical Ans: D KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: In Other Words. . .

Difficulty Level: Medium

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evidence.

36. Don’t skip lessons—work through the chapters in sequence because a. each chapter is important b. each chapter is full of information c. each chapter provides a foundation for the next chapter d. each chapter is useful Ans: C KEY: Learning Objective: 1.3: How to succeed in this course.

REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to Use This Book Difficulty Level: Easy

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37. According to the author, when you have completed the course, you may want to do which of the following? a. sell the book b. use the book as a reference c. continue doing book exercises d. do not sell the book Ans: B KEY: Learning Objective: 1.3: How to succeed in this course REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to Use This Book Difficulty Level: Easy 38. To ensure some success in doing well in this course you are wise to a. form a study group b. take notes c. talk to your friends d. look up in dictionary Ans: A KEY: Learning Objective: 1.3: How to succeed in this course REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to Use This Book Difficulty Level: Easy 39. If you do not understand what you are being taught in class, a. ask your professors first b. ask your friends first c. read your book first d. think about it first Ans: A KEY: Learning Objective: 1.3: How to succeed in this course REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to Use This Book Difficulty Level: Easy 40. The best way to learn statistics is to

.

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.

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a. ask lots of questions b. think a lot c. practice a lot d. read a lot Ans: C KEY: Learning Objective: 1.3: How to succeed in this course REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to Use This Book Difficulty Level: Easy True/False 1. Most of the basic statistical procedures were first developed and used in other fields and used to study human behavior much later.

Ans: T KEY: Learning Objective: 1.1: What statistics is all about REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 2. The past 100 years have seen numerous examples of new ways to use old ideas.

Ans: T KEY: Learning Objective: 1.1: What statistics is all about REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 3. Generally, although sometimes called different things, the same statistics are used in most disciplines.

Ans: T KEY: Learning Objective: 1.2: Why you should take statistics.

REF: Cognitive Domain: Knowledge Answer Location: A 5-Minute History of Statistics Difficulty Level: Easy 4. A population can be considered a selection of the occurrences with certain characteristics.

Ans: F KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Inferential Statistics?

Difficulty Level: Medium 5. Not all members of a sample are members of the population.

Ans: F KEY: Learning Objective: 1.1: What statistics is all about.

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REF: Cognitive Domain: Comprehension Answer Location: What Are Inferential Statistics?

Difficulty Level: Medium Short Answer 1. The introduction of personal computers and their use in statistical analyses have been both good and bad. Give an example of a “good” reason and one example of a “bad” reason.

Ans: GOOD: Most statistical analyses no longer require access to a huge and expensive mainframe computer; a simple computer, typically costing less than $500, can do most of what’s needed. BAD: Less-than-adequately-educated students will take available data and think that by running those data through a sophisticated analysis they will have reliable, trustworthy, and meaningful outcomes when they do not.

Ans: Examples should reflect knowledge demonstrated in passage above.

KEY: Learning Objective: 1.2: Why you should take statistics.

REF: Cognitive Domain: Application Answer Location: A 5-Minute History of Statistics Difficulty Level: Medium 2. The study of statistics can be intimidating, but it can also be rewarding. Describe at least two benefits to your life as a student by engaging in the study of statistics.

Ans: Varies KEY: Learning Objective: 1.2: Why you should take statistics.

REF: Cognitive Domain: Application Answer Location: Why Statistics?

Difficulty Level: Easy 3. Define descriptive statistics.

Ans: Descriptive statistics are used to organize and describe the characteristics of a collection of data.

KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Descriptive Statistics?

Difficulty Level: Medium 4. Define inferential statistics.

Ans: Inferential statistics are used to make inferences from a smaller group of data (the sample) to the larger group (population).

KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Knowledge Answer Location: What Are Inferential Statistics?

Difficulty Level: Medium 5. What is the difference between descriptive and inferential statistics?

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Ans: Descriptive statistics organize and describe data, while inferential statistics are used to infer meaning about a larger population from a sample of the population.

KEY: Learning Objective: 1.1: What statistics is all about.

REF: Cognitive Domain: Analysis Answer Location: What Are Descriptive Statistics? | What Are Inferential Statistics?

Difficulty Level: Medium

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Chapter 2: Means to an End: Computing and Understanding Averages Test Bank Multiple Choice 1. The is the value that best represents an entire group of scores. a. mean b. median c. mode d. average Ans: D KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 2. All but which of the following are measures of central tendency? a. median b. mode c. standard deviation d. mean Ans: C KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Mean Difficulty Level: Easy 3. Which measure of central tendency is considered the most precise? a. mean b. median c. mode d. average Ans: A KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: In Sum . . .

Difficulty Level: Easy 4. The measure of central tendency considered the least precise is the a. median b. mode

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_.

c. mean d. average Ans: B KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mode Difficulty Level: Easy 5. What should be used to determine central tendency? a. a correlation b. a graph c. the standard deviation d. the average Ans: D KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Application Answer Location: Computing the Mean Difficulty Level: Easy 6. consists of the middle point of a set of values. a. Median b. Mean c. mode d. Average Ans: A KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Median Difficulty Level: Easy 7. What is the most common average computed? a. the mode b. the mean c. the variance d. the median Ans: B KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 8. What is the symbol used to represent the mean? a. N b. n c. X d. X

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Ans: C KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 9. What is another term for the mean? a. the midpoint b. the frequency value c. the arithmetic average d. the distribution Ans: C KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 10. The value most often used to represent an entire group of scores is the a. mode b. N c. median d. mean Ans: D KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 11. If a distribution is “significantly distorted,” what is this called? a. variability b. outliers c. skew d. percentile Ans: C KEY: Learning Objective: 2.3: Computing the median for a sample of scores.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Median Difficulty Level: Easy 12. Measures of central tendency can also be described as . a. statistical measures b. measures of variability c. averages d. deviation scores Ans: C KEY: Learning Objective: 2.1: Understanding measures of central tendency.

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REF: Cognitive Domain: Knowledge Answer Location: Introduction Difficulty Level: Easy 13. What is the formula for computing the mean? a. ΣX + n b. ΣY / X c. ΣX / n d. ΣN + y Ans: C KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Medium 14. The mean can also be described as the . a. common mean b. arithmetic mean c. mode d. weighted mean Ans: B KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Medium 15. Which of the following symbols represents the individual score? a. X b. n c. N d. Σ Ans: A KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 16. What does the Σ symbol represent? a. the mean b. the sum of values c. the sample size d. an individual score Ans: B KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean

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Difficulty Level: Easy 17. What is the Greek name for the letter Σ? a. phi b. rho c. sigma d. alpha Ans: C. KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 18. Which of the following symbols represents sample size? a. X b. y c. n d. M Ans: C KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 19. What does the symbol M represent? a. mean b. sample size c. population size d. individual score Ans: A KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 20. If you know M = 5, and the sum of scores is 20, what is n? a. 4 b. 0.25 c. 100 d. need more information Ans: A KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Mean Difficulty Level: Medium

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21. If ΣX = 4,390 and n = 4, what is M? a. 17,560 b. 0.0100 c. 1097.5 d. Need more information Ans: C KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Mean Difficulty Level: Medium 22. What is the mean value for the following scores: 10, 35, 40, 60, 55, 25, 50? a. 45 b. 44.17 c. 40 d. 39.29 Ans: D KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Mean Difficulty Level: Medium 23. What is the mean value of the following scores: 12, 25, 15, 27, 32, 8? a. 19.83 b. 21.24 c. 20.00 d. 19.98 Ans: A KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Mean Difficulty Level: Medium 24. What is the mean value of the following scores: 1.11, 1.17, 1.15, 2.02, 2.07, 3.11, 2.14? a. 2.14 b. 2.07 c. 1.74 d. 1.82 Ans: D KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Mean Difficulty Level: Medium 25. What is the mean value of the following scores: 117, 132, 147, 156, 196?

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a. 151.2 b. 149.6 c. 147.0 d. 148.7 Ans: B KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Mean Difficulty Level: Medium 26. Your current exam mean is 97.2. If you receive a 99 on the next exam, what will happen to your mean? a. It has no effect. b. It will decrease c. It will increase. d. It cannot be determined.

Ans: C KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Analysis Answer Location: Computing the Mean Difficulty Level: Medium 27. Your current exam mean is 93.2. If you receive an 87 on the next exam, this will have the effect of . a. increasing your mean b. decreasing your mean c. having no effect on your mean d. cannot determine Ans: B KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Analysis Answer Location: Computing the Mean Difficulty Level: Medium 28. Your current exam mean is 95. If you receive a 95 on the next exam, your mean . a. will increase b. will decrease c. will remain the same d. cannot be determined Ans: C KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Analysis Answer Location: Computing the Mean Difficulty Level: Medium

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29. The measure of central tendency most influenced by outliers is the a. median b. mode c. mean d. variance Ans: C KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy

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30. What does N represent? a. sample size b. population size c. sum of scores d. mean score Ans: B KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 31. What does n represent? a. sample size b. population size c. sum of scores d. mean score Ans: A KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Easy 32. Which measure of central tendency is also known as the midpoint for a set of scores? a. mode b. mean c. median d. sum Ans: C KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Median Difficulty Level: Easy 33. Which of the following best describes the mode? a. sum of all values in a group

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b. midpoint in a set of scores c. number of subject collected d. most frequently occurring value(s) Ans: D KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mode Difficulty Level: Easy 34. The mode will always consist of the . a. number of cases in the category b. name of the category c. format of the category d. size of the category Ans: B KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mode Difficulty Level: Medium 35. What is the mode of the following data: 47 Republicans, 49 Democrats, and 52 independents? a. 52 b. 49 c. democrats d. independents Ans: D KEY: Learning Objective: 2.4: Computing the mode for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Mode Difficulty Level: Medium 36. What is the mode of the following data: 57 males and 43 females? a. 57 b. males c. females d. 43 Ans: B KEY: Learning Objective: 2.4: Computing the mode for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Mode Difficulty Level: Medium 37. What is the mode of the following data: 52 bowls of spaghetti, 37 bowls of cereal, 14 sandwiches, and 17 personal pizzas? a. 14

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b. bowls of spaghetti c. 52 d. sandwiches Ans: B KEY: Learning Objective: 2.4: Computing the mode for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Mode Difficulty Level: Medium 38. Which of the following defines the median? a. sum of all values in a group b. most frequently occurring value c. average variability in a set of scores d. midpoint in a set of scores Ans: D KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Median Difficulty Level: Easy 39. What is the median for the following amounts: $11.75, $12.75, $13.00, $10.75, $11.50, $10.50, $10.75? a. $11.50 b. $11.75 c. $11.57 d. $11.00 Ans: A KEY: Learning Objective: 2.3: Computing the median for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Median Difficulty Level: Medium 40. What is the median for the following amounts: $13,400; $17,560; $45,440; $68,550; $96,400? a. $13,400 b. $48,240 c. $45,440 d. $96,400 Ans: C KEY: Learning Objective: 2.3: Computing the median for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Median Difficulty Level: Medium 41. What is the median of the following set of scores: 23, 17, 15, 32, 38, 47? a. 23

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b. 32 c. 17.4 d. 27.5 Ans: D KEY: Learning Objective: 2.3: Computing the median for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Median Difficulty Level: Medium 42. What is the median of the following set of scores: 1.3, 4.7, 2.3, 3.3, 3.0, 2.9? a. 2.95 b. 3.05 c. 2.90 d. 3.00 Ans: A KEY: Learning Objective: 2.3: Computing the median for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Median Difficulty Level: Medium 43. When there is an even number of scores, how is the median calculated? a. It is the average of the two middle scores. b. Use the smaller of the two middle scores. c. Use the larger of the two middle scores. d. The median cannot be calculated in this situation.

Ans: A KEY: Learning Objective: 2.3: Computing the median for a sample of scores.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Median Difficulty Level: Easy 44. Regarding percentile points, what is the median also known as? a. Q1 b. Q2 c. Q3 d. Q4 Ans: B KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Median Difficulty Level: Medium 45. What is the 25th percentile also known as? a. Q1 b. Q2 c. Q3

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d. Q4 Ans: A KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Median Difficulty Level: Easy 46. What is the 75th percentile also known as? a. Q1 b. Q2 c. Q3 d. Q4 Ans: C KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Median Difficulty Level: Easy 47. Market researchers sent out a survey to college students in Ohio to assess their preferences regarding three different brands of honey. When examining the average preference of the respondents, which measure of central tendency is most likely to be used to describe them? a. median b. mean c. mode d. weighted mean Ans: C KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Application Answer Location: In Sum… Difficulty Level: Medium 48. What impact do extreme scores have on the median? a. a positive skew b. a negative skew c. minimal impact d. nullifies the value Ans: C KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Median Difficulty Level: Medium 49. Which of the following are used to define the percentage of cases equal to and below a certain point in a distribution of scores? a. T scores

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b. Q points c. standard scores d. percentile points Ans: D KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Median Difficulty Level: Easy 50. A test score in the 97th percentile would be considered . a. very high b. very low c. about average d. cannot be determined Ans: A KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Median Difficulty Level: Medium 51. A test score in the 3rd percentile would be considered . a. very high b. very low c. about average d. cannot be determined Ans: B KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Median Difficulty Level: Medium 52. A test score in the 47th percentile would be considered . a. very high b. very low c. about average d. cannot be determined Ans: C KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Median Difficulty Level: Medium 53. Which measure of central tendency is used when you calculate the average of individual income and find many extreme scores? a. mean b. median

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c. mode d. standard error Ans: B KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Application Answer Location: Computing the Median Difficulty Level: Medium 54. If you calculate the average of individual income and find no outliers, which measure of central tendency should you use? a. mode b. median c. mean d. other Ans: C KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Application Answer Location: Computing the Mean Difficulty Level: Medium 55. What is the meaning of the term skew regarding a set of data? a. It is significantly distorted. b. It has been divided. c. It has been added. d. It is equalized.

Ans: A KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Median Difficulty Level: Easy 56. Which of the following sets of data illustrates skew? a. 2, 3, 5, 7, 9 b. 450, 472, 523, 547, 601 c. 23, 37, 42, 51, 147 d. 12, 14, 15, 17, 19 Ans: C KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Application Answer Location: Computing the Median Difficulty Level: Medium 57. What is the preferred measure of central tendency using the following data: $32,400; $42,500; $47,250; $49,570; $145,850? a. mean b. median

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c. mode d. weighted mean Ans: B KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Analysis Answer Location: Computing the Median Difficulty Level: Medium 58. What would be your preferred measure of central tendency if you had the following data: $31,550; $33,750; $34,700; $37,550; $39,275? a. median b. mode c. mean d. average Ans: C KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Analysis Answer Location: Computing the Median Difficulty Level: Medium 59. What is the preferred measure of central tendency using the following data: 23 Americans, 57 Mexicans, and 14 Canadians? a. mean b. weighted mean c. median d. mode Ans: D KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Analysis Answer Location: Computing the Mode Difficulty Level: Medium 60. What would be your preferred measure of central tendency if you had the following data: 57 males and 23 females? a. median b. weighted mean c. mean d. mode Ans: D KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Analysis Answer Location: Computing the Mode Difficulty Level: Medium

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True/False 1. While there are three measures of central tendency, the mean, median, and mode are all interchangeable anyway.

Ans: F KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: Introduction Difficulty Level: Easy 2. Use the mode as a measure of central tendency when the data are qualitative in nature.

Ans: T KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: In Sum… Difficulty Level: Easy 3. The nominal level of measurement is defined by categories.

Ans. T KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

Answer Location: A Rose by any Other Name: The Nominal Level of Measurement REF: Cognitive Domain: Knowledge Difficulty Level: Medium 4. The nominal level can be the least precise level of measurement.

Ans: T KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

REF: Cognitive Domain: Knowledge Answer Location: A Rose by any Other Name: The Nominal Level of Measurement Difficulty Level: Medium 5. Nominal levels of measurements have categories that are not mutually exclusive.

Ans: F KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

REF: Cognitive Domain: Knowledge Answer Location: A Rose by any Other Name: The Nominal Level of Measurement Difficulty Level: Medium 6. The ordinal level of measurement stands for order.

Ans: T KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

REF: Cognitive Domain: Knowledge

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Answer Location: Any Order Is Fine by Me: The Ordinal Level of Measurement Difficulty Level: Medium 7. The interval level of measurement is based on some underlying continuum.

Ans: T KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

REF: Cognitive Domain: Knowledge Answer Location: 1 + 1 = 2: The Interval Level of Measurement Difficulty Level: medium 8. The ratio level of measure does not have an absolute zero on the scale.

Ans: F KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

REF: Cognitive Domain: Knowledge Answer Location: Can Anyone Have Nothing or Anything? The Ratio Level of Measurement Difficulty Level: Hard 9. The ratio level is the least precise level of measurement.

Ans: F KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Knowledge Answer Location: In Sum… Difficulty Level: medium 10. The more precise scales contain all the qualities of the scales below them.

Ans: T KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

REF: Cognitive Domain: Knowledge Answer Location: In Sum… Difficulty Level: Medium Short Answer 1. Why is the mean the most frequently used measure of central tendency?

Ans: When the distribution of scores is free of outliers (i.e., extreme scores), the mean tends to be the most precise measure of central tendency.

KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: In sum . . .

Difficulty Level: Medium

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2. What is the formula for calculating the mean? What does each of the symbols represent?

Ans: ΣX / n, where Σ represents summation, X represents individual scores, and n represents the sample size.

KEY: Learning Objective: 2.2: Computing the mean for a sample of scores.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Mean Difficulty Level: Medium 3. What is meant by the term outlier?

Ans: An outlier refers to any extreme scores in a data set.

KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Median Difficulty Level: Medium 4. When might the median be the more appropriate measure of central tendency over the mean?

Ans: When there are extreme scores in a distribution, calculating the mean would result in skewed results. The median provides a more accurate measure of the average.

KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Application Answer Location: Computing the Median Difficulty Level: Hard 5. What does the term bimodal mean?

Ans: Bimodal refers to a distribution of scores that has two different modes, or two scores that occur most frequently.

KEY: Learning Objective: 2.1: Understanding measures of central tendency.

REF: Cognitive Domain: Comprehension Answer Location: Apple Pie a la Bimodal Difficulty Level: Medium 6. When is the mode the best measure of central tendency to use?

Ans: The mode should be used when working with categorical or nominal data (e.g., gender).

KEY: Learning Objective: 2.6: Selecting a measure of central tendency.

REF: Cognitive Domain: Application Answer Location: Computing the Mode Difficulty Level: Medium 7. How would you calculate the median when you have an even number of scores?

Ans: Take the mean of the middle two values.

KEY: Learning Objective: 2.3: Computing the median for a sample of scores.

REF: Cognitive Domain: Application Answer Location: Computing the Median

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Difficulty Level: Medium 8. When is the nominal level of measurement the correct level of measurement to use?

Ans: When we measure a variable that has categories like female or male, we can use the nominal level of measurement.

KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

REF: Cognitive Domain: Comprehension Answer Location: A Rose by Any Other Name: The Nominal Level of Measurement Difficulty Level: Hard 9. When is the ordinal level of measurement the correct level of measurement to use?

Ans: When we measure a variable that has a ranking order like class ranking, we can use the ordinal level of measurement.

KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

REF: Cognitive Domain: Comprehension Answer Location: Any Order is Fine With Me: The Ordinal Level of Measurement Difficulty Level: Hard 10. When is the ratio level of measurement the correct level of measurement to use?

Ans: When we measure a variable that has the true zero on the scale like watching TV or doing homework by hour, we can use the ratio level of measurement.

KEY: Learning Objective: 2.5: Understanding and applying scales or levels of measurement.

REF: Cognitive Domain: Comprehension Answer Location: Can Anyone Have Nothing of Anything? The Ratio Level of Measurement Difficulty Level: Hard

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Chapter 3: Understanding Variability: Vive la Différence Test Bank Multiple Choice 1. Which of the following measures how scores differ from each other? a. skewness b. kurtosis c. average d. variability Ans: D KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Knowledge Answer Location: Why Understanding Variability Is Important Difficulty Level: Easy 2. All of the following are measures of variability EXCEPT . a. mean b. standard deviation c. variance d. range Ans: A KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Knowledge Answer Location: Why Understanding Variability Is Important Difficulty Level: Easy 3. In order to calculate the variance, which of the following must you know? a. range b. median c standard deviation d. mode Ans: C KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Knowledge Answer Location: Computing the variance Difficulty Level: Easy 4. What is another term for variability? a. flux or variation b. scattergram

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c. skewness d. spread or dispersion Ans: D KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Knowledge Answer Location: Why Understanding Variability Is Important Difficulty Level: Easy 5. What are the three tools used to assess variability? a. range, standard deviation, and variance b. mean, median, and mode c. variance, range, and mean d. mean, standard deviation, and skewness Ans: A KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Knowledge Answer Location: Why Understanding Variability Is Important Difficulty Level: Easy 6. Which measure of variability is easiest to calculate? a. standard deviation b. mode c. range d. variance Ans: C KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Comprehension Answer Location: Computing the range Difficulty Level: Easy 7. Which measure of variability is most general and, hence, least useful? a. median b. range c. standard deviation d. mean deviation Ans: B KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Easy 8. Which measure of variability should never be used alone to reach conclusions regarding the variance of a distribution? a. standard deviation

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b. mode c. variance d. range Ans: D KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Easy 9. In order to calculate the standard deviation, what must you first compute? a. mean b. range c. median d. mode Ans: A KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Computing the standard deviation Difficulty Level: Easy 10. What is the range for the following set of scores: 29, 48, 22, 37, 55? a. 26 b. 33 c. 37 d. 55 Ans: B KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Application Answer Location: Computing the range Difficulty Level: Easy 11. What is the inclusive range for the following set of scores: 34, 14, 17, 57, 22? a. 14 b. 17 c. 57 d. 44 Ans: D KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Application Answer Location: Computing the range Difficulty Level: Medium 12. What is the range for the following set of scores: 117, 249, 326, 47, 442? a. 117 b. 395 c. 326

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d. 442 Ans: B KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Application Answer Location: Computing the range Difficulty Level: Easy 13. If you have a lowest score of 21 and a range of 47, your highest score will be . a. 26 b. 21 c. 47 d. 68 Ans: D KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Application Answer Location: Computing the range Difficulty Level: Medium 14. Which of the following measures how different scores are from one particular score? a. average b. correlation c. variability d. standard deviation Ans: C KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Knowledge Answer Location: Why Understanding Variability Is Important Difficulty Level: Easy 15. What is the most common measure of variability? a. range b. standard deviation c. variance d. mean deviation Ans: B KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Knowledge Answer Location: Computing the standard deviation Difficulty Level: Easy 16. When reporting descriptive data such as the mean, what additional information should also be reported that expresses how different the scores are in the distribution? a. variability

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b. outlier c. skew d. percentile Ans: A KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Comprehension Answer Location: Why Understanding Variability Is Important Difficulty Level: Medium 17. If you subtract the smallest number in the distribution from the largest, what type of variability is being calculated? a. variance b. range c. outliers d. standard deviation Ans: B KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Comprehension Answer Location: Computing the range Difficulty Level: Easy 18. In the formula for computing the range, what does the letter h represent? a. summation b. sample size c. highest score d. lowest score Ans: C KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Medium 19. In the formula for computing the range, what does the letter l represent? a. range b. variability c. highest score d. lowest score Ans: D KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Medium 20. In the formula for computing the range, a. rho

is used to represent the range.

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b. Ran c. r d. rhi Ans: C KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Medium 21. The highest score minus the lowest score is equal to the a. standard deviation b. inclusive range c. exclusive range d. variance Ans: C KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Medium

.

22. The highest score minus the lowest score plus one is equal to the a. exclusive range b. variance c. inclusive range d. standard deviation Ans: C KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Medium

.

23. In the formula for calculating the standard deviation, what does the Greek letter Σ represent? a. summation b. sample size c. mean score for group d. individual scores Ans: A KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Computing the standard deviation Difficulty Level: Medium 24. In the formula for calculating the standard deviation, what does the letter n represent? a. summation

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b. sample size c. mean score for group d. individual score Ans: B KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Computing the standard deviation Difficulty Level: Medium 25. When calculating the standard deviation, what must be done in order to obtain an unbiased estimate? a. subtract 1 from X b. add 1 to X c. subtract 1 from n d. add 1 to n Ans: C KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Medium 26. Which of the following sets of scores has the greatest variability? a. 7, 10, 11, 15, 19 b. 7, 7, 8, 8, 10, 11 c. 7, 7, 7, 7, 7, 7 d. 6, 6, 7, 7, 7, 7 Ans: A KEY: Learning Objective: 3.4: Computing the variance REF: Cognitive Domain: Application Answer Location: Why Understanding Variability Is Important Difficulty Level: Hard 27. Which of the following sets of scores has the least variability? a. 5, 4, 5, 6, 5 b. 7, 2, 8, 9, 4 c. 12, 14, 17, 19, 21 d. 1, 2, 1, 7, 9 Ans: A KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Application Answer Location: Why Understanding Variability Is Important Difficulty Level: Hard 28. Variability is a measure of how much individual scores differ from the a. mean b. range

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.

c. standard deviation d. variance Ans: A KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Knowledge Answer Location: Why Understanding Variability Is Important Difficulty Level: Easy 29. What is the formula for calculating the exclusive range? a. r - n + 1 b. h - l + 1 c. (h - 1) r d. h - 1 Ans: D KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Medium 30. What is the formula for calculating the inclusive range? a. r - n + 1 b. h - l + 1 c. (h - l) r d. h - 1 Ans: B KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Medium 31. The sum of the absolute value of the deviations from the mean divided by the number of scores is equal to the . a. mean b. standard deviation c. mean deviation d. variance Ans: C KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Computing the standard deviation Difficulty Level: Medium 32. The sum of the deviations from the mean will always be equal to a. 0 b. 0

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.

c. n - 1 d. n + 1 Ans: A KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Computing the standard deviation Difficulty Level: Hard 33. What is obtained by squaring the standard deviation? a. mean deviation b. range c. variance d. squared deviation Ans: C KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Knowledge Answer Location: Computing the variance Difficulty Level: Medium 34. What is obtained by taking the square root of the variance? a. standard deviation b. mean c. mode d. mean deviation Ans: A KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Comprehension Answer Location: Computing the variance Difficulty Level: Hard 35. Which of the following is one way to represent the standard deviation? a. s b. s2 c. s(2) d. s / n Ans: A KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Computing the standard deviation Difficulty Level: Medium 36. Which of the following is one way to represent the variance? a. s b. s2 c. s(2) d. s / n

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Ans: B KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Knowledge Answer Location: Computing the variance Difficulty Level: Medium 37. Unbiased estimates . a. subtract 1 from the sample size b. add 1 to the sample size c. do not change the sample size d. multiply the sample size by 1 Ans: A KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Medium 38. Unbiased estimates . a. are less conservative estimates of sample statistics b. are more conservative estimates of sample statistics c. are less conservative estimates of population parameters d. are more conservative estimates of population parameters Ans: D KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Medium 39. What is the exclusive range for the following set of scores: 10, 15, 12, 18, 19, 16, 12? a. 7 b. 8 c. 9 d. 10 Ans: C KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Application Answer Location: Computing the range Difficulty Level: Easy 40. What is the standard deviation for the following set of scores: 10, 15, 12, 18, 19, 16, 12? a. 3.36 b. 11.29 c. 6.47 d. 17.78

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Ans: A KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Application Answer Location: Computing the standard deviation Difficulty Level: Hard 41. What is the variance for the following set of scores: 10, 15, 12, 18, 19, 16, 12? a. 3.36 b. 11.29 c. 6.47 d. 17.18 Ans: B KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Application Answer Location: Computing the variance Difficulty Level: Medium 42. The absolute value of a number is represented by which of the following? a. ±5 b. +5 c. |5| d. /5/ Ans: C KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Application Answer Location: Computing the range Difficulty Level: Easy 43. What is the standard deviation for the following set of scores: 20, 24, 26, 22, 18, 16, 18? a. 12.95 b. 3.60 c. 6.55 d. 24 Ans: B KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Application Answer Location: Computing the standard deviation Difficulty Level: Medium 44. What is the variance for the following set of scores: 20, 24, 26, 22, 18, 16, 18? a. 12.95 b. 3.60 c. 6.55 d. 24 Ans: A

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KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Application Answer Location: Computing the variance Difficulty Level: Medium 45. Which of the following sets of data has no variability? a. 1, 2, 5, 4, 7 b. 7, 7, 7, 2, 9 c. 5, 5, 5, 5, 5 d. 0, 0, 0, 0, 10 Ans: C KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Application Answer Location: Why Understanding Variability Is Important Difficulty Level: Easy 46. What is the standard deviation squared? a. range b. mean deviation c. variance d. This cannot be computed.

Ans: C KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Knowledge Answer Location: Computing the variance Difficulty Level: Medium 47. The variance of a group of scores is 4. What is the standard deviation? a. 3.5 b. 18 c. 2 d. 16 Ans: C KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Application Answer Location: Computing the variance Difficulty Level: Medium 48. If Σ(X - M)2 = 235, and n = 29, what is s? a. 8.10 b. 8.39 c. 2.90 d. 43.64 Ans: C KEY: Learning Objective: 3.3: Computing standard deviation.

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REF: Cognitive Domain: Application Answer Location: Computing the standard deviation Difficulty Level: Hard 49. Which of the following must also be known in order to compute the standard deviation? a. mode b. mean c. range d. median Ans: B KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Computing the standard deviation Difficulty Level: Easy 50. Biased estimates are appropriate . a. to describe a sample b. to describe a population c. to describe a sample or a population d. none of these Ans: A KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Comprehension Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Medium 51. Unbiased estimates are best used . a. to make sample estimates b. to make population estimates c. to make sample or population estimates d. none of these Ans: B KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Comprehension Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Medium 52. When using sample estimates to estimate population parameters, you should use . a. biased statistics b. unbiased statistics c. either biased or unbiased statistics d. none of these Ans: B KEY: Learning Objective: 3.3: Computing standard deviation.

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REF: Cognitive Domain: Comprehension Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Medium 53. As your sample size grows larger, the n - 1 adjustment for the standard deviation has a . a. greater impact on your calculation b. smaller impact on your calculation c. the impact does not vary d. this cannot be determined Ans: B KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Medium 54. As your sample size grows larger, your standard deviation will be a. a more accurate estimate of the population b. a less accurate estimate of the population c. the accuracy will not change d. this cannot be determined Ans: A KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Medium

.

55. If n = 24 and s = 1.56, what is the variance? a. 2.43 b. 1.25 c. 0.06 d. 0.0065 Ans: A KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Application Answer Location: Computing the variance Difficulty Level: Medium 56. If you have a standard deviation of 5, your variance will be a. 4 b. 25 c. 5 d. 625 Ans: B KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Application

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.

Answer Location: Computing the variance Difficulty Level: Medium 57. If you have a variance of 9, your standard deviation will be a. 9 b. 81 c. 3 d. 0 Ans: C KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Application Answer Location: Computing the standard deviation Difficulty Level: Medium

.

58. If Σ(X - M)2 = 235, and n = 29, what is s2? a. 8.10 b. 8.39 c. 2.90 d. 43.64 Ans: B KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Application Answer Location: Computing the variance Difficulty Level: Medium 59. If Σ(X - M)2 = 235, and n = 29, what is s? a. 11.3 b. 23.5 c. 8.39 d. 2.90 Ans: D KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Application Answer Location: Computing the standard deviation Difficulty Level: Medium 60. What is the mean for the following set of scores: 20, 24, 26, 22, 18, 16, 18? a. 18 b. 24 c. 20.57 d. 14.57 Ans: C KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Application Answer Location: Computing the standard deviation Difficulty Level: Easy

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True/False 1. The variance is more difficult to interpret than the standard deviation.

Ans: T KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Comprehension Answer Location: The Standard Deviation Versus the Variance Difficulty Level: Medium 2. Unbiased estimates are considered to be less conservative estimates.

Ans: F KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Hard 3. The standard deviation is sensitive to extreme scores.

Ans: T KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: What’s the Big Deal?

Difficulty Level: Medium 4. The exclusive range is more commonly used in research articles when compared to the inclusive range.

Ans: T KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Knowledge Answer Location: Computing the range Difficulty Level: Easy 5. A greater standard deviation indicates less variance.

Ans: F KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Comprehension Answer Location: Computing the standard deviation Difficulty Level: Medium 6. A standard deviation equal to 0 indicates no variance in your data.

Ans: T KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: What’s the Big Deal?

Difficulty Level: Easy

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7. It is impossible for a set of data to have no variability.

Ans: F KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Comprehension Answer Location: Why Understanding Variability Is Important Difficulty Level: Easy 8. The larger the standard deviation, the less spread out the values are.

Ans: F KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Knowledge Answer Location: What’s the Big Deal?

Difficulty Level: Easy 9. Both the standard deviation and the variance are measures of variability, also called dispersion or spread.

Ans: T KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Comprehension Answer Location: The Standard Deviation Versus the Variance Difficulty Level: Medium 10. Variance is an easy number to interpret.

Ans: F KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Comprehension Answer Location: Computing the variance Difficulty Level: Medium Short Answer 1. Define variability.

Ans: Variability reflects how scores differ from one another. It is also a measure of how different scores are from the mean.

KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Comprehension Answer Location: Why Understanding Variability Is Important Difficulty Level: Medium 2. What are the strengths and limitations of the range?

Ans: The range is the most general estimate of how far apart data points are from one another. Its strength is that it is easy to compute, while its limitation is that it does not provide insight into how each score deviates from each other or the mean.

KEY: Learning Objective: 3.2: Computing the range.

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REF: Cognitive Domain: Comprehension Answer Location: Computing the range Difficulty Level: Medium 3. What is the difference between the inclusive and exclusive range?

Ans: The inclusive range is the highest score minus the lowest score plus 1. The exclusive range, which is more often used in journal articles, is the highest score minus the lowest score.

KEY: Learning Objective: 3.2: Computing the range.

REF: Cognitive Domain: Comprehension Answer Location: Computing the range Difficulty Level: Medium 4. When computing standard deviation, why are the deviations from the mean squared?

Ans: In order to compute the standard deviation (the average distance a score is from the mean), you need an average of the deviations. If you summed up the deviations from the mean, the sum would always be 0 (arithmetic mean). By squaring the deviations, the negative signs disappear so that in the next step they can be summed without having the sum equal to 0, thus allowing the computations of the standard deviation to be completed.

KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Comprehension Answer Location: Computing the standard deviation Difficulty Level: Medium 5. Why is the square root taken when computing s?

Ans: In order to compute the standard deviation, the deviations are squared. The square root of the standard deviation is taken in order to return to the same units in which the values were originally measured.

KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Comprehension Answer Location: Computing the standard deviation Difficulty Level: Medium 6. How does a biased standard deviation differ from an unbiased standard deviation?

Ans: The biased standard deviation uses n in the denominator of its formula, while the unbiased standard deviation uses n - 1 in the denominator of its formula. The unbiased standard deviation is used so as to not underestimate the population standard deviation.

KEY: Learning Objective: 3.3: Computing standard deviation.

REF: Cognitive Domain: Comprehension Answer Location: Why n − 1? What’s Wrong With Just n?

Difficulty Level: Hard 7. How are the standard deviation and the variance similar? How are they different?

Ans: The standard deviation and variance are similar in that both are measures of variability and both are computed using similar formulas. They are different because the

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standard deviation is stated in the original units from which it is derived while the variance is stated in squared units.

KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Comprehension Answer Location: The Standard Deviation Versus the Variance Difficulty Level: Medium 8. Can the measures of central tendency and the measures of variability be used together to describe a set of scores? If so, how?

Ans: Yes, the measures of central tendency and measures of variability can and should be used together to describe a distribution of scores. The measures of central tendency describe the central points of a distribution, while the measures of variability describe how spread out the scores are from one another and the mean.

KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.REF: Cognitive Domain: Comprehension Answer Location: Why Understanding Variability Is Important Difficulty Level: Medium 9. If you know the standard deviation, what is the quick way to compute the variance?

Ans: You can square the standard deviation to compute the variance of the same set of scores.

KEY: Learning Objective: 3.4: Computing the variance.

REF: Cognitive Domain: Knowledge Answer Location: Computing the variance Difficulty Level: Easy 10. What are the three measures of variability? Which is the most commonly reported?

Ans: The three measures of variability are the range, the standard deviation, and the variance. Although each is important, the standard deviation is the most useful and most commonly used index.

KEY: Learning Objective: 3.1: Understanding the value of variability as a descriptive tool.

REF: Cognitive Domain: Knowledge Answer Location: Why Understanding Variability Is Important Difficulty Level: Easy

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Chapter 4: A Picture Really Is Worth a Thousand Words Test Bank Multiple Choice 1. Which of the following is among the things to remember when creating figures? a. use a lot of text b. all graphs communicate several ideas c. use no labels d. maintain the scale in the graph Ans: D KEY: Learning Objective: 4.4: Using SPSS to create incredibly cool charts.

REF: Cognitive Domain: Knowledge Answer Location: Ten Ways to a Great Figure (Eat Less and Exercise More?)

Difficulty Level: Easy 2. What is the most basic method of illustrating data? a. frequency distribution b. pie chart c. line graph d. polygon Ans: A KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Knowledge Answer Location: First Things First: Creating a Frequency Distribution Difficulty Level: Easy 3. Which type of data illustration method is being used when tallying and representing how often certain scores occur? a. class interval b. histogram c. frequency distribution d. polygon Ans: C KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Knowledge Answer Location: First Things First: Creating a Frequency Distribution Difficulty Level: Easy 4. Which of the following is an example of a table? a. frequency distribution b. frequency polygon c. histogram

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d. line chart Ans: A KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Knowledge Answer Location: First Things First: Creating a Frequency Distribution Difficulty Level: Easy 5. All but which of the following are examples of a chart or graph? a. cumulative frequency distribution b. frequency polygon c. variation d. ogive Ans: C KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Comprehension Answer Location: The Next Step: A Frequency Polygon Difficulty Level: Medium 6. One reason to use a frequency polygon instead of a histogram is because it a. is a broken line b. is drawn using straight lines c. appears more dynamic d. represents an ordinal level Ans: C KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Comprehension Answer Location: The Next Step: A Frequency Polygon Difficulty Level: Medium

.

7. A good rule of thumb when creating an illustration is . a. to make sure your graph communicates only one idea b. to not label items c. to use a lot of text d. to not worry about centering titles and axis labels Ans: A KEY: Learning Objective: 4.4: Using SPSS to create incredibly cool charts.

REF: Cognitive Domain: Knowledge Answer Location: Ten Ways to a Great Figure (Eat Less and Exercise More?)

Difficulty Level: Easy 8. What is the term associated with the upper or lower boundary of a set of scores used in the creation of a frequency distribution? a. histogram b. polygon c. class interval d. frequency distribution

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Ans: C KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Knowledge Answer Location: The Classiest of Intervals Difficulty Level: Easy 9. What is the size of the class interval in a distribution of 50 scores with 10 intervals? a. 50 b. 25 c. 10 d. 5 Ans: D KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Application Answer Location: The Classiest of Intervals Difficulty Level: Easy 10. If you have a distribution of 100 scores, and you want 20 intervals, what should be the size of your class interval? a. 50 b. 25 c. 10 d. 5 Ans: D KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Application Answer Location: The Classiest of Intervals Difficulty Level: Easy 11. If you have a distribution of 20 scores, and you want 2 intervals, what should be the size of your class interval? a. 10 b. 25 c. 50 d. 5 Ans: A KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Application Answer Location: The Classiest of Intervals Difficulty Level: Easy 12. A distribution of 50 scores with 5 intervals has a class interval of a. 50 b. 25 c. 10 d. 5

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.

Ans: C KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Application Answer Location: The Classiest of Intervals Difficulty Level: Easy 13. Optimally, when choosing a class interval, you should have approximately how many intervals covering the entire range of data? a. 5 to 10 b. 1 to 10 c. 10 to 20 d. 20 to 50 Ans: C KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Knowledge Answer Location: The Classiest of Intervals Difficulty Level: Easy 14. To select a class interval, compute the range and the number of intervals you want to use. a. subtract b. multiply by c. add d divide by Ans: D KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Application Answer Location: The Classiest of Intervals Difficulty Level: Easy 15. The largest class interval goes on a frequency distribution. a. to the top b. to the bottom c. in the middle d. either at the top or bottom Ans: A KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Comprehension Answer Location: The Classiest of Intervals Difficulty Level: Easy 16. What type of chart or graph displays class intervals along an x-axis? a. pie chart b. line graph c. histogram d. tally marks

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Ans: C KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Knowledge Answer Location: The Plot Thickens: Creating a Histogram Difficulty Level: Easy 17. What is a method of tallying and representing how often certain scores occur? a. histogram b. midpoint c. frequency distribution d. bar chart Ans: C KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Comprehension Answer Location: First Things First: Creating a Frequency Distribution Difficulty Level: Easy 18. What is a graphical representation of a frequency distribution? a. histogram b. frequency distribution c. bar chart d. cumulative frequency distribution Ans: A KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Knowledge Answer Location: The Plot Thickens: Creating a Histogram Difficulty Level: Easy 19. What is the central point of the class interval called? a. median b. mode c. histogram d. midpoint Ans: D KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Knowledge Answer Location: The Plot Thickens: Creating a Histogram Difficulty Level: Easy 20. A chart that contains a continuous line that represents the frequencies of scores within a class interval is also known as a . a. standard deviation b. frequency polygon c. histogram d. frequency distribution Ans: B

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KEY: Learning Objective: 4.5: Creating different types of charts and understanding their applications and uses.

REF: Cognitive Domain: Knowledge Answer Location: The Next Step: A Frequency Polygon Difficulty Level: Medium 21. What is the frequency distribution that shows frequencies for class intervals, along with the total frequency for each? a. frequency distribution b. cumulative frequency distribution c. frequency polygon d. midpoint Ans: B KEY: Learning Objective: 4.5: Creating different types of charts and understanding their applications and uses.

REF: Cognitive Domain: Knowledge Answer Location: Cumulating Frequencies Difficulty Level: Medium 22. What is another name for a cumulative frequency polygon? a. ogive b. cumulative polygon c. olive d. cumulative tally Ans: A KEY: Learning Objective: 4.5: Creating different types of charts and understanding their applications and uses.

REF: Cognitive Domain: Knowledge Answer Location: Cumulating Frequencies Difficulty Level: Medium 23. If you wanted to examine the proportion of students in this class who are male compared to female, which of the following might you use? a. ogive b. line graph c frequency polygon d pie chart Ans: D KEY: Learning Objective: 4.5: Creating different types of charts and understanding their applications and uses.

REF: Cognitive Domain: Application Answer Location: Pie Charts Difficulty Level: Medium 24. If you were interested in tracking your GPA during the time you are in graduate school, which of the following might you use?

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a. bar chart b. line graph c. pie chart d. histogram Ans: B KEY: Learning Objective: 4.5: Creating different types of charts and understanding their applications and uses.

REF: Cognitive Domain: Application Answer Location: Line Charts Difficulty Level: Medium 25. If you wanted to depict trends in ice cream sales over the four seasons, what kind of chart would you use? a. line chart b. histogram c. pie chart d. bar chart Ans: A KEY: Learning Objective: 4.5: Creating different types of charts and understanding their applications and uses.

REF: Cognitive Domain: Application Answer Location: Line Charts Difficulty Level: Medium 26. What is the horizontal axis on a graph called? a. x-axis b. y-axis c. z-axis d. frequency axis Ans: A KEY: Learning Objective: 4.4: Using SPSS to create incredibly cool charts.

REF: Cognitive Domain: Comprehension Answer Location: The Plot Thickens: Creating a Histogram Difficulty Level: Easy 27. What is the vertical axis on a graph called? a. x-axis b. y-axis c. z-axis d. nominal axis Ans: B KEY: Learning Objective: 4.4: Using SPSS to create incredibly cool charts.

REF: Cognitive Domain: Comprehension Answer Location: The Plot Thickens: Creating a Histogram Difficulty Level: Easy

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28. Using every feature a computer program has to make charts likely results in which of the following? a. persuasion b. group think c. chart junk d. illustration Ans: C KEY: Learning Objective: 4.5: Creating different types of charts and understanding their application and uses.

REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to a Great Figure (Eat Less and Exercise More?)

Difficulty Level: Medium 29. What is the general principle of labeling in graph design? a. Label everything. b. Do not label everything. c. Avoid labeling everything. d. Do not avoid labeling everything.

Ans: A KEY: Learning Objective: 4.5: Creating different types of charts and understanding their application and uses.

REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to a Great Figure (Eat Less and Exercise More?)

Difficulty Level: Medium 30. Should a chart alone convey what we often want to say? a. no b. yes c. probably d. not sure Ans: B KEY: Learning Objective: 4.5: Creating different types of charts and understanding their application and uses.

REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to a Great Figure (Eat Less and Exercise More?)

Difficulty Level: Medium True/False 1. A histogram conveys the same information that a frequency polygon does.

Ans: T KEY: Learning Objective: 4.5: Creating different types of charts and understanding their applications and uses.

REF: Cognitive Domain: Knowledge Answer Location: The Next Step: A Frequency Polygon Difficulty Level: Easy

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2. A graph should communicate only one idea.

Ans: T KEY: Learning Objective: 4.5: Creating different types of charts and understanding their application and uses.

REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to a Great Figure (Eat Less and Exercise More?)

Difficulty Level: Medium 3. A visual representation of data can be a much more effective way of illustrating the characteristics of a distribution or data set as compared to numerical values alone.

Ans: T KEY: Learning Objective: 4.1: Understanding why a picture is really worth a thousand words.

REF: Cognitive Domain: Comprehension Answer Location: Why Illustrate Data?

Difficulty Level: Easy 4. More is more; the more functions, features, and so forth you can include on a graph, the better.

Ans: F KEY: Learning Objective: 4.5: Creating different types of charts and understanding their application and uses.

REF: Cognitive Domain: Comprehension Answer Location: Ten Ways to a Great Figure (Eat Less and Exercise More?)

Difficulty Level: Medium 5. The most basic way to illustrate data is through the creation of a histogram.

Ans: F KEY: Learning Objective: 4.3: Understanding the different shapes of different distributions.

REF: Cognitive Domain: Comprehension Answer Location: First Things First: Creating a Frequency Distribution Difficulty Level: Easy Short Answer 1. Why are measures of central tendency and measures of variability important to a visual representation of the distribution of data?

Ans: Measures of central tendency indicate the one best score for describing a group of data, whereas measures of variability indicate how diverse, or different, scores are from one another. Together, these two measures can result in distributions that look different.

KEY: Learning Objective: 4.1: Understanding why a picture is really worth a thousand words.

REF: Cognitive Domain: Analysis Answer Location: Why Illustrate Data?

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Difficulty Level: Medium 2. What is a frequency distribution?

Ans: The most basic way to illustrate data is through the creation of a frequency distribution, which tallies (counts) how often certain scores occur, usually in class intervals.

KEY: Learning Objective: 4.5: Creating different types of charts and understanding their application and uses.

REF: Cognitive Domain: Comprehension Answer Location: First Things First: Creating a Frequency Distribution Difficulty Level: Medium 3. Describe the process of creating a class interval.

Ans: To create a class interval, first select a class interval that has a desired number of data points (e.g., 2, 5, 10, or 20). Next, select how many class intervals you want, so that the entire range of data is covered (e.g., 10, 20, or 50). Then, begin listing the class interval with a multiple of that interval. Finally, list the intervals, placing the largest interval at the top of the frequency distribution.

KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Comprehension Answer Location: The Classiest of Intervals Difficulty Level: Medium 4. What is a histogram?

Ans: A histogram is a visual representation of the frequency distribution where the frequencies are represented by bars.

KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Comprehension Answer Location: The Plot Thickens: Creating a Histogram Difficulty Level: Medium 5. What is a frequency polygon?

Ans: A frequency polygon is a continuous line that represents the frequencies of scores within a class interval.

KEY: Learning Objective: 4.2: Creating a histogram and a polygon.

REF: Cognitive Domain: Comprehension Answer Location: The Next Step: A Frequency Polygon Difficulty Level: Medium 6. Besides histograms and polygons, describe four types of charts commonly used in behavioral and social sciences to illustrate data.

Ans: Four types of charts commonly used in behavioral and social science fields to illustrate data include column charts, bar charts, line charts, and pie charts. Column charts are used to show how data change over a period of time or when comparing different categories with one another. Bar charts depict the identical information as column charts, but the axes are switched. Line charts are used to show a trend in the

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data at equal intervals. Finally, pie charts are used to show proportions of an item that makes up a series of data points.

KEY: Learning Objective: 4.5: Creating different types of charts and understanding their application and uses.

REF: Cognitive Domain: Comprehension Answer Location: Other Cool Ways to Chart Data Difficulty Level: Medium

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Chapter 5: Computing Correlation Coefficients: Ice Cream and Crime Test Bank Multiple Choice 1. Who invented the Pearson’s product–moment correlation coefficient? a. Pearson Fisher b. Karl Pearson c. Karl Fisher d. Fisher Pearson Ans: B KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: What Are Correlations All About?

Difficulty Level: Easy 2. A correlation coefficient is a numerical index that reflects the relationship between . a. one variable b. two variables c. three variables d. one variable and two variables Ans: B KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: What Are Correlations All About?

Difficulty Level: Easy 3. The Pearson’s correlation coefficient examines variables that are in nature. a. continuous b. not continuous c. categorical d. not categorical Ans: A KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: What Are Correlations All About?

Difficulty Level: Easy 4. When interested in examining how one variable changes in relation to another, which of the following descriptive statistics would you want to use? a. mean

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b. variance c. correlation d. standard deviation Ans: C KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: What Are Correlations All About?

Difficulty Level: Easy 5. Which of the following is an example of a correlation? a. mean b. variance c. phi coefficient d. standard deviation Ans: C KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used.

REF: Cognitive Domain: Knowledge Answer Location: Parting Ways: A Bit About Partial Correlation Difficulty Level: Easy 6. Correlation coefficients are used to describe . a. a group b. individuals c. individuals as well as the group d. this depends on the correlation coefficient used Ans: A KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 7. Which of the following refers to a correlation between two variables? a. bicorrelate b. bivariate c. two-way variance d. two-way analysis Ans: B KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: What Are Correlations All About?

Difficulty Level: Medium 8. What is the range of possible values of Pearson’s product–moment correlation coefficient? a. -0.01 to 0.01

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b. -1.0 to 1.0 c. -2.0 to 2.0 d. -3.0 to 3.0 Ans: B KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Easy 9. When variables change in the same direction, what type of correlation is this called? a. positive correlation b. negative correlation c. positive causation d. negative causation Ans: A KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 10. What type of correlation is there when variables change in the opposite direction? a. positive correlation b negative causation c. positive causation d. negative correlation Ans: D KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 11. The correlation between variable X and variable Y is represented by which of the following? a. R(xy)2 b. rxy c. rx(y) d. Rx / y Ans: B KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 12. Pearson’s product–moment correlation coefficient is represented by which of the following? a. r

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b. p c. Σ d.  Ans: A KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Easy 13. What would you use to visually represent a correlation? a. histogram b. polygon c. line graph d. scatterplot Ans: D KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: The Scatterplot: A Visual Picture of a Correlation Difficulty Level: Easy 14. When data points group together in a cluster from the lower left-hand side of the xy axis to the upper right-hand side, what is this? a. negative slope b. positive slope c. negative intercept d. positive intercept Ans: B KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: The Scatterplot: A Visual Picture of a Correlation Difficulty Level: Medium 15. When data points group together in a cluster from the upper left-hand side of the xy axis to the lower right-hand side, what is this? a. negative slope b. positive slope c. positive intercept d. negative intercept Ans: A KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: The Scatterplot: A Visual Picture of a Correlation Difficulty Level: Medium 16. If the correlation between variables is 0.70 the percentage of the shared variance is .

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a. 70% b. 51% c. 49% d. 30% Ans: C KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 17. If the correlation between variables is 0.70, what percentage of the variance is not shared variance? a. 70% b. 51% c. 49% d. 30% Ans: B KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 18. If the correlation between variables is 0.80, what is the coefficient of determination? a. 0.20 b. 0.34 c. 0.64 d. 0.80 Ans: C KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 19. If the correlation between variables is 0.60, what is the coefficient of alienation? a. 0.36 b. 0.40 c. 0.60 d. 0.64 Ans: D KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 20. A strong relationship would be represented by which of the following correlations? a. 0.80

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b. 0.70 c. 0.60 d. 0.50 Ans: A KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Using-Your-Thumb (or Eyeball) Method Difficulty Level: Medium 21. Which of the following correlations would be interpreted a strong relationship? a. 0.39 b. 0.59 c. 0.79 d. 0.89 Ans: C KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Using-Your-Thumb (or Eyeball) Method Difficulty Level: Medium 22. Which of the following correlations would be interpreted a moderate relationship? a. 0.25 b. 0.45 c. 0.35 d. 0.65 Ans: B KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Using-Your-Thumb (or Eyeball) Method Difficulty Level: Medium 23. Which of the following correlations represents a weak relationship? a. -0.26 b. -0.46 c. -0.66 d. -0.86 Ans: A KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Using-Your-Thumb (or Eyeball) Method Difficulty Level: Medium 24. Which of the following is the strongest correlation? a. 0.21 b. 0.87 c. 0.44

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d. -0.92 Ans: D KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Using-Your-Thumb (or Eyeball) Method Difficulty Level: Medium 25. Which of the following is the weakest correlation? a. -0.24 b. -0.22 c. 0.19 d. -0.96 Ans: C KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Using-Your-Thumb (or Eyeball) Method Difficulty Level: Medium 26. Which of the following is another word for a positive correlation? a. inverse correlation b. negative correlation c. strong correlation d. direct correlation Ans: D KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Easy 27. This is another word for a negative correlation. a. direct correlation b. weak correlation c. indirect correlation d. strong correlation Ans: C KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Easy 28. This is a correlation that is best expressed as a straight line. a. line correlation b. direct correlation c. strong correlation d. linear correlation Ans: D

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KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Comprehension Answer Location: The Scatterplot: A Visual Picture of a Correlation Difficulty Level: Easy 29. This is a situation in which the correlation between two variables begins as a direct correlation, then becomes an indirect correlation, or vice versa. a. direct relationship b. linear relationship c. curvilinear relationship d. reverse relationship Ans: C KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Comprehension Answer Location: The Scatterplot: A Visual Picture of a Correlation Difficulty Level: Easy 30. What type of correlation exists if the more time you spend studying, the higher your test score will be? a. negative correlation b. indirect correlation c. direct correlation d. reverse correlation Ans: C KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 31. What type of correlation exists if the less money you put in the bank, the less interest you will earn? a. positive correlation b. negative correlation c. indirect correlation d. none of these Ans: A KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 32. What type of correlation exists if the more you exercise, the less you will weigh? a. negative correlation b. positive correlation c. direct correlation d. variable correlation

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Ans: A KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 33. What type of correlation exists if the less time you take to complete a test, the more items you will get wrong? a. positive correlation b. direct correlation c. indirect correlation d. variable correlation Ans: C KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 34. The coefficient of determination is the percentage of variance in one variable that . a. is accounted for by the variance in the other variable b. matters only when the other variable is constant c. equals the square root of the Pearson’s product–moment correlation coefficient d. can be determined by taking the square root of the phi coefficient Ans: A KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 35. The amount of unexplained variance in a relationship between two variables is called . a. coefficient of determination b. coefficient of alienation c. Pearson’s product–moment correlation coefficient d. phi coefficient Ans: B KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 36. A positive correlation between two variables would be represented in a scatterplot as . a. a line sloping upward b. a line sloping downward

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c. a horizontal line d. a vertical line Ans: A KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: The Scatterplot: A Visual Picture of a Correlation Difficulty Level: Medium 37. A negative correlation between two variables would be represented in a scatterplot as . a. a line sloping upward b. a line sloping downward c. a horizontal line d. a vertical line Ans: B KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: The Scatterplot: A Visual Picture of a Correlation Difficulty Level: Medium 38. If the correlation between two variables was equal to 0, the scatterplot between these two variables would be represented as . a. a line sloping upward b. a line sloping downward c. a horizontal line d. a vertical line Ans: C KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Application Answer Location: The Scatterplot: A Visual Picture of a Correlation Difficulty Level: Medium 39. The is used to summarize the correlations between a set of variables: a. scatterplot b. correlation c. correlation matrix d. scatterplot matrix Ans: C KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used REF: Cognitive Domain: Knowledge Answer Location: The Correlation Matrix: Bunches of Correlations Difficulty Level: Medium 40. If the range of one or both of the variables is restricted, the correlation will be .

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a. strengthened b. reduced c. the same d. It cannot be determined.

Ans: B KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Comprehension Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 41. If you wanted to compute the correlation between two interval-level variables, which type of correlation should you use? a. point biserial b. phi c. Spearman rank d. Pearson Ans: D KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used.

REF: Cognitive Domain: Comprehension Answer Location: What Are Correlations All About?

Difficulty Level: Medium 42. If you wanted to compute the correlation between two nominal-level variables, which type of correlation should you use? a. point biserial b. phi c. Spearman rank d. Pearson Ans: B KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used.

REF: Cognitive Domain: Comprehension Answer Location: Parting Ways: A Bit About Partial Correlation Difficulty Level: Medium 43. If you wanted to compute the correlation between two ordinal-level variables, which type of correlation should you use? a. point biserial b. phi c. Spearman rank d. Pearson Ans: C KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used.

REF: Cognitive Domain: Comprehension

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Answer Location: Parting Ways: A Bit About Partial Correlation Difficulty Level: Medium 44. If you wanted to compute the correlation between one nominal-level variable and one interval-level variable, which type of correlation should you use? a. point biserial b. phi c. Spearman rank d. Pearson Ans: A KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used.

REF: Cognitive Domain: Comprehension Answer Location: Parting Ways: A Bit About Partial Correlation Difficulty Level: Medium 45. If the coefficient of determination between two variables is .81, what is the Pearson’s correlation coefficient? a. 0.19 b. 0.34 c. 0.66 d. 0.90 Ans: D KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 46. If the coefficient of determination between two variables is 0.81, what is the coefficient of alienation? a. 0.19 b. 0.34 c. 0.66 d. 0.90 Ans: A KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 47. What is the numerical index that describes the relationships between two variables? a. regression coefficient b. chi index c. correlation coefficient d. psi index Ans: C

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KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: What Are Correlations All About?

Difficulty Level: Medium 48. The Pearson’s product–moment correlation examines the relationship between what type of variables? a. discontinuous b. continuous c. nominal level d. large Ans: B KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: What Are Correlations All About?

Difficulty Level: Medium 49. measure is equal to the percentage of variance in one variable that is accounted for by the variance in a second variable. a. Correlation coefficient b. Pearson’s product–moment correlation coefficient c. Coefficient of determination d. Coefficient of alienation Ans: C KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 50. If X increases in value as Y decreases in value, what type of correlation exists? a. positive b. negative c. neutral d. none Ans: B KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 51. If X decreases in value as Y increases in value, what type of correlation exists? a. positive correlation b. direct correlation c. negative correlation d. no correlation Ans: C

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KEY: Learning Objective: 5.1: Understanding what correlations are and how they work. REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 52. If X decreases in value as Y decreases, what type of correlation exists? a. positive correlation b. negative correlation c. neutral correlation d. no correlation Ans: A KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 53. If X increases in value as Y increases, what type of correlation exists? a. positive correlation b. negative correlation c. no correlation d. inverse correlation Ans: A KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 54. “The better your time management skills are, the more work you are able to do” is an example of a . a. continuous correlation b. biserial correlation c. positive correlation d. negative correlation Ans: c KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Application Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 55. “The more oatmeal you eat, the lower your blood cholesterol level” is an example of a . a. continuous correlation b. biserial correlation c. positive correlation d. negative correlation Ans: D

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KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Application Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 56. A mediating variable is often called . a. an independent variable b. a dependent variable c. a confounding variable d. none of these Ans: C KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used REF: Cognitive Domain: Comprehension Answer Location: Parting ways: A Bit about Partial Correlation Difficulty Level: Medium 57. When testing partial correlation, the impact of a third variable is . a. added b. removed c. explored d. reduced Ans: B KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used REF: Cognitive Domain: Comprehension Answer Location: Parting ways: A Bit about Partial Correlation Difficulty Level: Medium 58. If we use Spearman’s rank coefficient correlation, what are the levels of measurement for both independent and dependent variables? a. nominal and nominal b. nominal and ordinal c. ordinal and ordinal d. interval and interval Ans: C KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used REF: Cognitive Domain: Comprehension Answer Location: Parting ways: A Bit about Partial Correlation Difficulty Level: Medium True/False 1. You can use Pearson’s correlation coefficient if one or more of your variables are ordinal or nominal.

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Ans: F KEY: Learning Objective: 5.1: Understanding what correlations are and how they work REF: Cognitive Domain: Comprehension Answer Location: Parting Ways: A Bit About Partial Correlation Difficulty Level: Medium 2. When you have a direct correlation, both variables change in the same direction.

Ans: T KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Easy 3. A negative correlation indicates that variables change in opposite directions.

Ans: T KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Easy 4. Correlation coefficients describe every individual person in your data set.

Ans: F KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Easy 5. The coefficient of determination is more precise than using a correlation coefficient alone.

Ans: T KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 6. If two variables are correlated, this implies that one variable causes the other.

Ans: F KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Comprehension Answer Location: As More Ice Cream Is Eaten. . . the Crime Rate Goes Up (or Association vs Causality) Difficulty Level: Medium 7. In certain cases, Pearson’s product–moment correlation coefficient can have values greater than 1.

Ans: F

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KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Easy 8. It is better to find a positive correlation as opposed to a negative correlation.

Ans: F KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Comprehension Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Easy 9. In a correlation matrix, the numbers above and below the diagonal row of 1.00s are a mirror image of themselves.

Ans: T KEY: Learning Objective: 5.2: Computing a simple correlation coefficient REF: Cognitive Domain: Knowledge Answer Location: The Correlation Matrix: Bunches of Correlations Difficulty Level: Easy 10. In a partial correlation, the impact of mediating variable is removed.

Ans: T KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used REF: Cognitive Domain: Knowledge Answer Location: Parting Ways: A Bit about Partial Correlation Difficulty Level: Medium Short Answer 1. How is a direct correlation different from an indirect correlation?

Ans: If variables change in the same direction, then there is a direct (or positive) correlation. If variables change in opposite directions, then there is an indirect (or negative) correlation.

KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Comprehension Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 2. Is a correlation of 0.6 stronger than a correlation of -0.9? Why or why not?

Ans: A correlation of -0.9 is stronger than a correlation of 0.6 because the absolute value of the correlation reflects the strength of the correlation.

KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium

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3. A correlation coefficient comparing exercise and body mass is -.67. What does this say about the relationship between exercise and weight?

Ans: If exercise / body mass = -.67, then there is a strong indirect or negative relationship; greater exercise is associated with less body mass.

KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 4. A correlation coefficient comparing study time to grades is +0.80. Can one then conclude that greater study time causes good grades? Why, or why not?

Ans: No, one could not conclude that greater study time causes good grades because correlations only reflect association, not causality. One could say that greater study time is associated with good grades.

KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: As More Ice Cream Is Eaten. . . the Crime Rate Goes Up (or Association vs Causality) Difficulty Level: Medium 5. In the formula for the Pearson’s correlation coefficient, what is the difference between the sum of a set of values squared and the sum of the squared values?

Ans: The sum of a set of values squared adds the values together before squaring them, whereas the sum of the squared values squares the values before adding them together.

KEY: Learning Objective: 5.2: Computing a simple correlation coefficient REF: Cognitive Domain: Comprehension Answer Location: Computing a Simple Correlation Coefficient Difficulty Level: Medium 6. What is the purpose of a scatterplot?

Ans: The shape of the plotted data points on a scatterplot or scattergram can indicate if the relationship between the variables is positive (direct), negative (indirect), if there is no relationship, or if the relationship is curvilinear.

KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Comprehension Answer Location: The Scatterplot: A Visual Picture of a Correlation Difficulty Level: Medium 7. Why will you rarely find a perfect correlation between any two variables?

Ans: You will rarely find a perfect correlation between any two variables because few variables are exactly alike.

KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Comprehension Answer Location: The Scatterplot: A Visual Picture of a Correlation

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Difficulty Level: Medium 8 What information does the coefficient of determination provide?

Ans: The coefficient of determination is the percentage of variance in one variable that is accounted for by the variance in the other variable. In other words, it tells how much of one “thing” explains or “overlaps” with something else; the stronger the relationship between two variables, the greater the coefficient of determination.

KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Squaring the Correlation Coefficient: A Determined Effort Difficulty Level: Medium 9. How does a positive slope differ from a negative slope?

Ans: A positive slope indicates a positive (or direct) relationship between two variables.

A negative slope indicates a negative (or indirect) relationship.

KEY: Learning Objective: 5.1: Understanding what correlations are and how they work.

REF: Cognitive Domain: Comprehension Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 10 What is a correlation coefficient, and what is its range?

Ans: A correlation coefficient is a numerical index that reflects the relationship between two variables. The value of the correlation coefficient ranges from -1.0 to +1.0.

KEY: Learning Objective: 5.3: Interpreting the value of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Types of Correlation Coefficients: Flavor 1 and Flavor 2 Difficulty Level: Medium 11. Under what circumstances would you use the phi coefficient?

Ans: X = nominal variable and Y = nominal variable.

KEY: Learning Objective: 5.4: Understanding what other types of correlations exist and when they should be used.

REF: Cognitive Domain: Comprehension Answer Location: Parting Ways: A Bit About Partial Correlation Difficulty Level: Medium

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Chapter 6: Understanding Reliability and Validity: Just the Truth Test Bank Multiple Choice 1. At what point in the research process should reliability and validity be considered? a. before you start analyzing data b. after data have been analyzed c. when data are being collected d. when researching human subjects only Ans: A KEY: Learning Objective: 6.2: This is a stats class! What’s up with this measurement stuff?

REF: Cognitive Domain: Comprehension Answer Location: What’s Up With This Measurement Stuff?

Difficulty Level: Easy 2. Which of the following explore(s) the question, “How do I know that the test, scale, instrument, and so on, I use works every time I use it?” a. reliability b. validity c. both reliability and validity d. neither reliability nor validity Ans: A KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Comprehension Answer Location: What’s Up With This Measurement Stuff?

Difficulty Level: Easy 3. Which of the following explore(s) the question, “How do I know that the test, scale, instrument, etc. I use measures what it is supposed to?” a. reliability b. validity c. both reliability and validity d. neither reliability nor validity Ans: B KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Comprehension Answer Location: What’s Up With This Measurement Stuff?

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Difficulty Level: Easy 4. If data are not reliable or not valid, the results of any test or hypothesis . a. must be true b. are inconclusive c. are valid in only certain situations d. must be interpreted Ans: B KEY: Learning Objective: 6.2: This is a stats class! What’s up with this measurement stuff?

REF: Cognitive Domain: Knowledge Answer Location: What’s Up With This Measurement Stuff?

Difficulty Level: Easy 5. Reliability and validity specifically relate to the . a. correlations between variables b. appropriateness of the statistical tests chosen c. qualitative methodology d. quality of the data Ans: D KEY: Learning Objective: 6.2: This is a stats class! What’s up with this measurement stuff?

REF: Cognitive Domain: Comprehension Answer Location: What’s Up With This Measurement Stuff?

Difficulty Level: Easy 6. What is the outcome variable in an analysis is called? a. predictor variable b. treatment variable c. dependent variable d. independent variable Ans: C KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Comprehension Answer Location: What’s Up With This Measurement Stuff?

Difficulty Level: Easy 7. If you wanted to examine the impact of fast-food consumption on weight gain, what would your measurement of weight gain be? a. dependent variable b. treatment variable c. predictor variable d. independent variable Ans: A

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KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

Answer Location: What’s Up With This Measurement Stuff?

REF: Cognitive Domain: Application Difficulty Level: Easy 8. In experiment, the treatment is called . a. dependent variable b. independent variable c. intervening variable d. mediating variable Ans: B KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Knowledge Answer Location: What’s Up With This Measurement Stuff?

Difficulty Level: Easy 9. A researcher examined the effect of different reading programs on comprehension.

What was the dependent variable? a. reading programs b. comprehension c. differences d. researcher Ans: B KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Knowledge Answer Location: What’s Up With This Measurement Stuff?

Difficulty Level: Easy 10. A researcher examines how comprehension affects test scores. What is the independent variable? a. comprehension b. researcher c, test scores d. examination Ans: A KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Knowledge Answer Location: What’s Up with This Measurement Stuff?

Difficulty Level: Easy

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11. The more violent television programing an individual watches, the more likely the individual develops aggressive behavior. What is watching violent television programming? a. a dependent variable b. an independent variable c. a mediation variable d. an intervening variable Ans: B KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Knowledge Answer Location: What’s Up With This Measurement Stuff?

Difficulty Level: Easy 12. Political affiliation depends on political orientation. Which variable is political orientation? a. dependent variable b. independent variable c. mediation variable d. intervening variable Ans: B KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Knowledge Answer Location: What’s Up With This Measurement Stuff?

Difficulty Level: Easy 13. Which of the following is concerned with monitoring estimates of future performance? a. content validity b. construct validity c. concurrent validity d. predictive validity Ans: D KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Criterion-based Validity Difficulty Level: Medium 14. What type of validity is concerned with the adequate representation of test items? a. content validity b. predictive validity c. concurrent validity d. construct validity Ans: A

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KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Content-based Validity Difficulty Level: Medium 15. If you want to know that a test measures some underlying psychological concept, what type of validity evidence would you want to collect? a. content validity b. predictive validity c. construct validity d. concurrent validity Ans: C KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Construct-based Validity Difficulty Level: Medium 16. If you correlate scores from your test with some other valid measure that assesses the same set of abilities, what type of validity evidence are you collecting? a. criterion validity b. content validity c. construct validity d. internal consistency Ans: A KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Criterion-based Validity Difficulty Level: Medium 17. If I can say that my weekly statistics quiz fairly assesses the material covered, what source of validity evidence should I have collected? a. criterion validity b. concurrent validity c. construct validity d. content validity Ans: D KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Application Answer Location: Content-based Validity Difficulty Level: Medium

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18. The EATS test (of culinary skills) has been shown to be correlated with being a fine chef 2 years after culinary school. This is an example of which type of validity? a. content validity b. criterion validity c. concurrent validity d. construct validity Ans: B KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Application Answer Location: Criterion-based Validity Difficulty Level: Medium 19. It is TRUE that men who participate in body contact sports score higher on the TEST (osterone) test of aggression. This is an example of which type of validity? a. content validity b. criterion validity c. concurrent validity d. construct validity Ans: D KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Application Answer Location: Construct-based Validity Difficulty Level: Medium 20. What is the key to establishing criterion validity? a. number of criteria b. quality of criterion c. type of correlation d. predictive ability Ans: B KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Criterion-based Validity Difficulty Level: Medium 21. All but which of the following is a measure of validity? a. content validity b. parallel forms validity c. criterion validity d. construct validity Ans: B KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

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REF: Cognitive Domain: Knowledge Answer Location: Different Types of Validity Difficulty Level: Medium 22. What type of validity is established by consultation with an expert on the topic focused upon by your instrument? a. content validity b. criterion validity c. parallel forms validity d. construct validity Ans: A KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Content-based Validity Difficulty Level: Medium 23. What type of validity is determined by the association between the test scores and some specified present or future criterion. a. construct validity b. criterion validity c. content validity d. internal consistency validity Ans: B KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Criterion-based Validity Difficulty Level: Medium 24. is based on the judgment of how well a test reflects an underlying idea. a. Construct validity b. Criterion validity c. Internal consistency validity d. Content validity Ans: A KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Construct-based Validity Difficulty Level: Medium 25. High-school class rank is highly correlated with college GPA. This is an example of what type of validity? a. concurrent validity b. predictive validity

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c. content validity d. construct validity Ans: B KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Application Answer Location: Criterion-based Validity Difficulty Level: Medium 26. In terms of the reliability of test scores, there are multiple elements to each person’s score. The score that is actually recorded is the . a. error score b. true score c. false score d. observed score Ans: D KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Test Scores: Truth or Dare Difficulty Level: Medium 27. “A measure of how stable a test is over time” is an example of which of the following types of reliability? a. interrater b. test–retest c. parallel forms d. internal consistency Ans: B KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Test–Retest Reliability Difficulty Level: Medium 28. The correlation between scores from Time 1 and Time 2 is called . a. test–retest reliability b. parallel forms reliability c. internal consistency reliability d. similar-forms reliability Ans: A KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Test–Retest Reliability Difficulty Level: Medium

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29. The correlation between two forms of the same test is called . a. parallel forms reliability b. inverse reliability c. test–retest reliability d. internal consistency reliability Ans: A KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Parallel Forms Reliability Difficulty Level: Medium 30. Cronbach’s alpha is used to calculate . a. internal consistency reliability b. internal consistency validity c. parallel forms reliability d. internal validity Ans: A KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Internal Consistency Reliability Difficulty Level: Medium 31. The number of agreements between your two raters divided by the total number of possible agreements is the way to calculate . a. parallel forms reliability b. multiple judges reliability c. interrater reliability d. multiple judges validity Ans: C KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Computing Interrater Reliability Difficulty Level: Medium 32. What type of validity examines how well a test outcome is consistent with a criterion that occurs in the present? a. content validity b. predictive validity c. concurrent criterion validity d. test–retest validity Ans: C

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KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Criterion-based Validity Difficulty Level: Medium 33. What the type of validity examines how well a test outcome is consistent with a criterion that occurs in the future? a. content validity b. test–retest validity c. concurrent criterion validity d. predictive validity Ans: D KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Criterion-based Validity Difficulty Level: Medium 34. What is the score that you would receive if the test contained no error? a. observed score b. actual score c. true score d. error score Ans: C KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Test Scores: Truth or Dare Difficulty Level: Medium 35. The actual or measured score is called the . a. true score b. observed score c. error score d. real score Ans: B KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Test Scores: Truth or Dare Difficulty Level: Easy 36. What is the difference between the observed and true scores? a. score differential b. score difference

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c. error score d. error of approximation Ans: C KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Observed Score = True Score + Error Score Difficulty Level: Medium 37. Which coefficient reflects the occurrence of perfect reliability? a. 1.00 b. 0.5 c. 0.100 d. 2.00 Ans: A KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: How Big Is Big? Finally: Interpreting Reliability Coefficients Difficulty Level: Medium 38. Two trained professionals observe the behavior of children in a classroom. They each rate observed behaviors using the same form, and the number of items that were rated the same is calculated. This is an example of which type of reliability? a. parallel forms b. test–retest c. interrater d. internal consistency Ans: C KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Interrater Reliability Difficulty Level: Medium 39. If the measures associated with a test are said to be consistent, you might conclude that the measure is . a. standard b. valid c. reliable d. concurrent Ans: C KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Comprehension Answer Location: Reliability—Doing It Again Until You Get It Right

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Difficulty Level: Medium 40. All but which of the following are measures of reliability? a. test–retest reliability b. multiple-forms reliability c. internal consistency reliability d. interrater reliability Ans: B KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important.

REF: Cognitive Domain: Comprehension Answer Location: Different Types of Reliability Difficulty Level: Medium 41. When we calculate reliability, we know the observed score. What are the two unknown components of the reliability equation? a. method and error scores b. means and standard deviations c. test–retest and interrater scores d. true and error scores Ans: D KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Observed Score = True Score + Error Score Difficulty Level: Medium 42. Interrater reliability measures consistency . a. over time b. from form to form c. across different tests d. from rater to rater Ans: D KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Interrater Reliability Difficulty Level: Easy 43. Which of the following is the Greek letter associated with Cronbach’s alpha, sometimes known as coefficient alpha? a. k b. α c. Σ d. s Ans: B

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KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Internal Consistency Reliability Difficulty Level: Medium 44. Test–retest reliability is an example of which of the following? a. measure of consistency b. measure of reliability over time c. measure of agreement d. measure of equivalence Ans: B KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Test–Retest Reliability Difficulty Level: Easy 45. Parallel forms reliability is an example of which of the following? a. measure of consistency b. measure of stability c. measure of agreement d. measure of equivalence Ans: D KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Parallel Forms Reliability Difficulty Level: Easy 46. Interrater reliability is an example of which of the following? a. measure of consistency b. measure of stability c. measure of agreement d. measure of equivalence Ans: C KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Interrater Reliability Difficulty Level: Easy 47. What would the interrater reliability be for a 50-item measure in which the number of agreements between Rater 1 and Rater 2 was 45? a. 0.45 b. 80%

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c. 0.90 d. 95% Ans: C KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Interrater Reliability Difficulty Level: Easy 48. What would the interrater reliability be for a 100-item measure in which the number of agreements between Rater 1 and Rater 2 was 80? a. 0.45 b. 80% c. 0.90 d. 95% Ans: B KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Interrater Reliability Difficulty Level: Easy 49. The maximum level of validity possible is equal to . a. the square of the reliability coefficient b. the square root of the reliability coefficient c. the cube of the reliability coefficient d. the square root of the reliability coefficient, plus 1 Ans: B KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Validity and Reliability: Really Close Cousins Difficulty Level: Medium 50. If you want to know whether a test is reliable over time, what type of reliability do you use? a. parallel forms reliability b. test–retest reliability c. interrater reliability d. internal consistency reliability Ans: B KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Test-Retest Reliability Difficulty Level: Medium

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51. If you want to know if several different forms of a test are reliable, what type of reliability do you use? a. parallel forms reliability b. test–retest reliability c. interrater reliability d. internal consistency reliability Ans: A KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Parallel Forms Reliability Difficulty Level: Medium 52. If you want to know if the items on a test assess one and only one dimension, what type of reliability do you use? a. parallel forms reliability b. test–retest reliability c. interrater reliability d. internal consistency reliability Ans: D KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Internal Consistency Reliability Difficulty Level: Medium 53. If you want to know whether there is consistency in the rating of some outcome, what type of reliability do you use? a. parallel forms reliability b. test–retest reliability c. interrater reliability d. internal consistency reliability Ans: C KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Interrater Reliability Difficulty Level: Medium 54. Who is responsible for creating the formula for coefficient alpha? a. Lee Cronbach b. Jacob Cohen c. Karl Pearson d. R. A. Fisher Ans: A

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KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Internal Consistency Reliability Difficulty Level: Medium [AU: I deleted this question because it is in Chapter 2, not Chapter 6.]

55. What is the difference between the TRUE score and the observed score? a. critical score b. error score c. expected score d. reliable score Ans: b KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Observed Score = True Score + Error Score Difficulty Level: Medium 56. For a total of 18 possible agreements, there are seven times where Duck and Cow agreed on whether students in college fell asleep at their desks or not. What is the interrater reliability coefficient? a. 56 b. 0.39 c. 3.90 d. 0.003 Ans: b KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Interrater Reliability Difficulty Level: Medium 57. For a total of 10 possible agreements, there are eight times where Bear and Cat agreed on whether children in ice cream commercials closed their eyes while eating ice cream or not. What is the interrater reliability coefficient? a. 0.80 b. 0.08 c. 80.0 d. 8.0 Ans: a KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Interrater Reliability Difficulty Level: Medium

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58. For a total of 80 possible agreements, there are 60 times where Teacher A and Teacher B agreed on whether students in college checked their cellphone in the classroom. What is the interrater reliability coefficient? a. 1.33 b. 0.80 c. 25 d. 0.75 Ans: d KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Application Answer Location: Interrater Reliability Difficulty Level: Medium True/False 1. Observed scores are commonly exactly the same as true scores in the social and behavioral sciences.

Ans: F KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Comprehension Answer Location: Test Scores: Truth or Dare Difficulty Level: Easy 2. For high reliability, you want reliability coefficients to be positive and as close as possible to 1.

Ans: T KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: How Big Is Big? Finally: Interpreting Reliability Coefficients Difficulty Level: Easy 3. If your test is not reliable, you must try to lower your error.

Ans: T KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: And If You Can’t Establish Reliability . . . Then What?

Difficulty Level: Easy 4 When working on a thesis or dissertation, it is recommended to use an instrument that has already been established to be reliable and valid.

Ans: T

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KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Knowledge Answer Location: A Last Friendly Word Difficulty Level: Easy 5. A test can be valid but not reliable, but it is impossible to have a test that is reliable and not valid.

Ans: F KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Comprehension Answer Location: Validity and Reliability: Really Close Cousins Difficulty Level: Easy 6. Interrater reliability examines the percentage of agreement between raters.

Ans: T KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Comprehension Answer Location: Interrater Reliability Difficulty Level: Easy 7. The observed score equals the true score minus error score.

Ans: F KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Comprehension Answer Location: Observed Score = True Score + Error Score Difficulty Level: Easy 8. Internal consistency reliability tests how each individual item score correlates with the total score.

Ans: T KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Comprehension Answer Location: Different Types of Reliability Difficulty Level: Easy 9. Criterion validity assesses whether a test reflects a set of abilities in a future setting.

Ans: F KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Comprehension Answer Location: Criterion-based Validity

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Difficulty Level: Medium 10. Construct validity is the most difficult of all the validities to establish.

Ans: T KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Comprehension Answer Location: Construct-based Validity Difficulty Level: Easy Short Answer 1. How does error impact reliability? Write the general equation for reliability that demonstrates this concept.

Ans: An increase in error results in a decrease in reliability, and a decrease in error results in an increase in reliability. Observed Score = True Score + Error Score.

KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Analysis Answer Location: Observed Score = True Score + Error Score Difficulty Level: Hard 2. Name four types of reliability and what they measure.

Ans: Answers should include that test–retest measures stability, parallel forms measure equivalence, interrater measures agreement, and Cronbach’s alpha (or internal consistency) measures internal consistency.

KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Knowledge Answer Location: Different Types of Reliability Difficulty Level: Medium 3. Explain the formula for understanding observed scores. What is included in any observed score?

Ans: Observed Scores = True scores + Error Score.

KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Knowledge Answer Location: Observed Score = True Score + Error Score Difficulty Level: Medium 4. What are the traditional types of validity?

Ans: Content, criterion (both predictive and concurrent), and construct.

KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Knowledge

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Answer Location: Different Types of Validity Difficulty Level: Medium 5. What is the difference between reliability and validity?

Ans: Validity wants to know what is being tested, whereas reliability wants to know how consistently it is tested.

KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Comprehension Answer Location: Validity and Reliability: Really Close Cousins Difficulty Level: Medium 6. Why can we not know the true score for a test?

Ans: We cannot ever know the true score for a test because it is a theoretical reflection of the actual amount of the trait, characteristic, knowledge, or skill possessed by the individual.

KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Test Scores: Truth or Dare Difficulty Level: Medium 7. When should we measure internal consistency reliability?

Ans: You should use internal consistency when you want to know if the items on a test assess one—and only one—dimension.

KEY: Learning Objective: 6.4: Computing and interpreting various types of reliability coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Internal Consistency Reliability Difficulty Level: Medium 8. When should you use construct validity?

Ans: You should use construct validity when you want to know if a test measures some underlying construct or idea behind a measurement tool.

KEY: Learning Objective: 6.5: Computing and interpreting various types of validity coefficients.

REF: Cognitive Domain: Comprehension Answer Location: Construct-based Validity Difficulty Level: Medium 9. How do reliability and validity work together?

Ans: You need both to have a good measure. First, you establish validity, then, you use other techniques to establish reliability. However, a test cannot be valid if it is not reliable.

KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important

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REF: Cognitive Domain: Comprehension Answer Location: Validity and Reliability: Really Close Cousins Difficulty Level: Medium 10. To use archery practice as a metaphor for reliability and validity, hitting the bull’seye of a target demonstrates , whereas repeatedly hitting the target in the same small area demonstrates .

Ans: validity; reliability.

KEY: Learning Objective: 6.1: Defining reliability and validity and understanding why they are important REF: Cognitive Domain: Application Answer Location: Validity and Reliability: Really Close Cousins Difficulty Level: Medium

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Chapter 7: Hypotheticals and You: Testing Your Questions Test Bank Multiple Choice 1. A good research question helps to . a. form the hypothesis b. ensure correlation c. eliminate sampling error d. ensure an average score Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Easy 2. The hypothesis helps to determine which of the following? a. average score b. variability c. techniques to be used d. sampling plan Ans: C Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Easy 3. What is defined as an “educated guess” that describes the relationship between variables? a. research question b. hypothesis c. theorem d. postulate Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Easy 4. A more testable version of a research question is the

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.

a. hypothesis b. theorem c. postulate d. theory Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Easy 5. In a study, a is drawn from a . a. sample; larger population b. sample; smaller population c. population; smaller sample d. population; larger sample Ans: A Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Easy 6. Optimally, it is possible to generalize your results from to . a. your population; a smaller sample b. your sample; a smaller population c. your population; a larger sample d. your sample; a larger population Ans: D Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Easy 7. The group you wish to generalize your results to is called the . a. population b. sample c. sampling error d. general group Ans: A Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population (again).

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Easy

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8. Hypothesis testing relates to . a. samples and populations b. the population c. multiple populations d. the sample Ans: D Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Medium 9. In the research process, which is formulated first? a. a theorem b. the research hypothesis c. the null hypothesis d. research postulates Ans: C Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Null Hypothesis Difficulty Level: Easy 10. In the research process, which is second thing formulated? a. alternative postulates b. research theories c. the research hypothesis d. the null hypothesis Ans: C Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Research Hypothesis Difficulty Level: Easy 11. Until there is sufficient evidence otherwise, it must be assumed that . a. both the null and alternative hypotheses are true b. the alternative hypothesis is true c. neither the null nor alternative hypotheses are true d. the null hypothesis is true Ans: D Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge

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Answer Location: The Purposes of the Null Hypothesis Difficulty Level: Easy 12. Which of the following types of hypotheses is considered an implied hypothesis? a. the null hypothesis b. the alternative hypothesis c. the research hypothesis d. the population hypothesis Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Purposes of the Null Hypothesis Difficulty Level: Easy 13. Which of the following can be tested directly? a. the null hypothesis b. the research hypothesis c. both the null and research hypotheses d. all hypotheses Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Directional Research Hypothesis Difficulty Level: Easy 14. Which of the following can only be tested indirectly? a. the null hypothesis b. the research hypothesis c. the alternative hypothesis d. all hypotheses Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Easy 15. If there is no difference between sample and population values, what do you have? a. a high sampling error b. a low but positive sampling error c. no sampling error d. It cannot be determined.

Ans: C

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Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Samples and Populations Difficulty Level: Medium 16. Which of the following is a statement of equality between sets of variables? a. research hypothesis b. null hypothesis c. nondirectional research hypothesis d. directional research hypothesis Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: The Null Hypothesis Difficulty Level: Easy 17. A hypothesis that reflects the difference between groups but does NOT specify the direction of the difference is a(an) . a. null hypothesis b. directional research hypothesis c. nondirectional research hypothesis d. error hypothesis Ans: C Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Nondirectional Research Hypothesis Difficulty Level: Medium 18. A is a hypothesis that reflects the difference between groups and specifies the direction of the difference. a. null hypothesis b. nondirectional research hypothesis c. directional research hypothesis d. accurate hypothesis Ans: C Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 19. Which of the following is a directional test? a. a one-tailed test

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b. a two-tailed test c. the research hypothesis d. the null hypothesis Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Directional Research Hypothesis Difficulty Level: Easy 20. Which of the following is a nondirectional test? a. a one-tailed test b. a two-tailed test c. a research hypothesis d. all hypotheses Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Directional Research Hypothesis Difficulty Level: Easy 21. What does generalizability mean? a. Results may be applied to the population studied. b. Results apply only to the sample studied. c. Sampling error is high. d. The sample does not represent the population.

Ans: A Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Medium 22. A representative sample allows you to generalize your results to a . a. smaller sample b. smaller population c. larger population d. larger sample Ans: C Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Samples and Populations Difficulty Level: Medium

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23. The group you collect data from for your study is known as the . a. population b. sample c. sampling error d. general group Ans: B Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Easy 24. Which of the following provides you with a measure of how well your sample approximates the population? a. generalizability b. population c. sampling error d. hypothesis Ans: C Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Medium 25. In order to help ensure generalizability, which of the following should be TRUE about your sample? a. It is small. b. It is large. c. It is representative. d. It is nonrepresentative.

Ans: C Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Medium 26. Which of the following represents a research hypothesis? a. H1: X1 < X2 b. H0:  =  c. H1:    d. H1: X1 = X2 Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

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Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 27. Which of the following represents a null hypothesis? a. H1: X1 < X2 b. H0:  =  c. H1:    d. H1: X1 = X2 Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 28. A greater difference between the sample statistic and the population parameter means that you will have sampling error. a. lower b. infinite c. no d. higher Ans: D Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Samples and Populations Difficulty Level: Medium 29. A smaller difference between the sample statistic and the population parameter means that you will have sampling error. a. higher b. lower c. no d. infinite Ans: B Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Samples and Populations Difficulty Level: Medium 30. To test a nondirectional research hypothesis, which of the following would you use? a. one-tailed test b. frequency test

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c. nonparametric test d. two-tailed test Ans: D Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Directional Research Hypothesis Difficulty Level: Easy 31. What test would you want to use to test a directional research hypothesis? a. one-tailed test b. two-tailed test c. nonparametric test d. frequency test Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Directional Research Hypothesis Difficulty Level: Easy 32. The null hypothesis refers to which of the following?. a. the population b. multiple samples c. multiple populations d. the sample Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 33. Research hypotheses refer to . a. the population b. multiple samples c. multiple populations d. the sample Ans: D Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium

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34. The hypothesis that posits no relationship between the variables in your study is the a. directional hypothesis b. nondirectional hypothesis c. research hypothesis d. null hypothesis Ans: D Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Null Hypothesis Difficulty Level: Easy 35. What type of hypothesis posits a difference between groups where the difference is specified? a. directional hypothesis b. nondirectional hypothesis c. research hypothesis d. null hypothesis Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 36. What type of hypothesis posits a difference between groups where the difference is NOT specified? a. directional hypothesis b. nondirectional hypothesis c. research hypothesis d. null hypothesis Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Nondirectional Research Hypothesis Difficulty Level: Medium 37. Which of the following symbols represents the null hypothesis? a. H1 b.  c. X1 d. H0 Ans: D

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Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 38. Which of the following symbols represents the first research hypothesis? a. H1 b.  c. X1 d. H0 Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 39. Which of the following symbols represents the theoretical average of the population for one group? a. H1 b.  c. X1 d. H0 Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 40. A hypothesis can best be defined as . a. a difficult-to-define question b. an educated guess c. cause-and-effect analysis d. a scientific inquiry Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Easy 41. There are two main categories of hypotheses. They are

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.

a. null and research hypotheses b. null and sample hypotheses c. research and population hypotheses d. research and sample hypotheses Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Easy 42. A sample is best defined as . a. the first 20% of the population b. the last 20% of the population c. a smaller group selected from a given population d. a smaller group selected from the general populace Ans: C Learning Objective: KEY: Learning Objective: 7.1: Understanding he difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Easy 43. When the sample accurately represents the population, the results of the study are said to have a high degree of . a. quality b. validity c. error d. generalizability Ans: D Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Medium 44. Which of the following is a measure of how well a sample approximates the characteristics of a population? a. sampling accuracy b. sampling error c. sampling generalizability d. sampling consistency Ans: B Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge

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Answer Location: Samples and Populations Difficulty Level: Medium 45. Wolf cubs born in northern woods will grow thicker fur than wolf cubs born in southern woods. This research hypothesis is an example of a . a. directional hypothesis b. nondirectional hypothesis c. null hypothesis d. mutual hypothesis Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 46. A statement that postulates a relationship between variables is referred to as a . a. research hypothesis b. null hypothesis c. definitive hypothesis d. postulative hypothesis Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Medium 47. “There is no difference in the weight between rats fed low-fiber diets and rats fed high-fiber diets.” This is an example of a(n) . a. null hypothesis b. alternative hypothesis c. directional hypothesis d. nondirectional hypothesis Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Null Hypothesis Difficulty Level: Medium 48. If you hypothesize that there will be a difference between test scores from Classroom A and Classroom B, but you do NOT hypothesize the direction, you have . a. a directional research hypothesis

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b. a nondirectional research hypothesis c. a null hypothesis d. either a null or research hypothesis Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Nondirectional Research Hypothesis Difficulty Level: Medium 49. If you were to hypothesize that test scores from Classroom A will be higher than test scores from Classroom B, you would have a . a. directional research hypothesis b. nondirectional research hypothesis c. null hypothesis d. hypothesis type that cannot be determined Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 50. Which of the following is an example of a nondirectional hypothesis? a. There is a positive relationship between a high-fat diet and weight gain. b. There is a negative relationship between a high-fat diet and weight gain. c. There is a relationship between a high-fat diet and weight gain. d. There is no relationship between a high-fat diet and weight gain.

Ans: C Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Nondirectional Research Hypothesis Difficulty Level: Medium 51. Which of the following is an example of a directional hypothesis? a. There is a positive relationship between a high-fat diet and weight gain. b. There is a large relationship between a high-fat diet and weight gain. c. There is a relationship between a high-fat diet and weight gain. d. There is no relationship between a high-fat diet and weight gain.

Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Directional Research Hypothesis Difficulty Level: Medium

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52. A null hypothesis is written in what type of letters? a. Arabic b. Greek c. Roman d. Latin (English) Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 53. When writing a research hypothesis, what type of letters are used? a. Arabic b. Greek c. Roman d. Latin (English) Ans: C Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 54. The null hypothesis refers to the , whereas the research hypothesis refers to the . a. sample; population b. direction; sample c. population; direction d. population; sample Ans: D Learning Objective: KEY: Learning Objective: 7.1: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 55. Which of the following represents a nondirectional research hypothesis? a. H1: X1 < X2 b. H0:  =  c. H1:    d. H1: X1 ≠ X2

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Ans: D Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: The Research Hypothesis Difficulty Level: Medium 56. When you hypothesize that there is no relationship between reaction time and problem-solving abilities, you have a . a. directional research hypothesis b. nondirectional research hypothesis c. null hypothesis d. hypothesis type that cannot be determined Ans: C Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 57. If you were to hypothesize that there is a positive relationship between reaction time and problem-solving ability, you would have a . a. directional research hypothesis b. nondirectional research hypothesis c. null hypothesis d. hypothesis type that cannot be determined Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 58. If you were to hypothesize that there is a relationship between reaction time and problem-solving ability, you would have a . a. directional research hypothesis b. nondirectional research hypothesis c. null hypothesis d. hypothesis type that cannot be determined Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Directional Research Hypothesis Difficulty Level: Medium

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59. If you were to hypothesize that communication students and history students will differ on their oral communication measures, you would have a . a. directional research hypothesis b. nondirectional research hypothesis c. null hypothesis d. hypothesis type that cannot be determined Ans: B Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 60. If you were to hypothesize that communication students will have a higher average score on the oral communication measures, you would have a . a. directional research hypothesis b. nondirectional research hypothesis c. null hypothesis d. hypothesis type that cannot be determined Ans: A Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: The Directional Research Hypothesis Difficulty Level: Medium True/False 1. Individuals in a representative sample should match as closely as possible to the characteristics of the population.

Ans: T Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Medium 2. Sampling error relates to how well a population approximates the characteristics of a sample.

Ans: F Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Samples and Populations Difficulty Level: Medium

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3. The null hypothesis can only be tested indirectly.

Ans: T Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 4. Having a large degree of sampling error does NOT affect generalizability.

Ans: F Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Samples and Populations Difficulty Level: Medium 5. A one-tailed test would be used with a directional research hypothesis.

Ans: T Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: The Directional Research Hypothesis Difficulty Level: Medium 6. If you are unsure whether the null or research hypothesis is true, you can assume that the research hypothesis is true.

Ans: F Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: The Purposes of the Null Hypothesis Difficulty Level: Medium 7. Hypotheses should reflect the theory or literature on which they are based.

Ans: T Learning Objective: KEY: Learning Objective: 7.3: Using criteria to judge a good hypothesis.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: What Makes a Good Hypothesis?

Difficulty Level: Medium 8. Null hypotheses always refer to the sample.

Ans: F Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

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Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Some Differences between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 9. A good hypothesis is stated as a question.

Ans: F Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Some Differences between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 10. The word “statistic” technically refers to a number that describes a sample.

Ans: T Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: Samples and Populations Difficulty Level: Medium Short Answer 1. What is the most important role of a hypothesis?

Ans: The most important role of the hypothesis is to reflect the general problem statement or question that was the motivation for asking the research question in the first place.

Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Medium 2. Why is it important to have a precise and clear research question?

Ans: It is important to have a clear research question because it is your guide in the creation of your hypothesis, which is the foundation of your research.

Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: So You Want to Be a Scientist . . .

Difficulty Level: Medium 3. What purposes does the null hypothesis serve?

Ans: First, the null hypothesis acts as a starting point, since it is the state of affairs that is accepted as true in the absence of any other information. The second purpose of the

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null hypothesis is to provide a benchmark against which observed outcomes can be compared to see how likely it is that these outcomes are due to some other factor. The null hypothesis helps to define a range within which any observed differences between groups can be attributed to chance or due to something other than chance.

Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: The Purposes of the Null Hypothesis Difficulty Level: Medium 4. What is the difference between the nondirectional research hypothesis and the directional research hypothesis?

Ans: A nondirectional research hypothesis reflects a difference between groups, but the direction of the difference is not specified. For example, the test scores of individuals receiving practice are different from the test scores of individuals who did not receive practice. A directional hypothesis reflects a difference between groups, and the direction of the difference is specified. For example, the test scores of individuals receiving practice are greater than the test scores of individuals who did not receive practice.

Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Analysis Answer Location: The Research Hypothesis Difficulty Level: Hard 5. What is the purpose of the research hypothesis?

Ans: The research hypothesis is the hypothesis that is tested directly during the research process.

Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: The Research Hypothesis Difficulty Level: Medium 6. Why is a representative sample important?

Ans: A representative sample matches, as closely as possible, the characteristics of the population. It is important to have a representative sample so that the research results based on the sample can be generalized to the population.

Learning Objective: KEY: Learning Objective: 7.1: Understanding the difference between a sample and a population.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Samples and Populations Difficulty Level: Medium 7. What are four differences between the null hypothesis and the research hypothesis?

Ans: The null hypothesis and the research hypothesis differ in four ways. (1) The null hypothesis states there is no relationship between variables, while the research

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hypothesis states that there is a relationship between two variables. (2) The null hypothesis always refers to the population, while the research hypothesis always refers to the sample. (3) The null hypothesis must be indirectly tested (since it is impossible to test an entire population), whereas the research hypothesis can be directly tested. (4) The null hypothesis is always written using Greek letters, while the research hypothesis is always written in Roman letters.

Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Hard 8. Write the following statement in the form of an equation: There is no difference between IQ scores of freshmen at State University and freshmen at University State.

Ans: H0: su = us.

Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses.

Cognitive Domain: REF: Cognitive Domain: Application Answer Location: Some Differences Between the Null Hypothesis and the Research Hypothesis Difficulty Level: Medium 9. According to the book, what are five characteristics of a well-written hypothesis?

Ans: A good hypothesis (1) is stated in a declarative form, (2) posits a relationship between variables, (3) reflects a theory or a body of literature that it is based on, (4) is brief and to the point, and (5) is testable.

Learning Objective: KEY: Learning Objective: 7.3: Using criteria to judge a good hypothesis.

Cognitive Domain: REF: Cognitive Domain: Knowledge Answer Location: What Makes a Good Hypothesis?

Difficulty Level: Hard 10. Define null hypothesis and research hypothesis.

Ans: The null hypothesis is a statement of equality between a pair of variables. The research hypothesis is a statement of inequality between two variables.

Learning Objective: KEY: Learning Objective: 7.2: Understanding the importance of the null and research hypotheses Cognitive Domain: REF: Cognitive Domain: Comprehension Answer Location: The Research Hypothesis Difficulty Level: Medium

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Chapter 8: Probability and Why It Counts: Fun with a Bell-Shaped Curve Test Bank Multiple Choice 1. What is the basis for the normal curve? a. mean b. asymptotic c. probability d. symmetry Ans: C KEY: Learning Objective: 8.1: Understanding probability and why it is basic to understanding of statistics.

REF: Cognitive Domain: Knowledge Answer Location: Why Probability?

Difficulty Level: Easy 2. What is the foundation of inferential statistics? a. probability b. linear algebra c. mathematical proofs d. Algebra Ans: A KEY: Learning Objective: 8.1: Understanding probability and why it is basic to understanding of statistics.

REF: Cognitive Domain: Knowledge Answer Location: Why Probability?

Difficulty Level: Easy 3. Which of the following statements is TRUE of the normal curve? a. Mean, median, and mode are different. b. Mean, median, and mode are the same. c. Mean and median are the same, but the mode is different. d. Mean and mode are the same, but the median is different.

Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Easy 4. The characteristic associated with the “tails” of the normal curve is a. bell-shape

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b. symmetry c. probability d. asymptotic Ans: D KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Easy 5. What is another name for the normal curve? a. asymptotic b. bell-shaped curve c. probability d. symmetry Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Easy 6. What characteristic of the normal curve deals with skewness? a. symmetry b. asymptotic c. probability d. mean, median, and mode Ans: A KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Easy 7. The fact that the tails of a normal distribution never touch the horizontal axis relates to property. a. symmetrical b. asymptotic c. equidistant d. approximate Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Medium

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8. If you fold a normal curve, each half would fit perfectly on top of the other, a characteristic known as . a. asymptotic b. symmetry c. probability d. variability Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Easy 9. When we want to infer from a sample to the population, what must be assumed? a. The sample is normally distributed. b. The sample is large. c. The population is normally distributed. d. The population is large.

Ans: C KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Comprehension Answer Location: Hey, That’s Not Normal!

Difficulty Level: Medium 10. Under the normal curve, approximately what percentage of scores falls between -1 and +1 standard deviations around the mean? a. 14% b. 34% c. 68% d. 95% Ans: C KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: More Normal Curve 101 Difficulty Level: Medium 11. Under the normal curve, approximately what percentage of scores falls between -1 and -2 standard deviations below the mean? a. 14% b. 34% c. 68% d. 95% Ans: A

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KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: More Normal Curve 101 Difficulty Level: Medium 12. What type of standard score indicates the number of standard deviations from the mean? a. IQ score b. T score c. x score d. z score Ans: D KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Knowledge Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 13. If you want to calculate a z score for a test where your raw score was 24, what other information must you know? a. shape of the distribution b. mean, median, and mode c. mean and standard deviation d. standard deviation only Ans: C KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 14. If you know the z score, standard deviation(s), and mean (M), what formula would you use to compute the raw score (X)? a. X = (z + s) ÷ M b. M = z(s) + X c. X = z(s) + M d. z = (M - X) ÷ s Ans: C KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 15. A z score that falls below the mean is

.

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a. positive b. equal to the mode c. negative d. in the upper half of the distribution Ans: C KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 16. A z score that falls above the mean is . a. negative b. positive c. equal to 0 d. equal to 1 Ans: B KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 17. What types of values are most likely to be seen in a normal distribution? a. values very close to the mean b. values very far from the mean c. very high values d. very low values Ans: A KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Comprehension Answer Location: More Normal Curve 101 Difficulty Level: Medium 18. What is TRUE of z scores that are equal to the mean? a. They are negative. b. They are positive. c. They are equal to 0. d. They are equal to 1.

Ans: C KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium

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19. What percentage of all scores fall below a z score of +1? a. 16% b. 34% c. 50% d. 84% Ans: D KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Knowledge Answer Location: What z Scores Represent Difficulty Level: Medium 20. What percentage of all scores fall above a z score of +1? a. 16% b. 34% c. 50% d. 84% Ans: A KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Knowledge Answer Location: What z Scores Represent Difficulty Level: Medium 21. In a distribution with a mean of 100 and a standard deviation of 15, the probability that a score will be 115 or higher is . a. 6% b. 84% c. 16% d. 34% Ans: C KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: More Normal Curve 101 Difficulty Level: Medium 22. By multiplying the z score by 10 and adding 50, which standard score is computed? a. IQ score b. t score c. x score d. z score Ans: B KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

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REF: Cognitive Domain: Knowledge Answer Location: What z Scores Represent Difficulty Level: Medium 23. The standard used by statisticians to determine the probability of an event occurring outside of chance alone is a. 0.05% b. 99% c. 95% d. 5% Ans: D KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Knowledge Answer Location: What z Scores Really Represent Difficulty Level: Medium 24. If I flip a coin 10 times, how many possible combinations or outcomes could I have? a. 102 b. 210 c. 1010 d. 22 Ans: B KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: What z Scores Really Represent Difficulty Level: Medium 25. Under the normal curve, if a z score of 1.65 included 45% of the area above the mean, what percentage would remain above 1.65 on the x-axis? a. 5% b. 25% c. 85% d. 95% Ans: A KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: What z Scores Represent Difficulty Level: Hard 26. With a raw score of 85, a group mean of 75, and a standard deviation of 5, what is the z score? a. -2.0 b. 2.5

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c. 2.0 d. -2.5 Ans: C KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 27. Which of the following is considered an extreme z score indicating a TRUE difference between groups? a. >50% b. <5% c. 95% d. 100% Ans: B KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Hypothesis Testing and z Scores: The First Step Difficulty Level: Medium 28. The is the most commonly used standard score. a. z score b. t score c. f score d. p score Ans: A KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Knowledge Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Easy 29. How is the z score calculated? a. Subtract the mean from the raw score and divide this difference by the standard deviation. b. Subtract the mean from the raw score and divide this difference by the variance. c. Subtract the raw score from the mean and divide this difference by the standard deviation. d. Subtract the raw score from the mean and divide this difference by the variance.

Ans: A KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score

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Difficulty Level: Medium 30. z scores that fall below the mean are . a. positive b. negative c. either positive or negative d. 0 Ans: B KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our favorite standard score: the z score Difficulty Level: Medium 31. z scores that fall above the mean are . a. positive b. negative c. 0 d. 1 Ans: A KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 32. A score that is three standard deviations above the mean would have a z score of . a. 0 b. 3 c. -3 d. 1 Ans: B KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 33. A score that is 2.5 standard deviations below the mean would have a z score of . a. -2.5 b. 2.5 c. 0 d. 25 Ans: A

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KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 34. A z score of -1 has a T score of . a. 10 b. 60 c. 50 d. 40 Ans: D KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: What z Scores Represent Difficulty Level: Medium 35. What is the T score for a z score of +3? a. 30 b. 50 c. 80 d. 100 Ans: C KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: What z Scores Represent Difficulty Level: Medium 36.What percentage of scores fall within 3 standard deviations of the mean? a. 50% b. 95% c. 68% d. 99.5% Ans: D KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Comprehension Answer Location: More Normal Curve 101 Difficulty Level: Medium 37. The percentage of scores that fall within 1 standard deviation of the mean is . a. 99.5% b. 68%

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c. 50% d. 95% Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Comprehension Answer Location: More Normal Curve 101 Difficulty Level: Medium 38. What percentage of scores fall on either side of the distribution? a. 50% b. 68% c. 34% d. 99.5% Ans: A KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Comprehension Answer Location: More Normal Curve 101 Difficulty Level: Medium 39. If a distribution has a mean of 100 and a standard deviation of 15, what value would be +2 standard deviations from the mean? a. 70 b. 85 c. 115 d. 130 Ans: D KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: More Normal Curve 101 Difficulty Level: Medium 40. If a distribution has a mean of 50 and a standard deviation of 5, what value would be -1 standard deviation from the mean? a. 45 b. 50 c. 55 d. 60 Ans: A KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: More Normal Curve 101 Difficulty Level: Medium

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41. If a distribution has a mean of 25 and a standard deviation of 2, what value would be -4 standard deviations from the mean? a. 25 b. 14 c. 17 d. 33 Ans: C KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: More Normal Curve 101 Difficulty Level: Medium 42. If a distribution has a mean of 30 and a standard deviation of 5, how many standard deviations is 60 from the mean? a. 5 b. 6 c. -6 d. 0 Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: More Normal Curve 101 Difficulty Level: Medium 43. If a distribution has a mean of 50 and a standard deviation of 25, how many standard deviations is 0 from the mean? a. 2 b. -2 c. 0 d. 5 Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: More Normal Curve 101 Difficulty Level: Medium 44. If a distribution has a mean of 1,000 and a standard deviation of 100, how many standard deviations is 600 from the mean? a. -2 b. -4 c. 4 d. 2

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Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: More Normal Curve 101 Difficulty Level: Medium 45. The entire normal curve contains of scores. a. 25% b. 50% c. 99.9% d. 100% Ans: D KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: More Normal Curve 101 Difficulty Level: Easy 46. What two scores would divide a normal distribution such that 64.26% of the general population falls within them if the mean is 100 and the standard deviation is 15? a. 80 to 120 b. 85 to 115 c. 90 to 110 d. 75 to 125 Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: More Normal Curve 101 Difficulty Level: Hard 47. Both T scores and z scores are considered what type of score? a. standard scores b. error scores c. average scores d. standardized scores Ans: A KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Knowledge Answer Location: What z Scores Represent Difficulty Level: Easy 48. Which of the following can be used to measure the shape of a distribution? a. mean

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b. mode c. kurtosis d. median Ans: C KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: Kurtosis Difficulty Level: Medium 49. Kurtosis is used to . a. measure the central tendency of the distribution b. describe the shape of the distribution c. measure the variance in the distribution d. describe the range of a distribution Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: Kurtosis Difficulty Level: Medium 50. What do you need to calculate first before calculating skewness? a. mean and median b. median and mode c. mode and mean d. mode and variance Ans: A KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: Kurtosis Difficulty Level: Medium 51. What do you need to calculate first before calculating the kurtosis? a. mean and standard deviation b. median and standard deviation c. mode and variance d. median and variance Ans: A KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: Kurtosis Difficulty Level: Medium

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52. A distribution of scores in which almost the entire class scored very high, but a few students scored fairly low would be . a. normally distributed b. positively skewed c. unskewed d. negatively skewed Ans: D KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: Skewness Difficulty Level: Medium 53. A distribution of scores in which almost the entire class scored very low, but a few students scored fairly high would be . a. negatively skewed b. positively skewed c. unskewed d. normally distributed Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: Skewness Difficulty Level: Medium 54. What is the term associated with the lack of symmetry in a distribution? a. ogive b. kurtosis c. skewness d. variability Ans: C KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: Skewness Difficulty Level: Medium 55. In order to say that a distribution is positively skewed, which of the following must be TRUE? a. Right tail must be longer than left. b. Right tail must be shorter than left. c. Right and left tail must be equal. d. Curve must be bell-shaped.

Ans: A

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KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: Skewness Difficulty Level: Medium 56. In order to say that a distribution is negatively skewed, which of the following must be TRUE? a. Right tail must be longer than the left. b. Left tail must be longer than the right. c. Both tails must be of equal length. d. The curve must be bell-shaped.

Ans: B KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: Skewness Difficulty Level: Medium 57. When the left tail of a distribution’s curve is longer the right, what is this called? a. platykurtic b. leptokurtic c. positive skew d. negative skew Ans: D KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: Skewness Difficulty Level: Medium 58. When most people scored high on a test of knitting knowledge, and very few people scored low, what is the distribution called? a. platykurtic b. leptokurtic c. positively skewed d. negatively skewed Ans: C KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Application Answer Location: Skewness Difficulty Level: Medium 59. What is the term associated with how flat or peaked a distribution appears? a. ogive

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b. skewness c. kurtosis d. variability Ans: C KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: Kurtosis Difficulty Level: Easy True/False 1. The study of probability is the basis for determining the degree of confidence we have in stating that a particular finding or outcome is TRUE. Ans: T KEY: Learning Objective: 8.1: Understanding probability and why it is basic to the understanding of statistics.

REF: Cognitive Domain: Knowledge Answer Location: Why Probability?

Difficulty Level: Easy 2. Algebra allows us to determine the exact mathematical likelihood that a difference between groups is due to practice or treatment, as compared with chance or error.

Ans: F KEY: Learning Objective: 8.1: Understanding probability and why it is basic to the understanding of statistics.

REF: Cognitive Domain: Comprehension Answer Location: Why Probability?

Difficulty Level: Easy 3. The normal curve has no skew.

Ans: T KEY: Learning Objective: 8.1: Understanding probability and why it is basic to the understanding of statistics.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Easy 4. The normal curve is only sometimes symmetrical.

Ans: F KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Easy

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5. Events that occur in the extremes of the normal curve have a very small probability of occurring.

Ans: T KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Easy 6. The percentages or areas under the normal curve can be interpreted as probabilities.

Ans: T KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: More Normal Curve 101 Difficulty Level: Medium 7. Standard scores are predicted scores that have been adjusted for the particular mean and standard deviation of the distribution from which they are derived.

Ans: F KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Knowledge Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium Short Answer 1. What are three characteristics of a normal curve?

Ans: A normal curve has the three following characteristics: (1) the mean, median, and mode are equal to each other; (2) the curve is symmetrica; and (3) the tails of the curve are asymptotic.

KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Knowledge Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Medium 2. Define asymptotic.

Ans: The term asymptotic refers to the tails of the normal curve, which come closer and closer to the horizontal axis but never touch it.

KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Comprehension Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Medium

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3. Why is it important that the tails of a normal curve never touch the x-axis?

Ans: The fact that they do not touch means that there is a very small chance that a score could be obtained that is very extreme. If the tails did touch, there would be no chance of those very extreme scores.

KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Comprehension Answer Location: The Normal Curve (A.K.A. the Bell-Shaped Curve) Difficulty Level: Medium 4. Are distributions always normal?

Ans: No, some distributions are not normal, such as handedness. However, with most variables, the more subjects your sample has, the more likely your distribution will look normal.

KEY: Learning Objective: 8.2: Applying the characteristics of the normal, or bell-shaped, curve.

REF: Cognitive Domain: Comprehension Answer Location: Hey, That’s Not Normal!

Difficulty Level: Medium 5. Why do we use standard scores?

Ans: We use standard scores to be able to compare one distribution to another.

KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Easy 6. What is a z score?

Ans: A z score is a standard score that is the result of dividing the amount that a raw score differs from the mean of the distribution by the standard deviation.

KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Easy 7. Why are there no plus or minus signs on the z score table?

Ans: There are no plus or minus signs in the table because the curve is symmetrical, so it does not matter if the values of the z score are positive or negative.

KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Comprehension Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium

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8. Rank the order of the following z scores in terms of distance from the mean: +2, -3, -1, +1, and 0.

Ans: The following z scores are ranked according to their distance from the mean (smallest to largest distance): 1. 0 (0 is the mean) 2. -1 and +1 are equidistant from the mean 3. +2 4. -3 KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium 9. What percentage of scores fall between the following z scores: -1 to +1; -1 to +2; and -1 to +3?

Ans: Range of z scores Percentage of scores -1 to +1 ~68% -1 to +2 ~82% -1 to +3 ~84% KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: What z Scores Represent Difficulty Level: Medium 10. What does a z score of -4 mean?

Ans: A z score of -4 means that the corresponding raw score falls four standard deviations below the mean score of the distribution.

KEY: Learning Objective: 8.3: Computing and interpreting z scores and understanding their importance.

REF: Cognitive Domain: Application Answer Location: Our Favorite Standard Score: The z Score Difficulty Level: Medium

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Chapter 9: Significantly Significant: What It Means for You and Me Test Bank Multiple Choice 1. The term associated with identifying differences between groups that are NOT due to chance is . a. probability b. meaningfulness c. significance d. statistics Ans: C KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: The Concept of Significance Difficulty Level: Easy 2. The concept in a beginning statistics course that causes students the most confusion is . a. statistics b. significance c. meaningfulness d. probability Ans: B KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: The Concept of Significance Difficulty Level: Easy 3. What is the term for error that cannot be controlled? a. Type I error b. chance c. Type II error d. probability Ans: B KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: If Only We Were Perfect Difficulty Level: Medium

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4. The level of risk that you are willing to take that the results you find are not due to the treatment is expressed as which of the following? a. a significance level b. 1 - power c. power d. 1 + power Ans: A KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Knowledge Answer Location: If Only We Were Perfect Difficulty Level: Medium 5. There is always the possibility of error in statistics because the is not directly tested. a. population b. sample c. significance d. probability Ans: A KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: More About Table 9.1 Difficulty Level: Easy 6. What is the definition of the degree of risk you are willing to take that you will reject a null hypothesis when it is actually true? a. Type I error b. chance c. Type II error d. statistical significance Ans: D KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: If Only We Were Perfect Difficulty Level: Medium 7. The is tested, and the results are generalized to the . a. sample; larger population b. sample; smaller population c. population; smaller sample d. population; larger sample Ans: A KEY: Learning Objective: 9.3: Understanding how inferential statistics work.

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REF: Cognitive Domain: Comprehension Answer Location: An Introduction to Inferential Statistics Difficulty Level: Easy 8. Inferential statistics is based on the idea that the . a. sample is the same as population b. sample is different from population c. population is smaller than sample d. sample is representative of the population Ans: D KEY: Learning Objective: 9.3: Understanding how inferential statistics work.

REF: Cognitive Domain: Comprehension Answer Location: An Introduction to Inferential Statistics Difficulty Level: Easy 9 In the inferential process, there is always the possibility of . a. 100% assurance b. false responses c. error d. extreme scores Ans: C KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: If Only We Were Perfect Difficulty Level: Medium 10. When you reject the null hypothesis when there is actually no difference between groups, you are making what kind of error? a. Type I b. Type II c. Type III d. power Ans: A KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: More About Table 9.1 Difficulty Level: Medium 11. When you accept the null hypothesis when the null hypothesis is false, you are making a . a. Type I error b. Type II error c. Type III error d. power Ans: B KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

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REF: Cognitive Domain: Comprehension Answer Location: More About Table 9.1 Difficulty Level: Medium 12. The most commonly used significance level researchers are willing to take in testing the null hypothesis is . a. 0.00 b. 0.10 c. 0.50 d. 0.05 Ans: D KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Knowledge Answer Location: If Only We Were Perfect Difficulty Level: Medium 13. A Type II error is related to a factor such as . a. a Type III error b. a Type I error c. sample size d. significance Ans: C KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: Back to Type I Errors Difficulty Level: Medium 14. If you conclude that your findings yield a 1 in 20 chance that differences were not due to the hypothesized reason, what is the corresponding p value? a. 0.01 b. 0.05 c. 0.10 d. 0.20 Ans: B KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Application Answer Location: If Only We Were Perfect Difficulty Level: Medium 15. If you conclude that your findings yield a 1 in 100 chance that differences were not due to the hypothesized reason, what is the corresponding p value? a. 0.01 b. 0.05 c. 0.10

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d. 0.20 Ans: A KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Application Answer Location: Back to Type I Errors Difficulty Level: Medium 16. If you conclude that your findings yield a 50 in 1,000 chance that differences were not due to the hypothesized reason, what is the corresponding p value? a. 0.01 b. 0.05 c. 0.10 d. 0.20 Ans: B KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Application Answer Location: Back to Type I Errors Difficulty Level: Medium 17. Which of the following is a statement of equality? a. research hypothesis b. directional hypothesis c. nondirectional hypothesis d. null hypothesis Ans: D KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: The World’s Most Important Table (for This Semester Only) Difficulty Level: Medium 18. The degree of risk you are willing to take that you will reject the null hypothesis when it is true is called . a. significance level b. a Type II error c. a Type II error d. power Ans: A KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: If Only We Were Perfect Difficulty Level: Medium 19. When you accept the null hypothesis when in reality it is true you have a a. Type I error b. correct decision c. Type II error

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.

d. power Ans: B KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: More About Table 9.1 Difficulty Level: Medium 20. Which of the following occurs when you accept the null hypothesis when it is false? a. Type I error b. correct decision c. Type II error d. power Ans: C KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: More About Table 9.1 Difficulty Level: Medium 21. Which of the following occurs when you reject the null hypothesis when it is true? a. Type I error b. correct decision c. Type II error d. power Ans: A KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: More About Table 9.1 Difficulty Level: Medium 22. Which of the following occurs when you reject the null hypothesis when it is really false? a. Type I error b. correct decision c. Type II error d. power Ans: D KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: More About Table 9.1 Difficulty Level: Medium 23. After you provide a statement of the null hypothesis, what action do you take next? a. Select the appropriate test statistic. b. Compute the test statistic value. c. Set the significance level. d. Compare the obtained value with the critical value.

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Ans: C KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Medium 24. You have compared the obtained value with the critical value. What do you do next? a. Provide a statement of the null hypothesis. b. Set the level of significance. c. Compute the test statistic value. d. Reject the null hypothesis if the obtained value is more extreme than the critical value.

Ans: D KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Medium 25. After you select the appropriate test statistic, you . a. provide a statement of the null hypothesis b. compute the test statistic value c. set the level of significance d. determine the critical value needed for rejection of the null hypothesis Ans: B KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Medium 26. What is the first step in testing a hypothesis? a. Set the level of risk associated with the null hypothesis. b. Provide a statement of the null hypothesis. c. Select the appropriate test statistic. d. Compute the test statistic value.

Ans: B KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Medium 27. What is the final step in hypothesis testing? a. Provide a statement of the null hypothesis.

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b. Compute the test statistic value. c. Determine the critical value. d. Compare the obtained value with the critical value and make a final determination.

Ans: D KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Medium 28. Compared with a 95% confidence interval, a 99% confidence interval would result in . a. a wider range of values in the confidence interval b. a smaller range of values in the confidence interval c. the same range of values in the confidence interval d. a range that cannot be determined in the confidence interval Ans: A KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: Be Even More Confident Difficulty Level: Medium 29. A smaller confidence interval would result in . a. a wider range of values in the confidence interval b. a smaller range of values in the confidence interval c. the same range of values in the confidence interval d. a range of values that cannot be determined in the confidence interval Ans: B KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: Be Even More Confident Difficulty Level: Medium 30. The statistical value that is compared with the calculated value is called the a. obtained value b. test statistic c. critical value d. comparison value Ans: C KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Knowledge Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Easy

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.

31. How is power calculated? a. Subtract the value of the Type II error from 1. b. Subtract the value of the Type I error from 1. c. Subtract 1 from the value of the Type II error. d. Subtract 1 from the value of the Type I error.

Ans: A KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: More About Table 9.1 Difficulty Level: Medium 32. What Greek letter is associated with Type I error? a.  b.  c.  d.  Ans: A KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: More About Table 9.1 Difficulty Level: Easy 33. What Greek letter is associated with Type II error? a.  b.  c.  d.  Ans: B KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: More About Table 9.1 Difficulty Level: Easy 34. What does 1 -  represent? a. alpha level b. Type I error c. Type II error d. power Ans: D KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: More About Table 9.1 Difficulty Level: Easy

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35. How is statistical significance usually represented? a. p = 0.05 b. p > 0.05 c. p < 0.05 d. p = 0.01 Ans: C KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: Back to Type I Errors Difficulty Level: Easy 36. If you want to examine the difference between the average scores of two unrelated groups, which of the following statistical techniques should you select? a. regression b. dependent-samples t-test c. analysis of variance d. independent-samples t-test Ans: D KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: Here’s How to Use the Chart Difficulty Level: Medium 37. If you want to examine the difference between the average scores of three unrelated groups, which of the following statistical techniques should you select? a. regression b. dependent-samples t-test c. analysis of variance d. independent-samples t-test Ans: C KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: Here’s How to Use the Chart Difficulty Level: Medium 38. If you want to examine the difference between the average scores for students on a pretest/posttest measure, which statistical technique should you select? a. regression b. dependent-samples t-test c. analysis of variance d. independent-samples t-test Ans: B KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

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REF: Cognitive Domain: Comprehension Answer Location: Here’s How to Use the Chart Difficulty Level: Medium 39. The test statistic value calculated by the statistical procedure selected is known as the . a. critical value b. significance level c. observed value d. p value Ans: C KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Knowledge Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Easy 40. In order to determine whether you will reject the null hypothesis, the test statistic value must be compared against which of the following? a. obtained value b. significance level c. critical value d. p value Ans: C KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Knowledge Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Easy 41. If the obtained value is greater than the critical value, what should you do? a. reject the null hypothesis b. accept the null hypothesis c. set a high p value d. increase your sample Ans: A KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Medium 42. If the obtained value is less than the critical value, what should you do? a. reject the null hypothesis b. accept the null hypothesis c. set a high p value

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d. increase your sample Ans: B KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Medium 43. Under the normal curve, if the obtained value falls to the left of the critical value.

What percentage of the normal curve did it fall under? a. 5% b. 10% c. 95% d. 100% Ans: C KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: Here’s the Picture That’s Worth a Thousand Words Difficulty Level: Medium 44. Under the normal curve, when obtained value falls to the right of the critical value, what percentage of the normal curve does it fall under? a. 5% b. 10% c. 95% d. 100% Ans: A KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: Here’s the Picture That’s Worth a Thousand Words Difficulty Level: Medium 45. Which of the following techniques is used to generalize findings from the sample to the population? a. descriptive statistics b. nonparametric statistics c. qualitative analysis d. inferential statistics Ans: D KEY: Learning Objective: 9.3: Understanding how inferential statistics work.

REF: Cognitive Domain: Knowledge Answer Location: An Introduction to Inferential Statistics Difficulty Level: Easy

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46. A(n) difference is due to some systematic influence and NOT due to chance. a. significant b. insignificant c. null d. serendipitous Ans: A KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: The Concept of Significance Difficulty Level: Easy 47. What is the for the risk set by the researcher for rejecting a null hypothesis when it is TRUE? a. experimental error b. error significance c. significance level d. error level Ans: C KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: If Only We Were Perfect Difficulty Level: Medium 48. p < .05 means that there is less than 1 chance in that any differences found were not due to the hypothesized reason. a. 5 b. 20 c. 25 d. 100 Ans: B KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Knowledge Answer Location: If Only We Were Perfect Difficulty Level: Medium 49. Statistical significance is also known as the risk of a. a Type II error b. power c. a null error d. a Type I error Ans: D

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KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Knowledge Answer Location: If Only We Were Perfect Difficulty Level: Medium 50. How well a statistical test can detect and reject a null hypothesis when it is FALSE refers to . a. Force b. Power c. Strength d. Fortitude Ans: B KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: Back to Type I Errors Difficulty Level: Medium 51. If a researcher sets the decision rule p value at .05, what is the probability of making a Type I error? a. 1% b. 5% c. 10% d. 20% Ans: B KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: More About Table 9.1 Difficulty Level: Medium 52. How many general steps are there in applying a statistical test to any null hypothesis?. a. 8 b. 7 c. 6 d. 5 Ans: A KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Knowledge Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Easy 53. What is the outcome when a null hypothesis has been rejected and the null hypothesis is TRUE? a. a Type II error

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b. power c. a null error d. a Type I error Ans: D KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: The World’s Most Important Table (for This Semester Only) Difficulty Level: Medium 54. What happens when a null hypothesis has been accepted and the null hypothesis is FALSE? a. a null error b. power c. a Type II error d. a Type I error Ans: C KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: The World’s Most Important Table (for This Semester Only) Difficulty Level: Medium 55. If we reject the null hypothesis, it suggests that . a. The obtained value is more extreme than the critical value. b. The obtained value is smaller than the critical value. c. The obtained value is the same as the critical value. d. There is a difference between the obtained value and the critical value.

Ans: A KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Medium 56. When we say p < .05, it suggests that there is a less than 5 chance in that any differences found were NOT due to the hypothesized reason. a. 5 b. 20 c. 25 d. 100 Ans: D KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Knowledge Answer Location: If Only We Were Perfect Difficulty Level: Medium

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57. The term for the statistical value that is compared with the critical value is the . a. critical value b. test statistic c. obtained value d. comparison value Ans: C KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Knowledge Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Easy 58. When we test differences between the mean scores of two unconnected groups, which statistical techniques should we select? a. regression b. analysis of variance c. independent-samples t-test d. dependent-samples t-test Ans: C KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: Here’s How to Use the Chart Difficulty Level: Medium 59. When we test differences between the mean scores of more than two unconnected groups, which of the following statistical techniques should we select? a. analysis of variance b. dependent samples t-test c. regression d. independent samples t-test Ans: A KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: Here’s How to Use the Chart Difficulty Level: Medium True/False 1. Some statistical tests allow you to make a conclusion that there is a real effect with 100% certainty.

Ans: F KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

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REF: Cognitive Domain: Comprehension Answer Location: If Only We Were Perfect Difficulty Level: Easy 2. When making a judgment in statistics, there is always some possibility of error.

Ans: T KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: If Only We Were Perfect Difficulty Level: Easy 3. When conducting a study, researchers should try as much as possible to reduce the likelihood of error by removing all competing reasons for any differences or relationships.

Ans: T KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: If Only We Were Perfect Difficulty Level: Easy 4. When conducting a study, it is possible to control for every possible factor.

Ans: F KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: If Only We Were Perfect Difficulty Level: Easy 5. It is possible to have a statistically significant result that is NOT meaningful.

Ans: T KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: Significance Versus Meaningfulness Difficulty Level: Easy 6. Inferential statistics is defined as a set of tools that are used to infer the results based on the sample to a population.

Ans: T KEY: Learning Objective: 9.3: Understanding how inferential statistics work.

REF: Cognitive Domain: Knowledge Answer Location: An Introduction to Inferential Statistics Difficulty Level: Easy

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7. The critical value is the value that results from the use of a statistical test.

Ans: F KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Knowledge Answer Location: How a Test of Significance Works: The Plan Difficulty Level: Easy 8. A confidence interval is the best estimate of the range of a population value given the sample value.

Ans: T KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Knowledge Answer Location: Be Even More Confident Difficulty Level: Easy 9. Descriptive statistics uses a wide variety of statistical tests and analyses in order to test differences between groups or relationships between variables.

Ans: F KEY: Learning Objective: 9.4: Selecting the appropriate statistical test for your purposes.

REF: Cognitive Domain: Comprehension Answer Location: Here’s Here’s How to Use the Chart Difficulty Level: Medium 10. Power is equal to 1 − β.

Ans: T KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: More About Table 9.1 Difficulty Level: Medium Short Answer 1. Define significance level.

Ans: Significance level is the risk set by the researcher for rejecting a null hypothesis when it is TRUE. KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Knowledge Answer Location: If Only We Were Perfect Difficulty Level: Medium 2. Why can you NOT be 100% sure that the difference between two groups is not due to chance?

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Ans: There is always a chance you may be wrong, whether due to a factor unaccounted for or due to a difference in the subjects in your groups other than the difference of interest.

KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: Back to Type I Errors Difficulty Level: Medium 3. What is the difference between Type I error and Type II error?

Ans: Type I error is the probability of rejecting a null hypothesis when it is true. Type II error is the probability of accepting a null hypothesis when it is false.

KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: More About Table 9.1 Difficulty Level: Medium 4. Why does the researcher never really know the TRUE nature of the null hypothesis?

Ans: Because the population, which is represented by the null, is never directly tested.

KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: More About Table 9.1 Difficulty Level: Medium 5. Define power (with regard to hypothesis testing).

Ans: Power refers to when the researcher correctly rejects the null hypothesis when there are differences between groups.

KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Knowledge Answer Location: More About Table 9.1 Difficulty Level: Medium 6. Why wouldn’t a researcher set the confidence level at .0001, since it’s better than .05 and even better than .01?

Ans: A researcher would not set the Type I level at .0001 because it is too small. It suggests that there is a 1 in 10,000 chance (a really small risk) that you will reject the null hypothesis (that there are no differences) when it is actually true.

KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Comprehension Answer Location: Back to Type I Errors Difficulty Level: Medium 7. Can something be significant and NOT meaningful?

Ans: Yes, especially if you have a large sample size or a large power.

KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension

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Answer Location: Significance Versus Meaningfulness Difficulty Level: Medium 8. How would a researcher determine when statistical significance is important?

Ans: A researcher would consider statistical significance important if the study makes a meaningful contribution to the field. The researcher also needs to look at the big picture and ask, “Does the end justify the means?” to determine the importance of a study, even if the test is statistically significant. Finally, if a researcher’s study yields no statistical significance, the study might still be important because it could help explain why treatment did not make a difference and help the next researcher explore a different treatment that might make a difference.

KEY: Learning Objective: 9.1: Understanding the concept of significance and why it is important.

REF: Cognitive Domain: Comprehension Answer Location: Significance Versus Meaningfulness Difficulty Level: Medium 9. Why do we use inferential statistics?

Ans: We use inferential statistics to infer something about the population based on the sample’s characteristics.

KEY: Learning Objective: 9.3: Understanding how inferential statistics work.

REF: Cognitive Domain: Comprehension Answer Location: An Introduction to Inferential Statistics Difficulty Level: Medium 10. Imagine the table that illustrates the relationship between the nature of the null hypothesis and your action as a researcher (which includes potential Type I and Type II errors),and apply the four possible outcomes to situations of mandated drug testing in elite athletics.

One: Describe the statistical equivalent to when a famous baseball player’s blood test was negative for performance-enhancing drugs when there truly were no performance-enhancing drugs present in his blood.

Two: Describe the statistical equivalent to when a world-class sprinter’s blood test was positive for performance-enhancing drugs when there truly were no performance-enhancing drugs present in her blood.

Three: Describe the statistical equivalent to when a famous baseball player’s blood test was negative for performance-enhancing drugs when there truly were performance-enhancing drugs present in his blood.

Four: Describe the statistical equivalent to when a world-class sprinter’s blood test was positive for performance-enhancing drugs when there truly were performance-enhancing drugs present in her blood.

Ans: Part 1: Bingo! Accurate! The null was accepted when it was true; the baseball player was not doping. Part 2: There is a Type I error that has occurred here. The sprinter was not doping, but the blood test indicated she was. Part 3: There is a Type II error that has occurred here. The baseball player was indeed doping, but the test did

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not find it. Part 4: Good investigative work! Power is demonstrated here. The sprinter was indeed doping, and the test accurately found it.

KEY: Learning Objective: 9.2: Distinguishing between Type I and Type II errors.

REF: Cognitive Domain: Application Answer Location: More About Table 9.1 Difficulty Level: Hard

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Chapter 10: Only the Lonely: The One Sample Z-Test Test Bank Multiple Choice 1. The one-sample Z-test is used to compare the to the . a. mean of a sample; mean of a population b. mean of a population; mean of a sample c. mean of a sample; mean of a second sample d. mean of a population; mean of a second population Ans: A KEY: Learning Objective: 10.1: Deciding when the Z test for one sample is appropriate to use.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 2. Calculation of the one-sample Z-test gives you . a. the critical value b. the obtained value c. the level of significance d. power Ans: B KEY: Learning Objective: 10.3: Interpreting the z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 3. After the z value is calculated, locate the from a table of z scores. a. obtained value b. test value c. calculated value d. critical value Ans: D KEY: Learning Objective: 10.3: Interpreting the z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 4. What is the denominator in the equation for the z value in a one-sample Z-test? a. standard error of the median b. standard error of the population c. standard error of the mean

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d. standard error of the sample Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 5. How many groups are compared in a one-sample Z-test? a. 1 b. 2 or more c. 3 d. 4 Ans: A KEY: Learning Objective: 10.1: Deciding when the Z test for one sample is appropriate to use.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Easy 6. The standard deviation of all possible means selected from the population is the . a. standard error of the population b. standard error of the median c. standard error of the mean d. standard error of the sample Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing z Test Statistic Difficulty Level: Medium 7. After conducting a one-sample Z-test, you arrived at a value of 5.7 for the z value.

What is your conclusion? a. Reject the null hypothesis. b. Accept the null hypothesis. c. The result is too close to call. d. You have miscalculated.

Ans: A KEY: Learning Objective: 10.4: Understanding what the z value means.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 8. A value of 0.2 for the z value after conducting a one-sample Z test leads to which conclusion? a. Reject the null hypothesis.

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b. Accept the null hypothesis. c. The result is too close to call. d. None of these.

Ans: B KEY: Learning Objective: 10.4: Understanding what the z value means.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 9. After conducting a one-sample Z-test, you arrived at a value of -12.5 for the z value.

What is your conclusion? a. Reject the null hypothesis. b. Accept the null hypothesis. c. The result is too close to call. d. You have miscalculated.

Ans: A KEY: Learning Objective: 10.4: Understanding what the z value means.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 10. The numerator of the equation for the z value is . a. the population average subtracted from the mean of the sample b. the mean of the sample subtracted from the population average c. the mean of the sample minus the standard error of the mean d. the standard error of the mean added to the mean of the sample Ans: A KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 11. The denominator in the equation for the z value is equal to a. the population average subtracted from the mean of the sample b. the mean of the sample subtracted from the population average c. the standard error of the mean minus the population average d. the standard error of the mean Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium

.

12. How is the standard error of the mean calculated? a. the population standard deviation divided by the square root of the size of the sample b. the population standard deviation divided by the size of the sample

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c. the square root of the size of the sample divided by the population standard deviation d. the sample standard deviation divided by the size of the sample Ans: A KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 13. The standard error of the mean is the best estimate that we can come up with given that it is impossible to compute . a. all of the possible variances b. all of the possible standard deviations c. all of the possible means d. all of the possible medians Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 14. If our sample selection was perfect, what would be the difference between the sample and population averages? a. 0 b. 1 c. 1 or greater d. less than 1 Ans: A KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Comprehension Answer Location: Computing the z Test Statistic Difficulty Level: Medium 15. The null hypothesis in a one-sample Z-test would be represented as follows: a. H0:  =  b. H0: X = µ c. H1: X1 = X2 d. H1: X = µ Ans: B KEY: Learning Objective: 10.3: Interpreting the z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 16. An alternative hypothesis in a one-sample Z-test could be represented as follows: a. H1: X1 ≠ X2 b. H0: X = µ

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c. H0: X1 ≠ X2 d. H1: X ≠ µ Ans: D KEY: Learning Objective: 10.3: Interpreting the z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 17. The level of risk associated with the null hypothesis is generally set at . a. 0.05 b. 0.10 c. 0.001 d. 0.20 Ans: A KEY: Learning Objective: 10.3: Interpreting the z value. | 10.4: Understanding what the z value means.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 18. If the obtained value is higher than the critical value, what is the conclusion? a. Reject the research hypothesis. b. Accept the null hypothesis. c. Reject the null hypothesis. d. Cannot be determined.

Ans: C KEY: Learning Objective: 10.3: Interpreting the z value.

REF: Cognitive Domain: Comprehension Answer Location: Computing the z Test Statistic Difficulty Level: Medium 19. If the obtained value is NOT higher than the critical value, we a. reject the null hypothesis b. accept the null hypothesis c. accept all hypotheses d. reject all hypotheses Ans: B KEY: Learning Objective: 10.3: Interpreting the z value.

REF: Cognitive Domain: Comprehension Answer Location: Computing the z Test Statistic Difficulty Level: Medium

.

20. If the sample mean is 20, the population average is 10, and the standard error of the mean is 2, what is the observed z value? a. -5 b. 5

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c. 0 d. 50 Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 21. If the sample mean is 25, the population average is 5, and the standard error of the mean is 10, what is the observed z value? a. 5 b. 2.5 c. -2 d. 2 Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 22. If the sample mean is 100, the population average is 90, and the standard error of the mean is 10, what is the observed z value? a. 0 b. -0.10 c. 1.0 d. -1.0 Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 23. If the population average is 45, the sample mean is 50, and the standard error of the mean is 5, what is the observed z value? a. 0 b. -0.1 c. 1 d. -1 Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 24. If you have a population standard deviation of 10 and a sample size of 4, what is your standard error of the mean?

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a. -5 b. 14 c. 6 d. 5 Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 25. If you have a population standard deviation of 20 and a sample size of 4, what is your standard error of the mean? a. -10 b. 10 c. 5 d. -5 Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 26. If you have a sample size of 16 and a population standard deviation of 40, what is your standard error of the mean? a. -10 b. 10 c. 5 d. -5 Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 27. In z = 2.56, p < 0.05, what is the obtained value? a. 0.05 b. <0.05 c. 2.56 d. 2.56 ÷ 0.05 Ans: C KEY: Learning Objective: 10.3: Interpreting the z value.

REF: Cognitive Domain: Comprehension Answer Location: Computing the z Test Statistic Difficulty Level: Medium 28. In z = 2.56, p < 0.05, what is the probability?

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a. p < 0.05 b. 2.56 c. z = 2.56 d. There is no probability here.

Ans: A KEY: Learning Objective: 10.3: Interpreting the z value. | 10.4: Understanding what the z value means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the z Test Statistic Difficulty Level: Medium 29. If you have a population standard deviation of 18 and a sample size of 9, what is your standard error of the mean? a. -3 b. 11 c. 6 d. 5 Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 30. If you have a sample size of 4 and a population standard deviation of 12, what is your standard error of the mean? a. -3 b. 11 c. 6 d. 5 Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 31. What is the meaning of SEM in the formula for calculating a z score? a. standard error of the median b. standard ease of the mean c. standard error of the mode d. standard ease of the mean Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Easy

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32. In the formula for calculating a z score, what does σsignify? a. standard error of the mean b. the z value c. the sample standard deviation d. the population standard deviation Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Easy 33. In the formula for calculating a z score, what does μsignify? a. the obtained value b. the critical value c. the population average d. the sample average Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Easy 34. In the formula for calculating standard error of the mean, what does n signify? a. the population average b. the sample size c. the population size d. the sample average Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Easy 35. In the statement, z = 1.42, p > 0.05, which of the following interpretations is TRUE? a. There is a significant difference between the sample value and the population. b. There is a marginally significant difference between the sample value and the population. c. There is not a significant difference between the sample value and the population. d. The answer cannot be determined from the information given.

Ans: C KEY: Learning Objective: 10.3: Interpreting the z value. | 10.4: Understanding what the z value means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret z = 2.38, p < .05?

Difficulty Level: Medium

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36. In the statement z = 3.14, p < 0.05, which of the following interpretations is TRUE? a. There is a significant difference between the sample value and the population. b. There is a marginally significant difference between the sample value and the population. c. There is not a significant difference between the sample value and the population. d. The answer cannot be determined from the information given.

Ans: A KEY: Learning Objective: 10.3: Interpreting the z value. | 10.4: Understanding what the z value means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret z = 2.38, p < .05?

Difficulty Level: Medium 37. The level of significance is determined by which of the following? a. participants b. researchers c. study sponsors d. results Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 38. If the sample mean is 30, the population average is 10, and the standard error of the mean is 5, what is the observed z value? a. 6 b. -2.5 c. 20 d. 4 Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 39. With a sample mean of 10, a population average of 15, and a standard error of the mean of 10, calculate the observed z value. a. 2.5 b. -0.5 c. 0.5 d. 2.0 Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic

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Difficulty Level: Medium 40. Calculate the observed z value using a sample mean of 25, a population average of 20, and a standard error of the mean of 8. a. 1.5 b. 3.0 c. -5.0 d. 0.63 Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 41. The sample mean is 12, the population average is 19, and the standard error of the mean is 4. What is the observed z value? a. -1.75 b. -0.75 c.1.75 d. 3.5, Ans: A KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 42. You have a sample mean of 11, a population average of 17, and a standard error of the mean of 3. Calculate the observed z value. a. 14.0 b. 8.0 c. -2.0 d. 2.2 Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 43. If you have a population standard deviation of 7 and a sample size of 100, what is your standard error of the mean? a. -3.0 b. 7.0 c. 10.0 d. 0.7 Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

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REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 44. What is the standard error of the mean when you have a population standard deviation of 2 and a sample size of 9? a. 0.76 b. -0.67 c. 0.67 d. -0.76 Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 45. If you have a population standard deviation of 18 and a sample size of 36, what is your standard error of the mean? a. -3.0 b. 7.0 c. 10.0 d. 3.0 Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 46. If you have a population standard deviation of 18 and a sample size of 81, what is your standard error of the mean? a. -3.0 b. 2.0 c. -2.0 d. 9.0 Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 47. If you have a population standard deviation of 9 and a sample size of 81, what is your standard error of the mean? a. -3.0 b. 2.0 c. 1.0 d. 0

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Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 48. What is the standard error of the mean when you have a sample size of 144 and a population standard deviation of 9? a. 7.5 b. 0.75 c. 12 d. 8 Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 49. For the Z-test, the population’s standard deviation is . a. not known b. known c. not relevant d. not sure Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Perform a z test Difficulty Level: Medium 50. For the t-test, the population’s standard deviation is . a. not known b. known c. not relevant d. not sure Ans: A KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Perform a z test Difficulty Level: Medium 51. SPSS does NOT offer which of the following? a. one-sample t-test b. one-sample Z-test c. one-sample F-test d. one-sample Chi-square test Ans: B

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KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Perform a z test Difficulty Level: Medium 52. In a t-test, if the resultant t value is 2.72 and p < 0.05, what is the interpretation? a. There is a statistical significance in the test. b. There is no statistical significance in the test. c. unknown d. The sample is unaffected Ans: A KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Perform a z test Difficulty Level: Medium 53. In a t-test, if the resultant t value is -2.72 and p < 0.05, what is the interpretation? a. There is a statistical significance in the test. b. There is no statistical significance in the test. c. unknown d. The sample is unaffected.

Ans: A KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Perform a z test Difficulty Level: Medium 54. In the effect size formula, what does d signify? a. the sample mean b. effect size c. the population mean d. the population standard deviation Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Special Effects: Are Those Differences for Real?

Difficulty Level: Medium 55. In the effect size formula, what does X bar signify? a. the sample mean b. effect size c. the population mean d. the population standard deviation Ans: A KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application

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Answer Location: Special Effects: Are Those Differences for Real?

Difficulty Level: Medium 56 In the effect size formula, what does μ signify? a. the sample mean b. effect size c. the population mean d. the population standard deviation Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Special Effects: Are Those Differences for Real?

Difficulty Level: Medium 57. In the effect size formula, what does σ signify? a. the sample mean b. effect size c. the population mean d. the population standard deviation Ans: D KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Special Effects: Are Those Differences for Real?

Difficulty Level: Medium 58. What is the meaning of an effect size at 0.2? a. small effect size b. medium effect size c. large effect size d. weak effect size Ans: A KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Understanding Effect Size Difficulty Level: Medium 59. In interpreting effect size, what is the meaning of effect size at 0.4? a. small effect size b. medium effect size c. large effect size d. weak effect size Ans: B KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Understanding Effect Size Difficulty Level: Medium

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60. In interpreting effect size, what is the meaning of effect size at 0.8? a. small effect size b. medium effect size c. large effect size d. weak effect size Ans: C KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Understanding Effect Size Difficulty Level: Medium True/False 1. A one-sample Z-test can be used to compare the mean of two samples.

Ans: F KEY: Learning Objective: 10.1: Deciding when the Z test for one sample is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 2. If you’re comparing the test scores between two classrooms, you should use a one-sample Z-test.

Ans: F KEY: Learning Objective: 10.1: Deciding when the Z test for one sample is appropriate to use.

REF: Cognitive Domain: Application Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Easy 3. According to your text, there are five steps that you should follow in order to compute and interpret a Z-test statistic manually.

Ans: F KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium 4. According to your text, there are eight steps that you should follow in order to compute and interpret a Z-test statistic manually.

Ans: T KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the z Test Statistic Difficulty Level: Medium

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5. SPSS does not offer a one-sample Z-test.

Ans: T KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Perform a z test Difficulty Level: Medium 6. SPSS does not offer a one-sample t-test.

Ans: F KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Perform a z test Difficulty Level: Medium 7. The results of both one-sample Z- and t-test are basically the same when the sample size is greater than 30.

Ans: T KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Perform a z test Difficulty Level: Medium 8. Effect size is a measure of how different two groups are from one another.

Ans: T KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Special Effects: Are Those Differences for Real?

Difficulty Level: Medium 9. Sample size is taken into account when computing effect size.

Ans: F KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Special Effects: Are Those Differences for Real?

Difficulty Level: Medium 10. A large effect size is any value above 0.8.

Ans: T KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Understanding Effect Size Difficulty Level: Medium Short Answer

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1. What is an example in which a one-sample Z test would be appropriate?

Ans: Any test in which the mean of a sample is compared with the mean of the population.

KEY: Learning Objective: 10.1: Deciding when the Z test for one sample is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 2. Write out, in words, a research hypothesis for this statement: The Geography Department is interested in finding out if the average GPA of this year’s graduating seniors is comparable to the average GPA of graduating seniors over the last 40 years.

Ans: The average GPA of the Geography Department’s current graduating seniors is not the same as the average GPA of the graduating seniors in the history of the department.

KEY: Learning Objective: 10.3: Interpreting the z value. | 10.4: Understanding what the z value means.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 3. Write the formula of the null hypothesis for the following research problem: The Geography Department is interested in finding out if the average GPA of this year’s graduating seniors is comparable to the average GPA of graduating seniors over the last 40 years.

Ans: . H0: X = µ KEY: Learning Objective: 10.3: Interpreting the z value. | 10.4: Understanding what the z value means.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 4. Write the formula of a directional or nondirectional research hypothesis for the following research problem: The Geography Department is interested in finding out if the average GPA of this year’s graduating seniors is comparable to the average GPA of graduating seniors over the last 40 years.

Ans: H1: X ≠ µ or H2: X > µ KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 5. Mr. Moo would like to find out if his daisies grow at a faster average rate than the average rate of daisy growth in his neighborhood. State this as a null hypothesis.

Ans: The average rate of growth for Mr. Moo’s daisies is not significantly faster than the average rate of growth of daisies in the neighborhood.

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KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 6. Mr. Moo would like to find out if his daisies grow at a faster average rate than the average rate of daisy growth in his neighborhood. State this as a research hypothesis.

Ans: The average rate of growth for Mr. Moo’s daisies is significantly faster than the average rate of growth of daisies in the neighborhood.

KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 7. Dr. Meow teaches Engineering Science 101 and is interested in finding out whether her students perform better on math tests compared to all of the engineering students in the university. State this as a null hypothesis.

Ans: Dr. Meow’s students do not perform better on math tests compared to all of the other engineering students.

KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 8. Dr. Meow teaches Engineering Science 101 and is interested in finding out whether her students perform better on math tests compared to all of the engineering students in the university. State this as a research hypothesis.

Ans: Dr. Meow’s students perform better on math tests compared to all of the other engineering students.

KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Computing the z Test Statistic Difficulty Level: Medium 9. What is effect size?

Ans: Effect size is a measure of how different two groups are from one another—it’s a measure of the magnitude of the treatment.

KEY: Learning Objective: 10.2: Computing the observed z value.

REF: Cognitive Domain: Application Answer Location: Special Effects: Are Those Differences for Real Difficulty Level: Medium 10. What are the guidelines in using effect size?

Ans: The small effect size ranges from 0 to 0.2; a medium effect size ranges from 0.2 to 0.8; and a large effect size is any value above.8.

KEY: Learning Objective: 10.2: Computing the observed z value.

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REF: Cognitive Domain: Application Answer Location: Special Effects: Are Those Differences For Real Difficulty Level: Medium

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Chapter 11: t(ea) for Two: Tests Between the Means of Different Groups Test Bank Multiple Choice 1. Which of the following is a major assumption of the t test regarding the amount of variability in each group? a. variables normally distributed b. sample chosen at random c. scores are independent d. variances are equal Ans: D KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 2. Independent groups are . a. not related in any way b. related to each other c. dependent on each other d. continuous Ans: A KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the t Test for Independent Samples Difficulty Level: Medium 3. The t test for independent means is used when looking at the difference in average scores of one or more variables between group(s) that are one another. a. two; dependent on b. two; independent of c. one; dependent on d. one; independent of Ans: B KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Independent Samples

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Difficulty Level: Medium 4. The t test for independent means is used when each group is tested . a. once or twice b. only twice c. only once d. any number of times Ans: C KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Independent Samples Difficulty Level: Medium 5. The t test for independent means is used when you are testing how many groups? a. only two groups in total b. only one group c. two groups or more d. one group or more Ans: A KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Independent Samples Difficulty Level: Medium 6. To examine the difference among the average scores of three unrelated groups, which of the following statistical techniques should be selected? a. regression b. dependent-samples t-test c. independent-samples t-test d. analysis of variance Ans: D KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Comprehension Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 7. In the formula that computes a t value, what does n1 represent? a. scores for Group 1 b. means for Group 1 c. number of participants for Group 1 d. variance for Group 1 Ans: C KEY: Learning Objective: 11.2: Computing the observed t value.

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REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 8. In the formula that computes a t value, what does s12 represent? a. scores for Group 1 b. mean for Group 1 c. number of participants for Group 1 d. variance for Group 1 Ans: D KEY: Learning Objective: 11.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 9. In the formula that computes a t value, what does X1 represent? a. the number of participants in Group 1 b. the variance for Group 1 c. the mean for Group 1 d. the standard deviation for Group 1 Ans: C KEY: Learning Objective: 11.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 10. The null hypothesis in an independent-samples t-test would be represented as follows: a. H0:  =  b. H0:    c. H0: X1 = X2 d. H1: X1 = X2 Ans: A KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Time for an Example Difficulty Level: Medium 11. In the t test for independent samples, the actual statistical test is . a. nondirectional b. unidirectional c. multidirectional d. quasidirectional Ans: A KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it

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means.

REF: Cognitive Domain: Knowledge Answer Location: Time for an Example Difficulty Level: Medium 12. The research hypothesis in an independent-samples t-test would be represented as follows: a. H0: X1 = X2 b. H1:  =  c. H1: X 1 > X 2 d. H0:  =  Ans: C KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Time for an Example Difficulty Level: Medium 13. The SPSS output for an independent-samples t-test includes all but which of the following? a. correlation coefficient b. standard deviation c. variance d. mean Ans: A KEY: Learning Objective: 11.4: Computing the effect size for a t test for independent means.

REF: Cognitive Domain: Knowledge Answer Location: Understanding the SPSS Output Difficulty Level: Medium 14. In order to compute the test statistic, or t value, you must first approximate the sample size by calculating the . a. pooled variance b. standard deviation c. degrees of freedom d. mean score Ans: C KEY: Learning Objective: 11.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 15. The t test for independent samples assumes which of the following? a. There was a pre- and post-test. b. Scores are independent.

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c. Scores are related. d. Mean scores are equal.

Ans: B KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the t Test for Independent Samples Difficulty Level: Medium 16. When examining group difference where no direction of the difference is specified, which of the following is used? a. two-tailed test b. one-tailed test c. directional hypothesis d. critical value Ans: A KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Time for an Example Difficulty Level: Medium 17. When examining group difference where the direction of the difference is specified, which of the following is used? a. two-tailed test b. one-tailed test c. directional hypothesis d. critical value Ans: B KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Time for an Example Difficulty Level: Medium 18. The test statistic calculated by the statistical procedure selected is known as the . a. critical value b. significance level c. obtained value d. p value Ans: C KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Time for an Example

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Difficulty Level: Medium 19. In order to determine whether you will reject the null hypothesis, the test statistic must be compared against the . a. critical value b. significance level c. obtained value d. p value Ans: A KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Time for an Example Difficulty Level: Medium 20. When the obtained value is greater than the critical value, what should you do? a. Reject the null hypothesis. b. Accept the null hypothesis. c. Set a higher p value. d. Increase the sample.

Ans: A KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Time for an Example Difficulty Level: Medium 21. If the obtained value is less than the critical value, what should you do? a. Reject the null hypothesis. b. Accept the null hypothesis. c. Set a higher p value. d. Increase the sample.

Ans: B KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Time for an Example Difficulty Level: Medium 22. If there is no difference between the distributions of scores in two groups, what is the effect size equal to? a. 20 b. 5 c. 1 d. 0 Ans: D

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KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing and Understanding the Effect Size Difficulty Level: Medium 23. If there is a significant difference between the distributions of scores in two groups with effect size at .37, how big are the differences between the two groups? a. no difference b. medium c. small d. large Ans: B KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing and Understanding the Effect Size Difficulty Level: Medium 24. If the number of participants in Group 1 = 32 and the number in Group 2 = 30, what is the associated degrees of freedom? a. 58 b. 59 c. 60 d. 62 Ans: C KEY: Learning Objective: 11.2: Computing the observed t value.

REF: Cognitive Domain: Application Answer Location: Time for an Example Difficulty Level: Medium 25. If the number of participants in Group 1 = 54 and the number in Group 2 = 58, what is the associated degrees of freedom? a. 99 b. 111 c. 112 d. 110 Ans: D KEY: Learning Objective: 11.2: Computing the observed t value.

REF: Cognitive Domain: Application Answer Location: Time for an Example Difficulty Level: Medium 26. Which of the following is the formula used to calculate degrees of freedom for a t test? a. n1 - 1 + n2 - 1

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b. n1 + n2 - 1 c. n1 - 1 + n2 d. n1 + n2 Ans: A KEY: Learning Objective: 11.2: Computing the observed t value.

REF: Cognitive Domain: Application Answer Location: Time for an Example Difficulty Level: Medium 27. If the obtained t value is 7.14, and the critical value is 6.10, what decision should be made? a. Accept the null hypothesis. b. Reject the null hypothesis. c. Rerun the analysis. d. Use a one-tailed test.

Ans: B KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Time for an Example Difficulty Level: Medium 28. What does the number 58 represent in the following: t(58) = 2.001, p < 0.05? a. test statistic b. t value c. degrees of freedom d. significance level Ans: C KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(58) = -0.14, p > .05?

Difficulty Level: Medium 29. What does the letter t represent in the following: t(58) = 2.001, p < 0.05? a. test statistic b. t value c. degrees of freedom d. significance level Ans: A KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(58) = -0.14, p > .05?

Difficulty Level: Medium

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30. What does the number 0.05 represent in the following: t(58) = 2.001, p < 0.05? a. test statistic b. t value c. degrees of freedom d. significance level Ans: D KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(58) = -0.14, p > .05?

Difficulty Level: Medium 31. What does the number 2.001 represent in the following: t(58) = 2.001, p < 0.05? a. test statistic b. t value c. degrees of freedom d. significance level Ans: B KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(58) = -0.14, p > .05?

Difficulty Level: Medium 32. What is a small effect for Cohen’s d? a. 0.17 b. -0.02 c. 0.25 d. 0.57 Ans: A KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing and Understanding the Effect Size Difficulty Level: Medium 33. What is the t statistic value also known as? a. critical value b. degrees of freedom c. obtained value d. test computation Ans: C KEY: Learning Objective: 11.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Time for an Example Difficulty Level: Medium

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34. A measure of the magnitude of the difference between two groups is . a. effect size b. significance level c. error size d. effect size Ans: D KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: The Effect Size and t(ea) for Two Difficulty Level: Medium 35. When computing effect size, the sample size is . a. used in the denominator b. not considered c. used in the numerator d. sometimes considered Ans: B KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: The Effect Size and t(ea) for Two Difficulty Level: Medium 36. How many groups are involved in the t test for independent samples? a. one b. two c. more than three d. any number of groups Ans: B KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the t-Test for Independent Samples Difficulty Level: Medium 37. The term for the assumption that the amount of variability in each of the two groups is equal is . a. heterogeneity of variances b. homogeneity of variance c. equality of variance d. stability of variance Ans: B KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

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REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 38. When it comes to significance testing, the level of risk is . a. determined by sample size b. always set at 0.05 c. set by the researcher d. irrelevant for t-test Ans: C KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Time for an Example Difficulty Level: Medium 39. What is the most common level of significance used in testing in the social sciences? a. 0.05 b. 0.01 c. 0.001 d. 0.10 Ans: A KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Review from the earlier chapters Difficulty Level: Medium 40. A researcher wants to create an intervention to improve the well-being of first-semester graduate students, so she gives the professional school counseling students specific doses of rocky road ice cream and the mental health counseling students specific doses of licorice. To analyze the differences in well-being, she would use a(n) . a. dependent-samples t test b. analysis of variance c. independent-samples t test d. repeated-measures analysis of variance Ans: C KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Application Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 41. A researcher wants to study the impact of pizza consumption on the happiness of

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college freshmen, sophomores, and juniors. What test statistic would the researcher need to use to evaluate the difference in effectiveness between the groups? a. dependent-samples t-test b. analysis of variance c. independent-samples t-test d. repeated-measures analysis of variance Ans: B KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Application Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 42. In the effect size formula, what does ES stand for? a. standard error of mean b. effect size c. standard deviation d. estimated sample size Ans: B KEY: Learning Objective: 11.4: Computing the effect size for a t test for independent means.

REF: Cognitive Domain: knowledge Answer Location: Computing and Understanding the Effect Size Difficulty Level: Medium 43. In the effect size formula, what does s stand for? a. standard error of mean b. effect size c. standard deviation d. variance Ans: C KEY: Learning Objective: 11.4: Computing the effect size for a t test for independent means.

REF: Cognitive Domain: Knowledge Answer Location: Computing and Understanding the Effect Size Difficulty Level: Medium 44. In the effect size formula, what does X1 bar stand for? a. the mean for Group 1 b. effect size c. standard deviation d. variance for Group 1 Ans: A Learning Objective 11.4: Computing the effect size for a t test for independent means.

REF: Cognitive Domain: knowledge Answer Location: Computing and Understanding the Effect Size

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Difficulty Level: Medium 45. If the effect size is 0.37, what is your interpretation of the group difference? a. large b. small c. weak d. medium Ans: D KEY: Learning Objective: 11.4: Computing the effect size for a t test for independent means.

REF: Cognitive Domain: Knowledge Answer Location: Computing and Understanding the Effect Size Difficulty Level: Medium 46. What does the number 42 represent in the following: t(42) = 5.15, p < 0.01? a. test statistic b. t value c. degrees of freedom d. significance level Ans: C KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(58) = -0.14, p > .05?

Difficulty Level: Medium 47. What does the symbol p represent in the following: t(42) = 5.15, p < 0.01? a. test statistic b. t value c. degrees of freedom d. probability Ans: D KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(58) = -0.14, p > .05?

Difficulty Level: Medium 48. What does the number 0.01 represent in the following: t(42) = 5.15, p < 0.01? a. test statistic b. t value c. degrees of freedom d. significance level Ans: D KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

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REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(58) = -0.14, p > .05?

Difficulty Level: Medium 49. What does the number 5.15 represent in the following: t(42) = 5.15, p < 0.01? a. test statistic b. t value c. degrees of freedom d. probability Ans: B KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(58) = -0.14, p > .05?

Difficulty Level: Medium 50. What does the symbol t represent in the following: t(42) = 5.15, p < 0.01? a. test statistic b. t value c. degrees of freedom d. probability Ans: A KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(58) = -0.14, p > .05?

Difficulty Level: Medium 51. Based on the equation: t(42) = 5.15, p < 0.01, what is the right choice in the following? a. group 1= 21; group 2= 21 b. group 1= 22; group 2= 22 c. group 1= 20; group 2= 20 d. group 1=23; group 2= 23 Ans: B KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Time for an Example Difficulty Level: Medium True/False 1. Effect size is the magnitude of the differences between groups.

Ans: T

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KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: The Effect Size and t(ea) for Two Difficulty Level: Medium 2. There is an important difference between a significant result and a meaningful result.

Ans: T KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: The Effect Size and t(ea) for Two Difficulty Level: Medium 3. The test for independent samples should be used when participants are tested multiple times.

Ans: F KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 4. Pooled standard deviation, part of the formula for the Cohen’s d effect size, is similar to an average of the standard deviations from both groups.

Ans: T KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing and Understanding Effect Size Difficulty Level: Medium 5. Effect size is a value that approximates the sample size and is a component of many statistical tests.

Ans: F KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing and Understanding Effect Size Difficulty Level: Medium 6. The homogeneity-of-variance, an assumption underlying the t test, states that the amount of variability in both groups is equal.

Ans: T KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

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REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 7. The sign of the observed t value (i.e., whether it is positive or negative) is a crucial element in conducting the t test for independent samples.

Ans: F KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Time for an Example Difficulty Level: Medium 8. A larger effect size represents a greater difference between the two groups.

Ans: T KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing and Understanding Effect Size Difficulty Level: Medium 9. A t test is conducted to detect differences between two groups in which participants are tested only once.

Ans: T KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium Short Answer 1. Under what conditions would a researcher choose to use a t test for independent samples?

Ans: A researcher would choose the t test for independent samples if he or she were examining mean differences between two groups and if different subjects were in each group.

KEY: Learning Objective: 11.1: Using the t test for independent means when appropriate.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the t Test for Independent Samples Difficulty Level: Medium 2. A researcher is testing a two-tailed null hypothesis at the p < 0.01 level with df = 48.

What critical value would she or he use? Justify your answer.

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Ans: Because there is no value for 48 degrees of freedom, the researcher could choose a critical value of 2.690, which corresponds with df = 45. This value would be a conservative value because it is the one obtained assuming a smaller sample size than the researcher actually has.—OR—Because there is no value for 48 degrees of freedom, the researcher could choose a critical value of 2.678, which corresponds with df = 50. Although this value is closer to the actual sample size, it is important to recognize that this critical value would be considered more liberal. (It is based on a larger sample size than the researcher actually has.)

KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Analysis Answer Location: Time for an Example Difficulty Level: Hard 3. What does t(47) = 0.23 mean?

Ans: In the above statement, t represents the test statistic used (t test) while 47 is the degrees of freedom. The value 0.23 is the statistic value or obtained value for the t test.

KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Time for an Example Difficulty Level: Medium 4. Under what circumstances would a researcher reject the null hypothesis?

Ans: The null hypothesis is rejected if the obtained value is greater than the critical value.

KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Time for an Example Difficulty Level: Medium 5. Why do we calculate effect size?

Ans: We calculate effect size to determine the magnitude of the treatment, or how different the two groups are from one another.

KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: The Effect Size and t(ea) for Two Difficulty Level: Medium 6. If you have a sample size of 500, should you interpret the statistical significance or the effect size?

Ans: With a small sample size, you could interpret either, but with a large sample size, the effect size will let you know if the significance is due to your treatment effect or due to the power of your test.

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KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing and Understanding Effect Size Difficulty Level: Medium 7. What is the simplest way to compute an effect size?

Ans: The simplest way to compute an effect size is to divide the difference between the means by any one of the standard deviations.

KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing and Understanding the Effect Size Difficulty Level: Medium 8. What are you assuming when you use the simple formula for effect size?

Ans: You are assuming that the standard deviations between the groups are equal to one another.

KEY: Learning Objective: 11.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing and Understanding Effect Size Difficulty Level: Medium 9. Please identify the elements of the formula for an independent-means t test.

Ans: X1 is the mean for Group 1. X 2 is the mean for Group 2. n1 is the number of participants in Group 1. n2 is the number of participants in Group 2. s12 is the variance for Group 1. s22 is the variance of Group 2.

KEY: Learning Objective: 11.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Hard

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Chapter 12: t(ea) for Two (Again): Tests Between the Means of Related Groups Test Bank Multiple Choice 1. Which statistical technique is used to examine one group of subjects under two different conditions? a. regression b. dependent-samples t test c. analysis of variance d. independent-samples t test Ans: B KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 2. The t test for dependent means is used when you have . a. two groups b. one group c. three groups d. two or more groups Ans: B KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 3. The t test for dependent means is used when your sample is tested . a. one time b. one or more times c. two times d. two or more times Ans: C KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium

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4. What does ΣD represent in the formula that computes a t value? a. sum of the differences between groups of scores b. sum of the means for Group 1 c. sum of the means for Group 2 d. sum of the squared differences Ans: A KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 5. Which of the following is the null hypothesis for a t test for dependent means? a. H1: X1 = X2 b. H0: X1 > X2 c. H1:  =  d. H0:  =  Ans: D KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 6. In a t-test for dependent means, the research hypothesis could look like this: a. H1:  =  b. H0: X 1 > X 2 c. H1: X 1 > X 2 d. H0:  =  Ans: C KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 7. In a t test for dependent samples that examines the difference between a pretest and posttest, what type of hypothesis is used? a. nondirectional b. directional c. null hypothesis d. experimental Ans: B KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium

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8. To be 99% confident you have not committed a Type I error, at what level should the p value be set? a. 0.01 b. 0.05 c. 0.10 d. 0.15 Ans: A KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 9. To compute the test statistic or t value, what must first be calculated to approximate the sample size? a. pooled variance b. standard deviation c. mean score d. degrees of freedom Ans: D KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 10. The test statistic calculated by the statistical procedure selected is known as the . a. critical value b. significance level c. obtained value d. p value Ans: C KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 11. In order to determine whether you will reject the null hypothesis, with what must the test statistic be compared? a. the critical value b. the significance level c. the obtained value d. the p value Ans: A KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic

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Difficulty Level: Medium 12. If the obtained value is greater than the critical value, what decision should be made? a. to reject the null hypothesis b. to accept the null hypothesis c. to set a higher p value d. to increase the sample size Ans: A KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 13. If the obtained value is less than the critical value, what decision should be made? a. to reject the null hypothesis b. to accept the null hypothesis c. to accept the research hypothesis d. to decrease the p value Ans: B KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 14. What is the formula used to calculate degrees of freedom for a t test for dependent groups? a. n - 1 b. n1 + n2 - 1 c. n1 - 1 + n2 d. n1 + n2 Ans: A KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 15. How many subjects were examined based on the following: t(29) = 2.001, p < 0.05? a. 32 b. 31 c. 30 d. 29 Ans: C KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium

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16. In the following, what are the degrees of freedom: t(29) = 2.001, p < 0.05? a. 29 b. 30 c. 31 d. 32 Ans: A KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 17. When you hypothesize that posttest scores will be higher than pretest scores, you should use . a. a one-tailed test b. a two-tailed test c. descriptive statistics d. a t test for independent means Ans: A KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 18. When running a t test for dependent means on a group of 54 individuals, the degrees of freedom will be . a. 54 b. 55 c. 53 d. 56 Ans: C KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 19. When you run a t test for dependent means on a group of 114 individuals, your degrees of freedom will be . a. 113 b. 112 c. 114 d. 115 Ans: A KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic

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Difficulty Level: Medium 20. If your degrees of freedom is 24, your sample size when conducting a t test for dependent means must be . a. 26 b. 25 c. 24 d. 23 Ans: B KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 21. If your degrees of freedom is 98, your sample size when conducting a t test for dependent means must be . a. 96 b. 97 c. 98 d. 99 Ans: D KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 22. What is another name for a dependent-samples t test? a. single sample b. double measures c. repeated measures d. freed sample Ans: C KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 23. What is the term used to examine the degree of the relationship between variables? a. hypothesized mean difference b. correlation c. observations d. variance Ans: B KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

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REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 24. Which of the following relates to the difference you expect when conducting a t test? a. hypothesized mean difference b. Pearson correlation c. observations d. variance Ans: A KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 25. How many observations are there for each case in a t test for dependent samples? a. one b. two c. three d. more than three Ans: B KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 26. Which of the following represents degrees of freedom? a. fd b. df c. d d. f Ans: B KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Easy 27. When using a t test for dependent means, what is true of the sample? a. There are two different groups. b. They are the same group. c. There are more than 50. d. They are observed once.

Ans: B KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is

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appropriate to use.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 28. In the formula for the t test for dependent means, what does the n represent? a. sum of the means b. number of participants c. number of pairs of observations d. sum of all scores Ans: C KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 29. What test is used when you are interested in studying the same group under two conditions? a. independent-samples t test b. correlation coefficient c. related-populations t test d. dependent-samples t test Ans: D KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 30. What is the numerator of the t test in the dependent-means formula? a. D b. n c. M1 - M2 d. D2 (n - 1) Ans: A KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 31. In the equation t(78) = 1.03, p < 0.01, what does t represent? a. test statistic b. degrees of freedom c. obtained value d. alpha level Ans: A

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KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 32. In the equation t(78) = 1.03, p < 0.01, what does 78 represent? a. test statistic b. degrees of freedom c. obtained value d. alpha level Ans: B KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 33. In the equation t(78) = 1.03, p < 0.01, what does 1.03 represent? a. test statistic b. degrees of freedom c. obtained value d. alpha level Ans: C KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 34. In the equation t(78) = 1.03, p < 0.01, what does p < 0.01 represent? a. the obtained value b. the critical value c. the degrees of freedom d. the level of significance Ans: D KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 35. According to the equation t(78) = 1.03, p < 0.01, what is the size of the group? a. 77 b. 78 c. 79 d. 80 Ans: C KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application

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Answer Location: Computing the t Test Statistic Difficulty Level: Medium 36. Dr. Moo would like to find out if there was a significant difference between her patients’ anxiety scores before and after they completed a yoga program. What is the appropriate test to run? a. independent-samples t test b. factorial ANOVA c. dependent-samples t test d. Pearson correlation Ans: C KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Application Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 37. Dr. Moo would like to find out if there was a significant difference between male and female patients’ anxiety scores. What is the appropriate test to run? a. independent-samples t test b. factorial ANOVA c. dependent-samples t test d. Pearson correlation Ans: A KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Application Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 38. When calculating a dependent-samples t test, the order in which you input the posttest score and pretest score can change the t value. If you input the pretest first, the obtained value will be . a. positive b. negative c. neutral d. invalid Ans: B KEY: Learning Objective: 12.4: Computing the effect size for a t test for dependent means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 39. When running a t test for dependent means on a group of 96 individuals, the degrees of freedom will be .

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a. 94 b. 95 c. 96 d. 90 Ans: B KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 40. In running a t test for dependent means on a group of individuals, how many individuals are there in the group when the degree of freedom is 58? a. 57 b. 58 c. 59 d. 60 Ans: C KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 41. You run a t test and find that your results indicate that t(26) = 3.13, p < 0.05. Your decision is to . a. fail to reject the null hypothesis b. reject the null hypothesis c. ignore the null hypothesis d. fail to ignore the null hypothesis Ans: B KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(24) = 2.45, p < .05?

Difficulty Level: Medium 42. You run a t test and find that your results indicate that t(32) = 1.13, p > 0.05. You determine that you should . a. accept the null hypothesis b. reject the null hypothesis c. ignore the null hypothesis d. accept the research hypothesis Ans: A KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(24) = 2.45, p < .05?

Difficulty Level: Medium

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43. Dr. Moo would like to find out if participants who ate glazed donuts became happier after they ate jelly-filled donuts. To determine this, what test should Dr. Moo use? a. factorial ANOVA b. independent-samples t test c. dependent-samples t test d. repeated-measures ANOVA Ans: C KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 44. To determine whether to reject a null hypothesis, compare the value and the value. a. estimated; reliable b. obtained; estimated c. valid; invalid d. obtained; critical Ans: D KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 45. To determine whether to accept a null hypothesis, compare the value and the value. a. estimated; reliable b. obtained; estimated c. valid; invalid d. obtained; critical Ans: D KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 46. What is the term to describe what you indicated to be the difference you expect back in a dependent-samples t test? a. mean difference b. hypothesized mean difference c. variance difference d. degrees of freedom Ans: B KEY: Learning Objective: 12.4: Computing the effect size for a t test for dependent means.

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REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 47. The average score for each variable in a dependent-samples t test is the . a. mean b. variance c. standard deviation d. standard error Ans: A KEY: Learning Objective: 12.4: Computing the effect size for a t test for dependent means.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Easy 48. What is the formula for calculating degrees of freedom for a dependent-samples t test? a. k - 1 b. n - 1 c. n(1) d. k + 1 Ans: B KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 49. If the group has 30 individuals, what are the degrees of freedom for a dependent-samples t test? a. 30 - 1 b. 29 - 1 c. 28 - 1 d. 27 -1 Ans: A KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 50. In running a dependent-sample t test, how many subjects were there in the group based on the following: t(58) = 5.015, p < 0.01? a. 56 b. 57 c. 58 d. 59

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Ans: D KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 51. In the following, what are the degrees of freedom: t(58) = 5.015, p < 0.01? a. 56 b. 57 c. 58 d. 59 Ans: C KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 52. In the following, what is the meaning of t: t(58) = 5.015, p < 0.01? a. test statistic b. t value c. degrees of freedom d. significance level Ans: A KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 53. In the following, what is the number 5.5015: t(58) = 5.015, p < 0.01? a. test statistic b. t value c. degrees of freedom d. significance level Ans: B KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 54. In the following, what is the number 0.01: t(58) = 5.015, p < 0.01? a. test statistic b. t value c. degrees of freedom d. significance level Ans: D KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

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REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 55. The statistical procedure is used to generate the test statistic. What is test statistic known as? a. critical value b. significance level c. obtained value d. p value Ans: C KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 56. In hypothesis testing, the test statistic must be compared against the . a. critical value b. significance level c. obtained value d. p value Ans: A KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 57. If the critical value is less than the obtained value, what should you do? a. Reject the null hypothesis. b. Accept the null hypothesis. c. Set a higher p value. d. Increase the sample size.

Ans: A KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 58. If the critical value is greater than the obtained value, what should you do? a. Reject the null hypothesis. b. Accept the null hypothesis. c. Accept the research hypothesis. d. Decrease your p value.

Ans: B KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension

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Answer Location: Computing the t Test Statistic Difficulty Level: Medium 59. You run a t-test and find that your results indicate that t(38) = 4.15, p < 0.05. You determine that you should . a. accept the null hypothesis b. reject the null hypothesis c. reject the research hypothesis d. ignore the null hypothesis Ans: B KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(24) = 2.45, p < .05?

Difficulty Level: Medium 60. You run a t test and find that your results indicate that t(38) = 1.13, p > 0.05. You determine that you should . a. fail to reject the null hypothesis b. reject the null hypothesis c. ignore the null hypothesis d. accept the research hypothesis Ans: A KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret t(24) = 2.45, p < .05?

Difficulty Level: Medium 61. If you want to examine the same group of individuals in two different times, which statistical technique should you select? a. regression b. dependent-samples t test c. analysis of variance d. independent-samples t test Ans: B KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium True/False 1. The t test for dependent means is used in order to determine whether there is a significant difference in the scores of a group of respondents who are tested at two points in time.

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Ans: T KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 2. The t test for dependent means is also known as the t test for doubled samples.

Ans: F KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 3. The t test for dependent means is also known as the t test for correlated samples.

Ans: T KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 4. When a researcher matches participants from different counseling graduate programs on variables such as age, gender, and a measure of multicultural understanding, the researcher can use a dependent-samples t test in the study.

Ans: T KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 5. Early education researchers can match two classrooms from different school districts and analyze their hypothesis with a dependent-samples t test, even if they are not careful about the characteristics of each classroom.

Ans: F KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 6. In hypothesis testing, the test statistic must be compared against the obtained value.

Ans: F KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic

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Difficulty Level: Medium 7. In hypothesis testing, the test statistic must be compared against the critical value.

Ans: T KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 8. If the obtained value in a dependent-samples t test exceeds the critical value, the null hypothesis must be accepted.

Ans: F KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 9. In the equation t(78) = 1.03, p < 0.01, the number of 78 refers to degrees of freedom.

Ans: T KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium 10. In the equation t(78) = 1.03, p < 0.01, the number of 0.01 refers to t value.

Ans: F KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Application Answer Location: Computing the t Test Statistic Difficulty Level: Medium Short Answer 1. Under what circumstances would you use a t test for dependent samples?

Ans: A t test for dependent samples is appropriate to use when a single group of subjects is being studied under two conditions. Each subject participates in both conditions.

KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 2. What is the difference between a t test for independent samples and a t test for dependent samples?

Ans: A t test for independent samples compares two unrelated groups, whereas a t test

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for dependent samples is used to compare scores from the same subjects under two different conditions or two groups that are matched pairs.

KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Analysis Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 3. Provide an example of a study that would be analyzed using a t test for dependent samples.

Ans: The following is an example of when a t test for dependent samples technique would be used: A research study is examining the differences in reaction time. The subjects were given a test after 1 hour of rest and a posttest after 1 hour of vigorous exercise.

KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the t Test for Dependent Samples Difficulty Level: Medium 4. When considering a t test for dependent samples, what is a D score?

Ans: The D score is the difference between each pair of scores provided by a participant.

KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 5. When considering a t test for dependent samples, what is a D2 score?

Ans: The D2 score is the difference between each pair of scores squared.

KEY: Learning Objective: 12.2: Computing the observed t value.

REF: Cognitive Domain: Knowledge Answer Location: Computing the t Test Statistic Difficulty Level: Medium 6. Interpret, in words, what it means for a research question that a null hypothesis was rejected.

Ans: The null hypothesis is rejected if the obtained value is more extreme than the critical value. For example, if t(24) = 2.45, p < 0.05, the obtained value (2.45) exceeds the critical value of 1.711. Thus, you reject the null hypothesis.

KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 7. When doing a t test for dependent samples, when would you accept the null hypothesis?

Ans: The null hypothesis is accepted if the obtained value is less extreme than the critical

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value. For example, if t(24) = 1.62, p < 0.05, the obtained value (1.62) does not exceed the critical value of 1.711. Thus, you accept the null hypothesis.

KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 8. Interpret, in words, what it means for a research question that a null hypothesis was accepted.

Ans: When the null hypothesis in a dependent-samples t test is accepted, that means there is no statistical difference between the posttest scores and the pretest scores, so any differences between them are likely to be due to chance.

KEY: Learning Objective: 12.3: Interpreting the t value and understanding what it means.

REF: Cognitive Domain: Comprehension Answer Location: Computing the t Test Statistic Difficulty Level: Medium 9. Dr. Moo would like to find out if participants who love cats receive more speeding tickets than participants who love dogs. Identify the type of test she would need to use to determine this, and explain your answer.

Ans: Dr. Moo should use an independent-samples t test because she would like to find out if there are differences in the amount of speeding tickets received between two independent groups.

KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Application Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 10. Dr. Moo’s student, Mr. Grass, is working on a research project but is unsure of how to analyze his data. He would like to find out if goats produce more milk after going through a new relaxation program for goats, the Goatness Gracious program. He measured the amount of goat’s milk produced before Goatness Gracious and would like to compare this with the amount of goat’s milk produced after Goatness Gracious. Identify the type of test he would need to use to determine this, and explain your answer.

Ans: Mr. Grass should use a dependent-samples t test because he would like to find out if there are differences in the amount of goat’s milk produced between the pretest and posttest of two dependent groups.

KEY: Learning Objective: 12.1: Understanding when the t test for dependent means is appropriate to use.

REF: Cognitive Domain: Application Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium

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Chapter 13: Two Groups Too Many? Try Analysis of Variance Test Bank Multiple Choice 1. Who is the creator of the F statistic? a. Pearson Fisher b. Karl Pearson c. R. A. Fisher d. R. A. Pearson Ans: C KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Analysis of Variance Difficulty Level: Easy 2. The ANOVA is like an extension of the . a. t test b. F-test c. correlation d. regression Ans: A KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Easy 3. The ANOVA uses the . a. t test b. F test c. p test d. r test Ans: B KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Analysis of Variance Difficulty Level: Easy 4. A simple analysis of variance is used to study participants who are tested

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.

a. only once b. only twice c. once or more d. twice or more Ans: A KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Easy 5. The ANOVA can be used to test the differences . a. between two groups only b. between more than two groups c. within a single group d. among three groups only Ans: B KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Analysis of Variance Difficulty Level: Easy 6. A simple analysis of variance includes how many factor(s) or treatment variables in the analysis? a. one or more b. only two c. three or more d. only one Ans: D KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Easy 7. What is a simple analysis of variance also called? a. the two-way ANOVA b. factorial ANOVA c. the one-way ANOVA d. correlational ANOVA Ans: C KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Different Flavors of Analysis of Variance

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Difficulty Level: Easy 8. A factorial ANOVA includes independent variable(s). a. more than one b. only one c. only two d. only three or more Ans: A KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Easy 9. The ANOVA is an omnibus test, meaning that it tests . a. specific comparisons b. overall differences c. very large samples d. very small populations Ans: B KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Medium 10. An analysis of variance is termed “simple” because . a. there are fewer than 10 participants b. testing takes less than 24 hours c. it uses factorial correlation d. participants are grouped and compared in only one way Ans: D KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 11. Which of the following is the same as t2 when examining the difference between two groups? a. T b. F c. Cohen’s d d. F2 Ans: B KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic

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Difficulty Level: Medium 12. When the research question calls for an examination of the differences in group means among three or more groups, which of the following would be the appropriate procedure? a. Pearson correlation b. dependent-sample t test c. regression d. analysis of variance Ans: D KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Analysis of Variance Difficulty Level: Easy 13. What type of ANOVA is used when there is only one type of treatment or grouping factor with more than two levels? a. one-way b. two-way c. three-way d. four-way Ans: A KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Easy 14. Which of the following would be an example of a design that examines the effects of gender and socioeconomic status (i.e., high, medium, and low) on a test of student achievement? a. simple ANOVA b. one-way ANOVA c. 2 × 3 ANOVA d. 3 × 3 ANOVA Ans: C KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 15. Which of the following would be an example of a design that examines the effects of gender and region of residence (e.g., Northeast, South, Midwest, and West)? a. simple ANOVA

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b. one-way ANOVA c. 2 × 2 ANOVA d. 2 × 4 ANOVA Ans: D KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 16. Which of the following would be an example of a design that examines the effects of region of residence (e.g., Northeast, South, Midwest, and West) and income (i.e., low, medium, and high)? a. simple ANOVA b. one-way ANOVA c. 4 × 3 ANOVA d. 3 × 3 ANOVA Ans: C KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 17. If you wanted to examine whether the degree of parental involvement differs based on students’ grade in school (i.e., first, second, third, etc.), what is the dependent variable of interest? a. grade level b. students c. parents d. degree of parent involvement Ans: D KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 18. If you wanted to examine whether the degree of parental involvement differs based on students’ grade in school (i.e., first, second, third, etc.), what is the independent variable of interest? a. grade level b. students c. parents d. degree of parent involvement Ans: A

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KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 19. Which of the following is the formula for computing the F statistic? a. F = MSbetween ÷ MSwithin b. F = SSbetween ÷ SSwithin c. F = MSwithin ÷ MSbetween d. F = SSwithin ÷ SSbetween Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Medium 20. Variability between groups is due to which of the following? a. chance b. the grouping factor c. the F ratio d. the level of the dependent variable Ans: B KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Medium 21. Variability within groups is due to which of the following? a. chance b. the grouping factor c. the F ratio d. the level of the dependent variable Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Medium 22. In order to increase the value of the F statistic, which of the following must occur? a. MSwithin > MSbetween b. MSwithin = MSbetween c. MSwithin < MSbetween d. Ratio = 1 Ans: C KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

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REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 23. What is the first step in the computation of the F statistic? a. Set the level of risk. b. Select the appropriate test. c. Compute the obtained value. d. State the null and research hypotheses.

Ans: D KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Easy 24. When computing the degrees of freedom for ANOVA, how is the within-group estimate calculated? a. n - 1 b. k - 1 c. N - k d. (n - 1) ÷ k Ans: C KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 25. When computing the degrees of freedom for ANOVA, how is the between-group estimate calculated? a. n - 1 b. k - 1 c. N - k d. (n - 1) ÷ k Ans: B KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 26. When interpreting F(2, 27) = 8.80, p < 0.05, how many groups were examined? a. 30 b. 27 c. 3 d. 2 Ans: C KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

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REF: Cognitive Domain: Application Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium 27. When interpreting F(2, 27) = 8.80, p < 0.05, what is the within-groups df? a. 30 b. 27 c. 3 d. 2 Ans: B KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium 28. When interpreting F(2, 27) = 8.80, p < 0.05, what is the total sample size examined? a. 30 b. 29 c. 3 d. 2 Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium 29. When interpreting F(2, 27) = 8.80, p < 0.05, what is the between-groups df? a. 30 b. 27 c. 3 d. 2 Ans: D KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium 30. Using ANOVA, a null hypothesis could look like . a. H0: µ1 = µ2 = µ3 b. H0: µ1 > µ2 > µ3 c. H0: µ1 = µ2 > µ3 d. H0: µ1 < µ2 < µ3 Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic

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Difficulty Level: Medium 31. Using ANOVA, an alternative or research hypothesis could look like a. H1: µ1 ≠ µ2 ≠ µ3 b. H0: µ1 > µ2 > µ3 c. H0: µ1 = µ2 > µ3 d. H1: X 1 ≠ X 2 ≠ X 3 Ans: D KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium

.

32. When the amount of variability due to within-group differences is equal to the amount of variability due to between-group differences, the F value is equal to a. 0 b. 1 c. -1 d. 2 Ans: B KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium

.

33. In a 4 × 3 factorial design, how many levels are in the first grouping factor? a. 3 b. 4 c. 7 d. 12 Ans: B KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 34. In a 4 × 3 factorial design, how many levels of the second grouping factor are there? a. 3 b. 4 c. 7 d. 12 Ans: A KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension

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Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 35. In a 5 × 4 factorial ANOVA design, how many possible group assignments for subjects are there? a. 5 b. 20 c. 4 d. 9 Ans: B KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 36. In a 4 × 3 factorial ANOVA design, how many possible group assignments for subjects are there? a. 3 b. 4 c. 7 d. 12 Ans: D KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium .

37. If the MSbetween is higher than your MSwithin, the F value will be a. >1 b. <1 c. 1 d. 0 Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 38. If the MSbetween is lower than your MSwithin, the F value will be a. >1 b. <1 c. 1 d. 0 Ans: B

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.

KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 39. What is the impact on the F value when the MSwithin is higher than the MSbetween? a. >1 b. <1 c. 1 d. 0 Ans: B KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 40. What is the impact on the F value when the MSwithin is lower than the MSbetween? a. >1 b. <1 c. 1 d. 0 Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 41. A research study is investigating the effects of studying French 1, 2, or 3 hours weekly between fourth graders and ninth graders. Describe the factorial design. a. 2 × 3 b. 3 × 2 c. 3 × 3 d. 6 × 3 Ans: B KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 42. A research study is investigating the effects of studying Chinese 1 or 2 hours weekly between eleventh graders and twelfth graders. How would this factorial design be best described? a. 2 × 2 b. 3 × 2 c. 2 × 3

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d. 3 × 3 Ans: A KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 43. ANOVA first tests for an overall difference between the means, known as what type of test? a. omnibus b. pluribus c. omnivorous d. omnibor Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 44. When multiple t tests are performed, which of the following is TRUE? a. There is a 10% chance of committing a Type I error. b. The risk of Type I error is not impacted. c. The risk of Type I error decreases. d. The risk of Type I error increases.

Ans: D KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium 45. Talking about the direction of specific differences in ANOVA makes no sense because it is a(n) test. a. monobus b. multibus c. omnibus d. octobus Ans: C KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 46. In ANOVA, the variance due to differences in performance is separated into variance that is due to differences between individuals groups and variance due to differences groups.

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a. within; between b. above; between c. above; within d. over; between Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Medium 47. A researcher wants to create an intervention to improve the well-being of first-semester graduate students, so she gives one group of students specific doses of rocky road ice cream, the next group of students specific doses of licorice, and the third group of students specific doses of chewy fruit-flavored candies for their treatments. To analyze the differences in well-being between the types of treatment, she would use a(n) . a. dependent-samples t test b. analysis of variance c. independent-samples t test d. repeated-measures analysis of variance Ans: B KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Application Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 48. The next step after stating the null and research hypotheses in the computation of the F statistic is to do which of the following? a. Set the level of risk. b. Select the appropriate test. c. Compute the obtained value. d. Restate the research hypotheses.

Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Easy 49.The level of significance in the computation of the F statistic has been chosen. What is the next step? a. Set the level of risk. b. Select the appropriate test. c. Compute the obtained value. d. State the research hypotheses.

Ans: B

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KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Easy 50.What is the next step after choosing a specific test in the computation of the F statistic? a. setting the level of risk b. selecting the appropriate test c. computing the obtained value d. stating research hypotheses Ans: C KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Easy 51. When interpreting F(2, 57) = 10.80, p < 0.01, how many groups were examined? a. 60 b. 57 c. 3 d. 2 Ans: C KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium 52. When interpreting F(2, 57) = 10.80, p < 0.01, what is the within-groups df? a. 60 b. 57 c. 3 d. 2 Ans: B KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium 53. When interpreting F(2, 57) = 10.80, p < 0.01, what is the total sample size examined? a. 60 b. 57 c. 3 d. 2 Ans: A KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

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REF: Cognitive Domain: Application Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium 54. When interpreting F(2, 57) = 10.80, p < 0.01, what is the between-groups df? a. 60 b. 27 c. 3 d. 2 Ans: D KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium 55. When examining whether television viewing differs based on students’ grade in school (i.e., first, second, third), the dependent variable of interest is . a. grade level b. students c. academic performance d. television viewing Ans: D KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 56. If you wanted to examine whether television viewing differs based on students’ grade in school (i.e., first, second, third), what is the independent variable of interest? a. grade level b. students c. academic performance d. television viewing Ans: A KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium True/False 1. Analysis of variance refers to ANOVA. Ans: T

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KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Analysis of Variance Difficulty Level: Easy 2. There are several types of ANOVA. Ans: T KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Easy 3. The simple analysis of variance, or one-way analysis of variance, includes only one factor or treatment variable in the analysis.

Ans: T KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 4. ANOVA constitutes a pairwise comparison.

Ans: F KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 5. Pairwise comparisons can be used in order to determine whether there are significant differences between specific groups.

Ans: T KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 6. The analysis of variance tests the difference between only two means.

Ans: F KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Analysis of Variance Difficulty Level: Easy

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7. Factorial design is a simpler type of ANOVA in which there is only one treatment factor being explored.

Ans: F KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Different Flavors of Analysis of Variance Difficulty Level: Medium 8. All F-tests are nondirectional.

Ans: T KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 9. The F ratio is a ratio of the variability between groups to the variability within groups.

Ans: T KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 10. When you perform multiple t tests, you increase the Type II error rate to higher than an acceptable rate.

Ans: F KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium Short Answer 1. What is the sum of squares total?

Ans: The sum of squares total is equal to the sum of the between-group and within-group sum of squares.

KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Knowledge Answer Location: Computing the F Test Statistic Difficulty Level: Medium 2. If the total sample size was 50, and there were three groups examined, what is the between-groups degrees of freedom?

Ans: 2 KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

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REF: Cognitive Domain: Application Answer Location: Computing the F Test Statistic Difficulty Level: Medium 3. If the total sample size was 50, and there were three groups examined, what is the within-groups degrees of freedom?

Ans: 47 KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Application Answer Location: Computing the F Test Statistic Difficulty Level: Medium 4. What is the MSbetween value?

Ans: The MSbetween value is the average of the between-groups sum of squares. It is calculated by dividing the between-groups sum of squares by the between-groups degrees of freedom (k - 1).

KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Hard 5. What is the MSwithin value?

Ans: The MSwithin value is the average of the within-groups sum of squares. It is calculated by dividing the within-groups sum of squares by the within-groups degrees of freedom (N - k).

KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Hard 6. What is the F value?

Ans: The F value is test statistic needed to evaluate the hypothesis that there are overall differences between groups.

KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 7. Why is this statistical technique called analysis of variance?

Ans: The technique is called analysis of variance because the variance due to differences in performance or scores is separated into variance that is due to differences between individual scores within groups and variance due to differences between groups.

KEY: Learning Objective: 13.1: Deciding when it is appropriate to use analysis of variance.

REF: Cognitive Domain: Comprehension

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Answer Location: Introduction to Analysis of Variance Difficulty Level: Hard 8. How is ANOVA similar to and different from a t test?

Ans: ANOVA is similar to a t test in that the differences between means are examined.

ANOVA is different in that more than two means are examined.

KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Analysis Answer Location: Computing the F Test Statistic Difficulty Level: Medium 9. How would you interpret the equation: H0: µ1 = µ2 = µ3?

Ans: The above equation is a null hypothesis, indicating that there is no overall difference between means for the three different groups.

KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 10. How would you interpret the equation: H1: X1 ≠ X2 ≠ X3 ?

Ans: The above equation is a research hypothesis, indicating that there is an overall difference between means in the three groups being tested. The hypothesis is nondirectional because it does not posit where the differences are.

KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: Computing the F Test Statistic Difficulty Level: Medium 11. Why is it best not to perform multiple t tests on the same data?

Ans: When you perform multiple t tests, you increase the Type I error rate to higher than an acceptable rate.

KEY: Learning Objective: 13.2: Computing and interpreting the F statistic.

REF: Cognitive Domain: Comprehension Answer Location: So How Do I Interpret F(2, 27) = 8.80, p < .05?

Difficulty Level: Medium

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Chapter 14: Two Too Many Factors: Factorial Analysis of Variance—A Brief Introduction Test Bank Multiple Choice 1. Independent variables are thought of as . a. factors b. repeated measures c. a mixed design d. a one-way ANOVA Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: A New Flavor of ANOVA Difficulty Level: Easy 2. When examining the impact of more than one independent variable on the outcome variable, what type of ANOVA should be used? a. multivariate ANOVA b. factorial ANOVA c. one-way ANOVA d. simple ANOVA Ans: B KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: A New Flavor of ANOVA Difficulty Level: Easy 3. When analysis of data reveals a difference between levels of a factor, what is this called? a. interaction effect b. factor effect c. level effect d. main effect Ans: D KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Knowledge Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 4. Results from an ANOVA are placed in a(an)

table.

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a. ANOVA table b. source table c. effects table d. output table Ans: B KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Knowledge Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 5. What is another name for a factorial ANOVA? a. one-way ANOVA b. two-way ANOVA c. simple ANOVA d. complex ANOVA Ans: B KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to Factorial analysis of Variance Difficulty Level: Easy 6. The factorial ANOVA is used when you have . a. one independent variable b. two dependent variables c. more than one independent variable d. two or more dependent variables Ans: C KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: A New Flavor of ANOVA Difficulty Level: Easy 7. The factorial ANOVA can be used to test . a. main effects and interaction effects of the independent variables b. main effects and interaction effects of the dependent variable c. main effects of the independent variables only d. main effects of the dependent variable only Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: A New Flavor of ANOVA Difficulty Level: Easy 8. How many times are participants tested in the factorial ANOVA? a. only once b. exactly twice

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c. once or more d. twice or more Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Easy 9. In ANOVA, you have a main effect when . a. a factor significantly affects the outcome variable. b. an outcome significantly affects a factor. c. there is an interaction between factors. d. there is an interaction between outcomes.

Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Knowledge Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 10. In ANOVA, you have an interaction effect when . a. the effect of one independent variable differs based on the level of a second independent variable b. the effect of one dependent variable differs based on the level of a second dependent variable c. the effect of one dependent variable differs based on the level of a second independent variable d. the effect of one independent variable differs based on the level of a second dependent variable Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Knowledge Answer Location: Even More Interesting: Interaction Effects Difficulty Level: Medium 11. The number of main effects is equal to the number of . a. dependent variables b. independent variables c. independent variables plus the number of interaction effects d. dependent variables minus the number of interaction effects Ans: B KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Knowledge Answer Location: A New Flavor of ANOVA Difficulty Level: Medium 12. If you find that income significantly varies by gender, you have

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.

a. a main effect b. an interaction effect c. both a main effect and an interaction effect d. neither a main effect nor an interaction effect Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 13. A factorial ANOVA is a(an) analysis. a. univariate b. bivariate c. multivariate d. exivariate Ans: A KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Easy 14. Use a factorial ANOVA when you have variables. a. two independent b. two dependent c. one independent d. three dependent Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: A New Flavor of ANOVA Difficulty Level: Easy 15. When one of two main effects is significant, this means that . a. the other main effect must be significant b. the interaction effect must be significant c. the interaction effect must not be significant d. the other main effect and the interaction effect may or may not be significant Ans: D KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 16. In the main effect F(1,9) = 1.67, p = 0.229, what is 1.67? a. the obtained value b. the critical value

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c. the probability level d. the correlation Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 17. In the main effect F(1,9) = 1.67, p = 0.229, what does F stand for? a. the probability level b. the critical value c. the F value d. the F statistic Ans: D KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 18. In the main effect F(1,9) = 1.67, p = 0.229, what is 0.229? a. the obtained value b. the critical value c. the correlation d. the level of significance Ans: D KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 19. When the lines representing the effects of two variables are parallel on a graph, you have . a. an interaction effect b. no interaction effect c. possibly an interaction effect d. an effect that cannot be determined Ans: B KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: Even More Interesting: Interaction Effects Difficulty Level: Medium 20. When the lines representing the effects of two variables cross on a graph, you have . a. an interaction effect b. no interaction effect

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c. possibly an interaction effect d. an effect that cannot be determined Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: Even More Interesting: Interaction Effects Difficulty Level: Medium 21. In a factorial ANOVA, one of the research hypotheses might look like . a. H0: X 1 ≠ X 2 b. H1: X 1 = X 2 c. H1: X 1 ≠ X 2 d. H0: X 1 = X 2 Ans: C KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Easy 22. In a factorial ANOVA, one of the null hypotheses might look like . a. H0: µ1 = µ2 b. H0: µ1 ≠ µ2 c. H1: µ1 = µ2 d. H0: X 1 = X 2 Ans: A KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Easy 23. What is it called when the analysis of data reveals differential effects of one factor across levels of another factor? a. interaction effect b. factor effect c. level effect d. main effect Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: Even More Interesting: Interaction Effects Difficulty Level: Medium 24. How many null hypotheses are associated with a two-way ANOVA? a. one b. two

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c. three d. four Ans: C KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Medium 25. An analysis examining one dependent variable or outcome is known as ANOVA. a. multivariate b. simple c. one-way d. univariate Ans: D KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Easy 26. An analysis that examines more than one dependent variable or outcome is known as ANOVA. a. multivariate b. one-way c. univariate d. two-way Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Easy 27. Which of the following would be an example of a design that examines the effects of gender and SES (high SES and low SES) on a test of student achievement? a. one-way ANOVA b. 2 × 2 ANOVA c. multivariate ANOVA d. 3 × 2 ANOVA Ans: B KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 28. If you wanted to examine whether attitudes toward learning differ based on students’ grade in school (i.e., first, second, third), what is the independent variable of interest?

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a. grade level b. students’ attitudes c. parents’ attitudes d. level of parent involvement Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Medium 29. You are interested in finding out if students’ achievement level changes over time as result of a reading intervention. What type of ANOVA would you use? a. repeated measures b. between-groups design c. mixed design d. one-way ANOVA Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Application Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 30. When examining more than one factor, what type of ANOVA should be used? a. one-way ANOVA b. multivariate ANOVA c. simple ANOVA d. factorial ANOVA Ans: D KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Easy 31. What type of ANOVA would examine effects of political party (i.e., Democrat, Republican, or independent) affiliation and gender on attitudes toward the death penalty? a. 2 × 2 ANOVA b. 3 × 2 ANOVA c. 3 × 2 × 1 ANOVA d. 3 × 3 ANOVA Ans: B KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 32. In a weight loss study you find that participants differ in amount of weight lost based

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on their gender. What type of effect is this? a. interaction effect b. factor effect c. level effect d. main effect Ans: D KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 33. When your analysis finds that participants in a weight loss study differ in amount of weight lost based on the type of weight loss program used, what type of effect is this called? a. main effect b. level effect c. factor effect d. interaction effect Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 34. If your analysis notes that males in a weight loss study differ from females in the weight loss study in the amount of weight lost based on the type of weight loss program used, what type of effect is this called? a. interaction effect b. factor effect c. level effect d. main effect Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: Even More Interesting: Interaction Effects Difficulty Level: Medium 35. What type of ANOVA is used when there is only one type of treatment or grouping factor with more than two levels? a. one-way b. two-way c. three-way d. four-way Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension

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Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Easy 36. Which of the following would be an example of a design that examines the effects gender and school type (i.e., elementary, middle, or high school) on a scale of student attitudes toward learning? a. 2 × 2 ANOVA b. 3 × 3 ANOVA c. 2 × 3 ANOVA d. simple ANOVA Ans: C KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 37. In a factorial ANOVA, the effect of one factor is called the . a. interaction effect b. main effect c. differential effect d. experimental effect Ans: B KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 38. How many null hypotheses are used in a 2 × 2 factorial ANOVA? a. 1 b. 2 c. 3 d. 4 Ans: C KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Medium 39. How many research hypotheses are used in a 2 × 2 factorial ANOVA? a. 1 b. 2 c. 3 d. 4 Ans: C KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension

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Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Medium 40. In a factorial ANOVA, one of the research hypotheses for a main effect might look like . a. H0: µmale = µ2female b. H1: X male ≠ X female c. H1: X male = X female d. H1: µmale = µfemale = µage Ans: B KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Medium 41. In a factorial ANOVA, one of the null hypotheses for a main effect might look like . a. H0: µmale = µ2female b. H1: µmale = µfemale = µage c. H1: X male = X female d. H0: X male ≠ X female Ans: A KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Medium 42. In a factorial ANOVA, the research hypothesis for the interaction might look like . a. H1: µupper × new = µupper × returning = µmiddle × new = µmiddle × returning b. H0: µupper × new ≠ µupper × returning ≠ µmiddle × new ≠ µmiddle × returning c. H1: upper × new = upper × returning = middle × new = middle × returning d. H1: upper × new ≠ upper × returning ≠ middle × new ≠ middle × returning Ans: D KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Medium 43. In a factorial ANOVA, the null hypothesis for the interaction might look like a. H0: µupper × new = µupper × returning = µmiddle × new = µmiddle × returning b. H0: µupper × new ≠ µupper × returning ≠ µmiddle × new ≠ µmiddle × returning c. H1: upper × new = upper × returning = middle × new = middle × returning d. H1: upper × new ≠ upper × returning ≠ middle × new ≠ middle × returning Ans: A

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.

KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Medium 44. A researcher wants to create an intervention to improve the well-being of graduate students in a counseling program, so she gives one group of students specific doses of rocky road ice cream, the second group of students specific doses of licorice, and the third group of students specific doses of chewy fruit-flavored candies for their treatments.

As a second factor, she includes students in their first semester of their first year of graduate school as one cohort and students in the first semester of their second year of graduate school as the other cohort. To analyze the differences in well-being between the students in the three different “treatments” and two cohorts, she would use a(n) . a. analysis of covariance b. analysis of variance c. factorial analysis of variance d. repeated-measures analysis of varianceAns: C KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Application Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Medium 45. A researcher wants to create an intervention to improve the well-being of graduate students in a counseling program, so she gives one group of students specific doses of rocky road ice cream, the second group of students specific doses of licorice, and the third group of students specific doses of chewy fruit-flavored candies for their treatments.

As a second factor, she includes students in their first semester of their first year of graduate school as one cohort and students in the first semester of their second year of graduate school as the other cohort. The first factor in this intervention would be , the second factor would be , and the dependent variable would be . a. type of treatment; cohort; well-being b. well-being; students; cohort c. well-being; cohort; type of treatment d. type of treatment; well-being; cohort Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 46. Dr. Moo conducted a research project in which she compared the impact of two types of therapy (pizza therapy and chocolate therapy) and gender on college students’ happiness. What is the following table called?

Source Sums of Squares df Mean Square F Significance Therapy 265.225 1 265.225 2.444 .127

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Gender 207.025 1 207.205 1.908 .176 Therapy × 1,050.625 1 1,050.625 9.683 .004 Gender Error 3,906.100 36 108.503 Total 224,321.000 39 a. results table b. outcome table c. variable table d. source table Ans: D KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 47. Dr. Moo conducted a research project in which she compared the impact of two types of therapy (pizza therapy and chocolate therapy) and gender on college students’ happiness. Which of the following can be confirmed by the table below?

Source Sums of Squares df Mean Square F Significance Therapy 265.225 1 265.225 2.444 .127 Gender 207.025 1 207.205 1.908 .176 Therapy × 1,050.625 1 1,050.625 9.683 .004 Gender Error 3,906.100 36 108.503 Total 224,321.000 39 a. There is no interaction effect b. There is a main effect of gender. c. There is an interaction effect. d. There is a main effect of therapy.

Ans: C KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: Even More Interesting: Interaction Effects Difficulty Level: Medium 48. To examine the impact of three different types of wall paint colors (blue, green, and yellow) on how often toddlers cry, which test is appropriate to use? a. factorial ANOVA b. t-test for dependent samples c. t-test for independent samples d. one-way ANOVA Ans: D KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Application Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium

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49. You wish to examine the impact of two different types of music (pop music and jazz music) and pet food served (wet food and dry food) on how often cats glare at their owners. Which test is appropriate to use? a. factorial ANOVA b. t-test for dependent samples c. t-test for independent samples d. one-way ANOVA Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Application Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 50. When results show a difference between levels of a factor, this difference is called . a. an interaction effect b. a factor effect c. a level effect d. a main effect Ans: D KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Knowledge Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 51. What is the two-way analysis of variance? a. one-way ANOVA b. factorial ANOVA c. simple ANOVA d. complex ANOVA Ans: B KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: A New Flavor of ANOVA Difficulty Level: Easy 52. In what circumstance do you use the factorial ANOVA? a. when you have one independent variable b. when you have more than one independent variable c. when you have two dependent variables d. when you have two or more dependent variables Ans: B KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: A New Flavor of ANOVA

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Difficulty Level: Easy 53. How many times are subjects measured in the factorial ANOVA? a. only once b. exactly twice c. once or more d. twice or more Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Easy 54. In the main effect F(1,9) = 1.67, p = 0.229, what is the obtained value? a. 1 b. 9 c. 1.67 d. .229 Ans: C KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 55. In the main effect F(1,9) = 1.67, p = 0.229, what is the level of significance? a. 1 b. 9 c. 1.67 d. 0.229 Ans: D KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 56. In the main effect F(1,12) = 5.25, p < 0.05, what does the symbol p stand for? a. the obtained value b. the critical value c. the probability level d. the correlation Ans: C KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium

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57. In the main effect F(1,12) = 5.25, p < 0.05, what is the number of 5.25? a. the obtained value b. the critical value c. the probability level d. the correlation Ans: A KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Application Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 58. If you wanted to examine whether television viewing through social learning differs based on students’ grade in school (i.e., first, second, third), what is the independent variable of interest? a. grade level b. television viewing c. students d. school Ans: A KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Medium 59. If you wanted to examine whether television viewing through social learning differs based on students’ grade in school (i.e., first, second, third), what is the dependent variable of interest? a. grade level b. television viewing c. students d. school Ans: B KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Easy True/False 1. The factorial ANOVA is used when you have multiple independent variables.

Ans: T KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Easy

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2. The factorial ANOVA can test main effects but not interaction effects.

Ans: F KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 3. Interaction effects are between independent variables.

Ans: T KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 4. If your main effects are significant, your interaction effects will also be significant in all cases.

Ans: F KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 5. In the factorial ANOVA, participants are tested only once.

Ans: T KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Easy 6. The test statistic used in the factorial ANOVA is the T-test.

Ans: F KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 7. When an independent variable has a significant effect on the outcome variable, you have a main effect.

Ans: F KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 8. An interaction effect is a phenomenon where the effect of one independent variable on

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the dependent variable differs based on the level of a second independent variable.

Ans: T KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Knowledge Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 9. The source table lists sources of variance in an analysis of variance.

Ans: T KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: Medium 10. One of the easiest ways to see the magnitude of an interaction (or the absence of one) in a factorial ANOVA is to plot the means.

Ans: T KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Comprehension Answer Location: Even More Interesting: Interaction Effects Difficulty Level: Medium Short Answer 1. What is a factorial ANOVA? Ans: A statistical test in which there is more than one factor or independent variable.

KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: easy 2. What is a main effect?

Ans: When an analysis of the data reveals a difference between the levels of any factor.

KEY: Learning Objective: 14.2: Understanding main and interaction effects.

REF: Cognitive Domain: Knowledge Answer Location: The Main Event: Main Effects in Factorial ANOVA Difficulty Level: easy 3. What three questions can you answer by doing a 2 × 2 factorial analysis?

Ans: The three questions are as follows: (1) Is there a difference between—or main effect for—the levels of the first factor? (2) Is there a difference between the levels of the second factor? (3) Is there an interaction effect for the two variables?

KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Knowledge Answer Location: A New Flavor of ANOVA

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Difficulty Level: Medium 4. What are the three null hypotheses used in a 2 × 2 factorial analysis?

Ans: The three hypotheses are as follows: (1) There is no difference between the levels of the first factor, (2) there is no difference between the levels of the second factor, and (3) there is no interaction between the two factors.

KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Medium 5. When should you use a factorial ANOVA instead of a simple ANOVA? Ans: Use a factorial ANOVA when you are studying more than one factor or independent variable.

KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Medium 6 What is the difference between a univariate ANOVA and a multivariate ANOVA? Ans: A multivariate ANOVA uses two or more dependent variables, and a univariate ANOVA uses only one dependent variable.

KEY: Learning Objective: 14.1: Using analysis of variance with more than one factor.

REF: Cognitive Domain: Analysis Answer Location: Introduction to Factorial Analysis of Variance Difficulty Level: Medium 7. Why do we use SPSS to calculate a factorial ANOVA? Ans: Calculating a factorial ANOVA by hand is very laborious, so it is faster and easier to use SPSS to calculate a factorial ANOVA. KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Easy 8. What are the three research hypotheses used in a 2 × 2 factorial analysis?

Ans: The three hypotheses are as follows: (1) There is a difference between the levels of the first factor, (2) there is a difference between the levels of the second factor, and (3) there is an interaction between the two factors.

KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Medium 9 Dr. Moo conducted a research project in which she compared the impact of two types of therapy (pizza therapy and chocolate therapy) and gender on college students’

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happiness. How many null hypotheses did she have and how would you write them?

Ans: Dr. Moo had three null hypotheses. They can be written as follows: H0: μpizza = μchocolate; H0: μfemale = μmale; and H0: μfemale × pizza = μmale × pizza = μfemale × chocolate = μmale × chocolate.KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance. REF: Cognitive Domain: Analysis Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Hard 10. Dr. Moo conducted a research project in which she compared the impact of two types of therapy (pizza therapy and chocolate therapy) and gender on college students’ happiness. How many research hypotheses did she have, and how would you write them?

Ans: Dr. Moo had three research hypotheses. They can be written as follows: H0: pizza ≠ chocolate; H0: female ≠ male; and H0: female × pizza ≠ male × pizza ≠ female × chocolate ≠ male × chocolate.

KEY: Learning Objective: 14.3: Using SPSS to complete a factorial analysis of variance.

REF: Cognitive Domain: Analysis Answer Location: Using SPSS to Compute the F Ratio Difficulty Level: Hard

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Chapter 15: Testing Relationships Using the Correlation Coefficients: Cousins or Just Good Friends?

Test Bank Multiple Choice 1. The correlation coefficient measures . a. mean differences b. causation c. prediction d. association Ans: D KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Testing the Correlation Coefficient Difficulty Level: Easy 2. The correlation coefficient can be used as its own test statistic, but what is the other appropriate test statistic often used to examine the significance of a correlation? a. F-test b. Cohen’s d c. t test d.  Ans: C KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 3. This chapter illustrates that you can also incorporate _ into the correlation coefficient. a. statistical significance b. substantial significance c. descriptive statistics d. generalizability Ans: A KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Easy 4. What do correlation coefficients examine?

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a. differences between two groups b. differences between two or more groups c. the relationship between variables d. how variables can be arranged into higher-order factors Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Testing the Correlation Coefficient Difficulty Level: Easy 5. Correlation coefficients can test variable(s) at a time. a. only one b. only two c. one or more d. two or more Ans: B KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 6. What is the appropriate test statistic to use to determine the correlation coefficient? a. t test for the correlation coefficient b. p test for the correlation coefficient c. r test for the correlation coefficient d. t test for statistical significance Ans: A KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 7. Correlations can . a. be directional or nondirectional b. be only directional c. be only nondirectional d. neither be directional nor nondirectional Ans: A KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 8. Significant correlations cannot indicate a. the probability level b. the size of the effect

.

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c. the strength of the effect d. causality Ans: D KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Causes and Associations (Again!)

Difficulty Level: Medium 9. What is another term for a positive correlation? a. indirect correlation b. nondirectional correlation c. direct correlation d. unidirectional correlation Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 10. What is another term for a negative correlation? a. indirect b. nondirectional c. direct d. unidirectional Ans: A KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 11. What is the most important characteristic of a correlation coefficient? a. number of variables included b. absolute value c. one-tailed d. two-tailed Ans: B KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 12. Which of the following is an example of a null hypothesis for testing a correlation coefficient? a. H1: xy = 0 b. H1: xy > 0 c. H0: xy = 0

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d. H0: xy > 0 Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 13.When you posit that a relationship between two variables will be either positive or negative, which of the following will you use? a. one-tailed test b. ANOVA test c. two-tailed test d. Cohen’s d test Ans: A KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 14. When there is no prediction that a relationship between two variables will be either positive or negative, what type of test should you use? a. two-tailed b. ANOVA c. one-tailed d. Cohen’s d Ans: A KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 15. The level of significance or Type I error typically set for testing the level of significance of a correlation coefficient is . a. 0.01 b. 0.05 c. 0.95 d. 0.99 Ans: B KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 16. The appropriate method for calculating the degrees of freedom associated with a correlation coefficient is a. n - 1

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b. n - 2 c. n - 3 d. n - 4 Ans: B KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 17. In the formula for calculating degrees of freedom for a correlation coefficient, what does the n represent? a. sample size b. number of groups c. number of pairs d. population Ans: C KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 18. What is the Greek letter  called? a. phi b. alpha c. chi d. rho Ans: D KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 19. Which of the following Greek symbols is used to represent the population estimate for a correlation coefficient? a.  b.  c.  d.  Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 20. Which of the following represents the test statistic for a correlation coefficient? a. t

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b. r c.  d. F Ans: B KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 21. Another use of correlation coefficient is to . a. test mean differences b. test causal relationships c. estimate reliability d. estimate power Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Causes and Associations (Again!)

Difficulty Level: Medium 22. When computing the correlation coefficient, the between variables, not the between groups is being examined. a. relationship; difference b. difference; relationship c. means, reliability d. reliability; means Ans: A KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 23. If the correlation between two variables is 0.496, how much of the variance has not been accounted for? a. 24.6% b. 49.6% c. 50.4% d. 75.4% Ans: D KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium 24. If the correlation between two variables is 0.496, what is the coefficient of

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determination? a. 0.246 b. 0.496 c. 0.504 d. 0.754 Ans: A KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium .

25. The statement rxy  0 represents a. the null hypothesis b. the t statistic c. the mean difference d. the research hypothesis Ans: D KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 26. If a research hypothesis does not predict the direction of a relationship, the test is . a. one-tailed b. two-tailed c. direct d. positive Ans: B KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 27. If a research hypothesis posits that there is a direct relationship between two variables, the test is . a. one-tailed b. two-tailed c. negative d. nondirectional Ans: A KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium

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28. In the equation r(65) = 0.45, p < 0.05, what does r represent? a. observed statistic b. test statistic c. experimental statistic d. critical statistic Ans: B KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret r(28) = .437, p < .05?

Difficulty Level: Medium 29. Identify the degrees of freedom in the equation r(65) = 0.45, p < 0.05. a. 0.35 b. 35 c. 0.65 d. 65 Ans: D KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret r(28) = .437, p < .05?

Difficulty Level: Medium 30. In the equation r(65) = 0.45, p < 0.05, what is the obtained value? a. 0.45 b. 45 c. 0.65 d. 65 Ans: A KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret r(28) = .437, p < .05?

Difficulty Level: Medium 31. When computing a correlation coefficient, if you have 27 degrees of freedom, your sample size must be . a. 25 b. 27 c. 29 d. 26 Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium

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32. When computing a correlation coefficient, if you have 55 degrees of freedom, your sample size must be . a. 55 b. 53 c. 56 d. 57 Ans: D KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 33. If a simple Pearson correlation value = 0.512, what percentage of variance is accounted for? a. 26% b. 49% c. 51% d. 74% Ans: A KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium 34. If a simple Pearson correlation value = 0.685, what percentage of variance is accounted for? a. 35% b. 47% c. 68% d. 69% Ans: B KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium 35. If a simple Pearson correlation value = 0.362, what percentage of variance is unaccounted for? a. 25% b. 36% c. 56% d. 87% Ans: D KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness

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(again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium 36. If a simple Pearson correlation value = 0.75, what percentage of variance is unaccounted for? a. 75% b. 56% c. 44% d. 25% Ans: C KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium 37. The relationship between chocolate sales and student happiness can be tested using the . a. mean difference b. t statistic c. error difference d. c statistic Ans: B KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 38. To examine the association between temperature and frozen yogurt sales, you hypothesize that higher temperatures will be associated with increased frozen yogurt sales. You have a . a. one-tailed hypothesis b. two-tailed hypothesis c. nondirectional hypothesis d. invalid hypothesis Ans: A KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 39. Which of the following indicates a significant correlation? a. p = 0.21 b. p < 0.05

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c. p < 0.20 d. p < 0.50 Ans: B KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 40. Which of the following indicates a nonsignificant correlation? a. p < 0.05 b. p < 0.01 c. p = 0.02 d. p = 0.30 Ans: D KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 41. When computing a correlation coefficient, if you have 36 degrees of freedom, your sample size must be . a. 35 b. 34 c. 38 d. 37 Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 42. When you hypothesize that there will be a relationship between couples’ listening skills and length of marriage, you have a . a. one-tailed hypothesis b. invalid hypothesis c. valid hypothesis d. two-tailed hypothesis Ans: D KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 43. A researcher hypothesizes that there will be a positive relationship between couples’ listening skills and length of marriage. The researcher has a . a. one-tailed hypothesis

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b. invalid hypothesis c. valid hypothesis d. two-tailed hypothesis Ans: A KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 44. A correlation is also known as a correlation. a. negative; direct b. negative; nondirectional c. positive; direct d. positive; nondirectional Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Easy 45.A correlation is also known as a correlation. a. negative; indirect b. negative; nondirectional c. positive; indirect d. positive; nondirectional Ans: A KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Easy 46. Statistically significant correlations cannot show . a. the probability level b. the size of the effect c. causality d. the strength of the effect Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Causes and Associations (Again!)

Difficulty Level: Medium 47. Another term for a direct correlation is a. a positive correlation b. a nondirectional correlation c. a negative correlation

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d. a unidirectional correlation Ans: A KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 48. Another term for an indirect correlation is a. a negative correlation b. a nondirectional correlation c. a positive correlation d. a unidirectional correlation Ans: A KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 49. If the hypothesis shows no direction, what type of correlation coefficient should be used? a. partial correlation b. absolute value c. one-tailed d. two-tailed Ans: D KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Medium 50. Which of the following indicates a very significant correlation? a. p = 0.05 b. p < 0.05 c. p < 0.01 d. p < 0.50 Ans: C KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 51. If the accounted variance is 24.2%, what is the correlation between the two variables? a. 24.6% b. 49.2% c. 50.4% d. 75.4%

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Ans: B KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium 51. If the correlation between two variables is 0.876, how much of the variance has been accounted for? a. 24.6% b. 49.6% c. 59.1% d. 76.7% Ans: D KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium 52. If the coefficient of determination is 0.767, what is correlation between the two variables? a. 0.246 b. 0.496 c. 0.504 d. 0.876 Ans: D KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium 53. If the correlation between two variables is 0.767, how much variance has not been accounted for? a. 0.246 b. 0.412 c. 0.588 d. 0.876 Ans: B KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium

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54 What does the statement rxy = 0 represent? a. null hypothesis b. t statistic c. mean difference d. research hypothesis Ans: A KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 55. When the research hypothesis predicts the direction of a relationship, the test is . a. one-tailed b. two-tailed c. direct d. positive Ans: A KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 56. When the research hypothesis posits that there is a nondirect relationship between two variables, the test is . a. one-tailed b. two-tailed c. negative d. nondirectional Ans: B KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Test Statistic Difficulty Level: Medium 57. The correlation between the two variables of interest is 0.081, which is significant at the 0.637 level. This means . a. that the null hypothesis is rejected b. that the research hypothesis is accepted c. that the null hypothesis is accepted d. that the null hypothesis cannot be determined Ans: C KEY: Learning Objective: 15.4: Using SPSS to analyze correlational data and how to understand the results of the analysis.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Compute a Correlation Coefficient (Again)

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Difficulty Level: Medium 58 The correlation between the two variables of interest is 0.81, which is significant at the .0637 level. This means . a. that the null hypothesis is rejected b. that the research hypothesis is accepted c. that the null hypothesis is accepted d. that the null hypotheses cannot be determined Ans: C KEY: Learning Objective: 15.4: Using SPSS to analyze correlational data and how to understand the results of the analysis.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Compute a Correlation Coefficient (Again) Difficulty Level: Medium 59. The correlation between the two variables of interest is 0.81, which is significant at the 0.0337 level. That means . a. that the null hypothesis is rejected b. that the research hypothesis is rejected c. that the null hypothesis is accepted d. that the null hypothesis cannot be determined Ans: A KEY: Learning Objective: 15.4: Using SPSS to analyze correlational data and how to understand the results of the analysis.

REF: Cognitive Domain: Application Answer Location: Using SPSS to Compute a Correlation Coefficient (Again) Difficulty Level: Medium True/False 1. Correlation coefficients examine the relationship between variables.

Ans: T KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 2. A correlation coefficient can only test one variable at a time.

Ans: F KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 3. The appropriate test statistic to use is the t test for the correlation coefficient.

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Ans: T KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 4. With correlations, tests can be either directional or nondirectional.

Ans: T Answer Location: Computing the Test Statistic KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Comprehension Difficulty Level: Medium 5. A significant correlation does not indicate causality.

Ans: T KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Causes and Associations (Again!)

Difficulty Level: Medium 6. A significant correlation indicates a meaningful relationship.

Ans: F KEY: Learning Objective: 15.3: Distinguishing between significance and meaningfulness (again!).

REF: Cognitive Domain: Application Answer Location: Significance Versus Meaningfulness (Again, Again!)

Difficulty Level: Medium 7. If two variables are significantly correlated, this means that one variable causes the other.

Ans: F KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: Causes and Associations (Again!)

Difficulty Level: Medium 8. The correlation coefficient can only be used for one-tailed tests.

Ans: F KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 9. Correlations can be used to examine the differences between groups.

Ans: F KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

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REF: Cognitive Domain: Knowledge Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium 10. A single correlation can be computed in order to determine the relationship between three variables.

Ans: F KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Comprehension Answer Location: The Path to Wisdom and Knowledge Difficulty Level: Medium Short Answer 1. Give an example of a one-tailed hypothesis that may be tested through a correlation.

Ans: Example: Higher crime rates will be associated with lower income levels.

KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 2. Think about the t test for the correlation coefficient. Write the equations for a research hypothesis with a one-tailed test and for a research hypothesis with a two-tailed test.

Write the equation for the null hypothesis.

Ans: One-tailed test H1: rxy > 0 or H1: rxy < 0; two-tailed test H1: rxy  0; and null hypothesis H0: xy = 0.

KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Hard 3. Write an example of a research hypothesis for a one-tailed t test for the correlation coefficient.

Ans: An example of a research hypothesis for a one-tailed t test for the correlation coefficient would be that there will be a positive correlation between the number of hours studied and one’s grade on a test.

KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 4. Write an example of a research hypothesis for a two-tailed t test for the correlation coefficient.

Ans: An example of a research hypothesis for a two-tailed t test for the correlation coefficient would be that there will be a relationship between number of hours studied

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and one’s grade on a test.

KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 5. Write an example of a null hypothesis for a t test for the correlation coefficient.

Ans: An example of a null hypothesis for a t test for the correlation coefficient would be that there is no relationship between number of hours studied and one’s grade on a test.

KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Medium 6. What are the eight steps involved when examining a research question?

Ans: Step 1: State the null and research hypothesis. Step 2: Set the level of significance associated with the null hypothesis. Steps 3 and 4: Select the appropriate test statistic.

Step 5: Determine the critical value (using appropriate tables). Step 6: Compare the obtained value and the critical value. Steps 7 and 8: Make a decision (as to whether to accept or reject the null hypothesis).

KEY: Learning Objective: 15.1: Testing the significance of the correlation coefficient.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Test Statistic Difficulty Level: Hard 7. The research hypothesis posits that the relationship between two variables will be greater than 0 (H1: rxy > 0). What would be concluded for r(29) = 0.467, p < 0.05?

Ans: The obtained value (0.467) is greater than the critical value (0.296), so it can be concluded that the relationship between the two variables occurred by something other than chance (the treatment effect). Furthermore, the research hypothesis, which posits a positive relationship between the variables, is also supported.

KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Hard 8. The research hypothesis posits that there will be a relationship between the number of hours a student studies and their result on a test (H1: rxy ≠ 0). What would be concluded for r(45) = 0.213, p > 0.05?

Ans: The obtained value (0.213) is less than the critical value (0.2875), so it cannot be concluded that the relationship between the two variables occurred by something other than chance. Furthermore, the research hypothesis, which posits a relationship between the variables, is also not supported.

KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic

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Difficulty Level: Hard 9. The research hypothesis posits that the more caffeine consumed by a subject, the longer a subject will stay awake (H1: rxy > 0). What would be concluded for r(10)= 0.653, p < 0.05?

Ans: The obtained value (0.653) is greater than the critical value (0.4973), so it can be concluded that the relationship between the two variables occurred by something other than chance. Furthermore, the research hypothesis, which posits a positive relationship between the variables, is also supported.

KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Hard 10. Give an example of a situation when it would be appropriate to use the t test for the correlation coefficient test statistic.

Ans: A study comparing the relationship of the satisfaction level of dog owners to the degree to which they liked cats would use the t test for the correlation coefficient test statistic.

KEY: Learning Objective: 15.2: Interpreting the correlation coefficient.

REF: Cognitive Domain: Application Answer Location: Computing the Test Statistic Difficulty Level: Hard

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Chapter 16: Using Linear Regression: Predicting Who’ll Win the Super Bowl Test Bank Multiple Choice 1. What can be used as the basis for prediction? a. t test b. correlation c. F test d. Cohen’s d Ans: B KEY: Learning Objective: 16.1: Understanding how prediction works and how it can be used in the social and behavioral sciences.

REF: Cognitive Domain: Knowledge Answer Location: What Is Prediction All About?

Difficulty Level: Easy 2. The statistical technique used to make predictions of future outcomes based on present data is a. analysis of variance b. repeated measures c. linear regression d. correlational analysis Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: What Is Prediction All About?

Difficulty Level: Easy 3. Which of the following is used to illustrate the best guess as to the predicted Y variable score based on X? a. regression equation b. scatter plot c. standard error of the estimate d. regression line Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The Logic of Prediction

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Difficulty Level: Medium 4. More accurate predictions are associated with correlations . a. having higher values b. having higher absolute values c. having lower values d. having lower absolute values Ans: B KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Comprehension Answer Location: What Is Prediction All About?

Difficulty Level: Medium 5. What do you do first when computing a predicted value? a. Add the slope to the value of the independent variable. b. Multiply the slope by the value of the independent variable. c. Divide the constant by the value of the independent variable. d. Subtract the constant from the value of the independent variable.

Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 6. When computing a predicted value, your second step is to . a. multiply the slope by the independent variable b. add the slope to the independent variable c. add the intercept, or a, to the value of step one d. subtract the constant Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 7. What will the error in prediction be when the absolute value of the correlation coefficient is 1? a. very high b. 1 c. 0 d. nnknown Ans: C KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Comprehension

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Answer Location: How Good Is Your Prediction?

Difficulty Level: Medium 8. If the absolute value of the correlation is very close to 0, the error in prediction will be . a. high b. low c. very low d. 0 Ans: A KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Comprehension Answer Location: How Good Is Your Prediction?

Difficulty Level: Medium 9. To predict one variable from another, you must first . a. compute the mean b. compute the standard deviation c. compute the correlation d. compute the variance Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: What is Prediction All About?

Difficulty Level: Medium 10. In a scatter plot, if all data points were aligned along a 45° angle, the correlation would be . a. of medium strength b. of weak strength c. perfect d. 0 Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The Logic of Prediction Difficulty Level: Medium 11. When adding additional predictors to a regression analysis, you should try to find predictors that are related to but not . a. the independent variable; the dependent variables b. the dependent variable; the independent variables c. the predictors; the outcome d. all main effects; any interaction effect

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Ans: B KEY: Learning Objective: 16.4: Understanding how multiple regression works and why it is useful.

REF: Cognitive Domain: Comprehension Answer Location: The Big Rule(s) When It Comes to Using Multiple Predictor Variables Difficulty Level: Medium 12. A regression line is also called the . a. scatter plot line b. line of best fit c. line graph d. line of the estimate Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The Logic of Prediction Difficulty Level: Medium 13. What is the distance between each data point and the regression line called? a. error in prediction b. standard error of the estimate c. standard deviation d. standardized error Ans: A KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Knowledge Answer Location: How Good Is Your Prediction?

Difficulty Level: Medium 14. Which of the following is the correct formula for linear regression? a. Y′ = aY + b b. Y′= aX + b c. Y′= bX + a d. Y′= bY + a Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 15. Which of the following symbols is associated with the predicted score in the regression equation? a. X b. Y′

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c. a d. b Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 16. Which of the following symbols is associated with the independent variable in the regression equation? a. X b. Y′ c. a d. b Ans: A KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 17. Which of the following symbols is associated with the slope in the regression equation? a. X b. Y′ c. a d. b Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 18. Which of the following symbols is associated with the y-intercept in the regression equation? a. X b. Y′ c. a d. b Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data)

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Difficulty Level: Medium 19. In regression, the criterion variable is also known as the . a. dependent variable b. independent variable c. predictor variable d. correlated variable Ans: A KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 20. How would you represent the predicted score of Y based on a known value of X? a. y b. y-intercept c. Y′ d. Y = Xa Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 21. Which of the following determines the direction of the regression line? a. intercept b. predicted score c. criterion score d. slope Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 22. What do we call the point at which the regression line crosses the y-axis? a. the intercept b. the predicted point c. the criterion point d. the slope Ans: A KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

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REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 23. Using the regression formula with a slope = 0.704 and an intercept = 0.719, what would the predicted college GPA be for a student whose current high school GPA = 3.2? a. 2.69 b. 2.97 c. 3.00 d. 3.20 Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 24. Using the regression formula with a slope = 2,000 and an intercept = 15,000, what would the predicted income be for someone who has 16 years of education? a. $40,000 b. $42,000 c. $45,000 d. $47,000 Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 25. Using the regression formula with a slope = 1,000 and an intercept = 25,000, what would the predicted income be for someone who has 20 years of education? a. $40,000 b. $42,000 c. $45,000 d. $47,000 Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 26. How is the Y′ symbol interpreted? a. Y intercept

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b. Y prime c. Y predictor d. Y score Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 27. A positive trend line is associated with what type of slope? a. negative slope b. direct slope c. positive slope d. nondirectional slope Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 28. Which of the following reflects average error along the line of regression? a. error of the estimate b. error standard deviation c. standard error of estimate d. precision of error score Ans: C KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Knowledge Answer Location: How Good Is Your Prediction?

Difficulty Level: Medium 29. What is the term for the categorical variables used in the prediction in a regression analysis? a. nothing b. dummy coding c. problem coding d. categorical coding Ans: B KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Knowledge Answer Location: How Good Is Your Prediction?

Difficulty Level: Medium 30. What is used to examine an outcome that is predicted from two independent

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variables? a. multivariate regression b. simple regression c. multiple regression d. complicated regression Ans: C KEY: Learning Objective: 16.4: Understanding how multiple regression works and why it is useful.

REF: Cognitive Domain: Comprehension Answer Location: The More Predictors the Better? Maybe Difficulty Level: Medium 31. Which of the following is also known as a regression weight? a. X b. Y′ c. a d. b Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The More Predictors the Better? Maybe Difficulty Level: Medium 32. When using two predictor variables, these variables should be . a. correlated b. related c. dependent d. independent Ans: D KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Comprehension Answer Location: The Big Rule(s) When It Comes to Using Multiple Predictor Variables Difficulty Level: Medium 33. What does X2 represent in the multiple-regression formula? a. value of the second dependent variable b. value of the second independent variable c. value of the criterion variable d. value of the predicted score Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The More Predictors the Better? Maybe Difficulty Level: Medium

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34. If the correlation between X and Y is equal to -1.0, what do we know about the prediction of Y by X? a. It is weak. b. It is positive. c. It is perfect. d. It is direct.

Ans: C KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Comprehension Answer Location: How Good Is Your Prediction?

Difficulty Level: Medium 35. A regression equation can be visually represented on a(n) . a. scatter plot b. histogram c. ogive d. pie chart Ans: A KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The Logic of Prediction Difficulty Level: Medium 36. If you are trying to predict Y scores from X scores, Y is referred to as the . a. nominal variable b. independent variable c. predictor variable d. criterion variable Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 37. If you are trying to predict Y scores from X scores, X is referred to as the . a. nominal variable b. dependent variable c. predictor variable d. criterion variable Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension

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Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 38. Which of the following is the formula for a regression line? a. a2 + b2 = c2 b. aX + b = Y c. bX + a = Y′ d. dX + a = Y′ Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Hard 39. In the formula for a regression line, what does b represent? a. known value of X b. slope of a line c. y-intercept d. predictor score Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 40. In the formula for a regression line, what does a represent? a. known value of X b. slope of a line c. y-intercept d. predictor score Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 41. Lines representing the best fit for a bunch of data points can be straight or . a. linear b. invalid c. curvilinear d. parallel-linear Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works

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when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Hard 42. If you are trying to predict Y scores from X scores, X is referred to as the . a. nominal variable b. independent variable c. dependent variable d. criterion variable Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 43. If you are trying to predict Y scores from X scores, Y is referred to as the . a. nominal variable b. dependent variable c. predictor variable d. criterion variable Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 44. A criterion variable is also known as a(n) . a. independent variable b. dependent variable c. nominal variable d. categorical variable Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the Worlds’ Best Line (for Your Data) Difficulty Level: Medium 45. A predicted variable is also known as a(n) a. outcome variable b. independent variable c. nominal variable d. categorical variable

.

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Ans: A KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: The Big Rule(s) When It Comes to Using Multiple Predictor Variables Difficulty Level: Medium 46. The guidelines for determining the number of predictor variables to use to predict a criterion variable include all but which of the following? a. the unique contribution of each predictor b. the practical costs of adding new predictors c. the relationship between predictors and the criterion variable d. the length of the dialog box Ans: D KEY: Learning Objective: 16.4: Understanding how multiple regression works and why it is useful.

REF: Cognitive Domain: Comprehension Answer Location: The Big Rule(s) When It Comes to Using Multiple Predictor Variables Difficulty Level: Medium 47. In multiple regression, added variables must be related to the outcome variable but . a. correlated with and unrelated to each other b. independent of and correlated with each other c. independent of and uncorrelated with each other d. dependent of and uncorrelated with each other Ans: C KEY: Learning Objective: 16.4: Understanding how multiple regression works and why it is useful.

REF: Cognitive Domain: Comprehension Answer Location: The Big Rule(s) When It Comes to Using Multiple Predictor Variables Difficulty Level: Medium 48. Using the regression formula with a slope = 0.704 and an intercept = 0.719, what would the predicted college GPA be for a student whose current high school GPA = 4.2? a. 3.68 b. 2.97 c. 3.00 d. 3.20 Ans: A KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium

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49. Using the regression formula with a slope = 0.704 and an intercept = 0.719, what would the predicted college GPA be for a student whose current high school GPA = 2.2? a. 2.69 b. 2.97 c. 3.00 d. 2.27 Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 50. Using the regression formula with a slope = 0.704 and an intercept = 0.319, what would the predicted college GPA be for a student whose current high school GPA = 3.2? a. 2.33 b. 2.57 c. 3.61 d. 3.20 Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 51. Using the regression formula with a slope = 0.704 and an intercept = 0.919, what would the predicted college GPA be for a student whose current high school GPA = 3.2? a. 2.69 b. 2.97 c. 3.00 d. 3.17 Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 52.Using the regression formula with a slope = 0.904 and an intercept = 0.719, what would the predicted college GPA be for a student whose current high school GPA = 3.2?

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a. 2.69 b. 2.33 c. 3.61 d. 3.20 Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 53. Using the regression formula with a slope = 0.504 and an intercept = 0.719, what would the predicted college GPA be for a student whose current high school GPA = 3.2? a. 2.69 b. 2.33 c. 3.00 d. 3.20 Ans: B KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 54. Using the regression formula with a slope = 2,000 and an intercept = 15,000, what would the predicted income be for someone who has 5 years of education? a. $25,000 b. $42,000 c. $45,000 d. $47,000 Ans: A KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 55. Using the regression formula with a slope = 2,000 and an intercept = 15,000, what would the predicted income be for someone who has 25 years of education? a. $40,000 b. $42,000 c. $45,000 d. $65,000 Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works

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when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 56. Using the regression formula with a slope = 2,000 and an intercept = 15,000, what would the predicted income be for someone who has 35 years of education? a. $40,000 b. $42,000 c. $45,000 d. $85,000 Ans: D KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Application Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 57. If the absolute value of the correlation is 0.9, the error in prediction will be a. high b. low c. very low d. 0 Ans: C KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Comprehension Answer Location: What is Prediction All About Difficulty Level: Medium 58. If the absolute value of your correlation is 0.1 your error in prediction will be a. high b. low c. very low d. 0 Ans: A KEY: Learning Objective: 16.3: Judging the accuracy of predictions REF: Cognitive Domain: Comprehension.

Answer Location: What is Prediction All About?

Difficulty Level: Medium 59. In a scatter plot, if all data points were aligned along a 44° angle, the correlation would be . a. medium strength b. low strength c. high strength d. 0

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.

.

Ans: C KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The Logic of Prediction Difficulty Level: Medium True/False 1. Linear regression uses correlations between variables as the basis for the prediction of the value of one variable based on the value of another.

Ans: T KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The Logic of Prediction Difficulty Level: Medium 2. The higher the absolute value of the correlation coefficient, the less accurate the prediction is of one variable based on the other variable.

Ans: F KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Comprehension Answer Location: What Is Prediction All About?

Difficulty Level: Medium 3. A perfect correlation would translate into perfect prediction in the case of linear regression.

Ans: T KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: The Logic of Prediction Difficulty Level: Medium 4. In linear regression, a regression equation is determined, which can be used to plot a regression line.

Ans: T KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: The Logic of Prediction Difficulty Level: Medium 5. The regression line reflects the best estimate of predicted scores for the independent

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variable based on levels of the dependent variable.

Ans: F KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The Logic of Prediction Difficulty Level: Medium 6. Error in prediction (error of estimate) is calculated as the distance between each individual data point and the regression line.

Ans: T KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Knowledge Answer Location: How Good Is Your Prediction?

Difficulty Level: Medium 7. Standard error of estimate is computed as the variance of all values for error in prediction.

Ans: F KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Comprehension Answer Location: How Good Is Your Prediction?

Difficulty Level: Medium 8. The standard error of estimate informs you of the average error along the line of regression.

Ans: T KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Comprehension Answer Location: How Good Is Your Prediction?

Difficulty Level: Medium 9. In linear regression, the outcome variable is called the criterion or dependent variable.

Ans: T KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 10. Simple linear regression consists of a type of regression in which more than one independent variable is included in the analysis.

Ans: F KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

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REF: Cognitive Domain: Comprehension Answer Location: The More Predictors the Better? Maybe Difficulty Level: Medium Short Answer 1. What is linear regression?

Ans: Linear regression is a statistical procedure used to predict a Y score from an X score based on the correlation between a distribution of X scores and a distribution of Y scores.

KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Knowledge Answer Location: The Logic of Prediction Difficulty Level: Hard 2. If the correlation between variable X and variable Y is perfect, what do you know about the prediction?

Ans: The prediction will be perfect as well.

KEY: Learning Objective: 16.1: Understanding how prediction works and how it can be used in the social and behavioral sciences.

REF: Cognitive Domain: Comprehension Answer Location: What Is Prediction All About?

Difficulty Level: Medium 3. What does the regression line represent?

Ans: The regression line represents four things. First, it is the line of best fit, which minimizes that distance between the line and each of the points of the predicted variable on a scatter plot. Second, the line allows us to predict one score given the value of the independent variable. The regression line also represents the distance between each individual point and the regression line, called the error in prediction or error in estimate. Finally, the line allows us to see how far off each of the data points are from a perfect correlation. If the correlation were perfect, all the data points would be lined up along a 45 angle.

KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: The Logic of Prediction Difficulty Level: Hard 4. Why is the regression line called the line of best fit?

Ans: Because the regression line minimizes the distance between each individual point and the regression line.

KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

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REF: Cognitive Domain: Knowledge Answer Location: The Logic of Prediction Difficulty Level: Medium 5. Why do we use Y′ and not Y in the regression equation?

Ans: We use Y′ because it is the predicted value of Y, not the actual Y value.

KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Comprehension Answer Location: Drawing the World’s Best Line (for Your Data) Difficulty Level: Medium 6. What is the standard error of estimate?

Ans: The standard error of estimate is the measurement for how well (or poorly) one variable predicts another variable. When these differences from a distribution of data points are averaged, the standard error of estimate reflects how good the prediction is.

KEY: Learning Objective: 16.3: Judging the accuracy of predictions.

REF: Cognitive Domain: Knowledge Answer Location: How Good Is Your Prediction?

Difficulty Level: Hard 7. How does linear regression differ from multiple regression?

Ans: Linear regression is a statistical technique using a regression equation to determine the line of best fit from which a Y score can be predicted from an X score.

Multiple regression has the same goal as linear regression (determining the line of best fit) but uses two or more independent variables rather than one independent variable (which is what is used in linear regression).

KEY: Learning Objective: 16.4: Understanding how multiple regression works and why it is useful.

REF: Cognitive Domain: Analysis Answer Location: The More Predictors the Better? Maybe Difficulty Level: Hard 8. How is the regression line related to the correlation coefficient?

Ans: The regression line is a direct reflection of the correlation between two variables.

The correlation coefficient is represented as a value while the regression line is a visual representation.

KEY: Learning Objective: 16.2: Understanding how and why linear regression works when predicting one variable on the basis of another.

REF: Cognitive Domain: Analysis Answer Location: The Logic of Prediction Difficulty Level: Hard 9. What does a unique contribution mean for a variable?

Ans: A unique contribution means the variable explains differences in the predicted variable that the other variables used did not.

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KEY: Learning Objective: 16.4: Understanding how multiple regression works and why it is useful.

REF: Cognitive Domain: Comprehension Answer Location: The Big Rule(s) When It Comes to Using Multiple Predictor Variables Difficulty Level: Medium 10. What important guideline should you keep in mind when choosing independent variables for multiple regression?

Ans: When using a multiple-regression model, the predictor variables should be independent and unrelated with one another but related to the outcome variable.

KEY: Learning Objective: 16.4: Understanding how multiple regression works and why it is useful.

REF: Cognitive Domain: Comprehension Answer Location: The Big Rule(s) When It Comes to Using Multiple Predictor Variables Difficulty Level: Medium

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Chapter 17 Chi-Square and Some Other Nonparametric Tests: What to Do When You’re Not Normal Test Bank Multiple Choice 1. Which of the following is the correct formula for the one-sample chi-square? a. Y =  (E + O)2 ÷ E b. =  (O - E)2 ÷ E c.  =  (E + O)2 ÷ E d. Y =  (E - O)2 ÷ E Ans: C KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Hard 2. If you have 30 respondents identifying their political preference (i.e., Democrat, Republican, or independent), what would the expected frequency be for each category? a. 10 b. 20 c. 30 d. 40 Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Easy 3. Which of the following is the Greek symbol chi? a.  b.  c.  d.  Ans: C KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic

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Difficulty Level: Medium 4. Which of the following is the symbol for summation? a.  b.  c.  d.  Ans: D KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 5. How many subjects are needed to meet the sample assumption associated with parametric statistics? a. 100 b. 50 c. 30 d. 20 Ans: C KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Medium 6. What is the term for statistics that are not governed by distributions? a. parametric b. nonparametric c. population d. nondistribution Ans: B KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Medium 7. The most commonly used nonparametric test is the . a. t-test b. ANOVA c. chi-square d. Mann–Whitney U Ans: C KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Nonparametric Statistics

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Difficulty Level: Medium

8. A one-sample chi-square is also known as a . a. goodness-of-fit test b. test of independence c. Wilcoxon rank d. Mann–Whitney U Ans: A KEY: Learning Objective: 17.3: Analyzing data using a chi-square test of independence.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 9. What is another term for a two-sample chi-square? a. goodness-of-fit test b. test of independence c. Wilcoxon rank d. Mann–Whitney U Ans: B KEY: Learning Objective: 17.3: Analyzing data using a chi-square test of independence.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the Good ness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 10. If you have 100 respondents identifying their gender, what would the expected frequency be for each category? a. 25 b. 50 c. 75 d. 100 Ans: B KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Easy 11. If you have 100 respondents identifying their political affiliation (i.e. Democrat, Republican, or independent), what would the expected frequency be for each category? a. 33 b. 25 c. 50 d. 100 Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

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REF: Cognitive Domain: Application Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Easy 12. If you have 100 respondents identifying their region of residence (i.e., North, South, Midwest, or West), what would the expected frequency be for each category? a. 33 b. 25 c. 50 d. 100 Ans: B KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Easy 13. The level of risk associated with rejecting a true null hypothesis is known as . a. Type I error b. Type II error c. Type III error d. power Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Easy 14. The obtained value must be compared against which of the following? a. test value b. observed value c. expected value d. critical value Ans: D KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Easy 15. Which of the following nonparametric tests is used to compare two independent samples? a. Mann–Whitney U b. Wilcoxon rank c. Spearman rank

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d. Kolmogorov–Smirnov Ans: A KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 16. Which of the following nonparametric tests is used to compare the magnitude and direction of differences between two groups? a. Mann–Whitney U b. Wilcoxon rank c. Spearman rank d. Fisher’s exact Ans: B KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 17. Which of the following nonparametric tests is used to examine the correlation between ranks? a. Mann–Whitney U b. Wilcoxon rank c. Spearman rank d. Fisher’s exact Ans: C KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 18. What is the nonparametric test used to determine if the number of occurrences across categories is random? a. McNemar b. Fisher’s exact c. chi-square one-sample test d. Spearman rank Ans: C KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 19. Which of the following nonparametric tests is used to determine if scores from a sample came from a specified population? a. Mann–Whitney U

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b. Fisher’s exact c. Kolmogorov–Smirnov d. Spearman rank Ans: C KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 20. Which of the following compares the overall difference between two or more independent samples on more than one dimension? a. Wilcoxon rank test b. the sign test c. Friedman two-way ANOVA d. Kruskal–Wallis one-way ANOVA Ans: C KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 21. Which of the following compares the overall difference between two or more independent samples? a. Kruskal–Wallis one-way ANOVA b. the sign test c. Wilcoxon rank test d. Mann–Whitney U Ans: A KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 22. Which of the following is used to compare the medians from two samples? a. Mann–Whitney U b. Wilcoxon rank test c. Kruskal-Wallis one-way ANOVA d. the sign test Ans: A KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 23. Which of the following computes the exact probability of outcomes in a 2 × 2 table? a. Wilcoxon rank test

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b. Fisher’s exact test c. the sign test d. Kruskal–Wallis one-way ANOVA Ans: B KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 24. Which of the following is the correct formula for calculating the degrees of freedom for a one-sample chi-square? a. n - 1 b. n - 3 c. r - 1 d. r - 3 Ans: C KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 25. If there is no difference between what is observed and what is expected, your chi-square value will be . a. 0 b. 1 c. -1 d. impossible to determine Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 26. In the result X2(3) = 8.4, p < 0.05, what is 3? a. the obtained value b. the critical value c. the significance level d. the degrees of freedom Ans: D KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret χ2(2) = 20.6, p < .05?

Difficulty Level: Medium

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27. In the result X2(3) = 8.4, p < 0.05, what is X2? a. the obtained value b. the critical value c. the significance level d. the chi-square statistic Ans: D KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret χ2(2) = 20.6, p < .05?

Difficulty Level: Medium 28. In the result X2(3) = 8.4, p < 0.05, what is 8.4? a. the obtained value b. the critical value c. the significance level d. the degrees of freedom Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret χ2(2) = 20.6, p < .05?

Difficulty Level: Medium 29. In the result X2(3) = 8.4, p < 0.05, what is 0.05? a. the value of the obtained value b. the value of the critical value c. the significance level d. the degrees of freedom Ans: C KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret χ2(2) = 20.6, p < .05?

Difficulty Level: Medium 30. In a one-sample chi-square test, if your respondents are distributed very unequally across the levels of your variable, your chi-square value will be . a. high b. low c. 0 d. 1 Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

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REF: Cognitive Domain: Comprehension Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 31. When conducting a chi-square test, the categories of your variable(s) must be . a. more than three in total b. dependent c. less than five in total d. mutually exclusive Ans: D KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 32. What are the degrees of freedom when you have three categories for which you are calculating a one-sample chi-square? a. 0 b. 1 c. 2 d. 3 Ans: C KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 33. If there are five categories for which you are calculating a one-sample chi-square, what are the degrees of freedom? a. 1 b. 2 c. 3 d. 4 Ans: D KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 34. When calculating a one sample chi-square test with 4 degrees of freedom, how many categories do you have? a. 6

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b. 5 c. 4 d. 2 Ans: B KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 35. In calculating a one-sample chi-square test, if you had 7 degrees of freedom, your variable would have categories. a. 8 b. 9 c. 7 d. 6 Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 36. Nonparametric statistics are known as . a. nonnormal statistics b. distribution-free statistics c. skewed-distribution statistics d. parametric statistics Ans: B KEY: Learning Objective: 17.1: Understanding what nonparametrics are and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Medium 37. Statisticians have found that it takes a sample size of about to fulfill the assumption of parametric statistics that the sample is large enough to represent the population. a. 60 b. 30 c. 25 d. 20 Ans: B KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge

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Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Medium 38. A chi-square test involves a comparison between what is observed and what would be expected by . a. observation b. reason c. chance d. estimation Ans: C KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 39. The expected frequency is calculated by dividing the total number of by the number of . a. occurrences; observations b. observations; occurrences c. occurrences; categories d. categories; occurrences Ans: C KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 40. The P in the null hypothesis represents the of occurrences in any one category. a. multiplication b. percentage c. subtraction d. addition Ans: B KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 41. What is the most appropriate test to use to examine the relationship between employee performance ratings in the year prior to a staff development program compared to the year after? a. Pearson’s correlation

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b. Spearman correlation c. McNemar test d. Mann–Whitney U test Ans: C KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Application Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 42. Dr. Moo would like to compute the exact probability of male or female students passing or failing on the comprehensive agricultural exam. What kind of test should she use? a. Kolmogorov–Smirnov test b. Friedman two-way ANOVA c. Spearman correlation d. Fisher’s exact test Ans: D KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Application Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 43. What is the level of risk associated with rejecting a true null hypothesis called? a. p < 0.05 b. p < 0.10 c. p < 0.15 d. power Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Easy 44. The critical value must be compared against which of the following? a. test value b. obtained value c. expected value d. observed value Ans: B KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Easy

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45. If there is almost no difference between what is observed and what is expected, your chi-square value will be . a. close to 0 b. close to 1 c. close to -1 d. impossible to determine Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 46. In the result χ2(5) = 9.4, p < 0.05, what is 5? a. the degrees of freedom b. the critical value c. the significance level d. the obtained value Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret χ2(2) = 20.6, p < .05?

Difficulty Level: Medium 47. In the result χ2(5) = 9.4, p < 0.05, what is χ2? a. the chi-square statistic b. the critical value c. the significance level d. the obtained value Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret χ2(2) = 20.6, p < .05?

Difficulty Level: Medium 48. In the result χ2(5) = 9.4, p < 0.05, what is 9.4? a. the obtained value b. the critical value c. the significance level d. the degrees of freedom Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application

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Answer Location: So How Do I Interpret χ2(2) = 20.6, p < .05?

Difficulty Level: Medium 49. In the result χ2(5) = 9.4, p < 0.05, what is 0.05? a. the value of the obtained value b. the value of the critical value c. the significance level d. the degrees of freedom Ans: C KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: So How Do I Interpret χ2(2) = 20.6, p < .05?

Difficulty Level: Medium 50. In a one-sample chi-square test, if your respondents are distributed very close to each other across the levels of your variable, your chi-square value will be . a. high b. low c. very high d. medium Ans: B KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Comprehension Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 51. If there are four categories for which you are calculating a one-sample chi-square, what are the degrees of freedom? a. 0 b. 1 c. 2 d. 3 Ans: D KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 52. If there are six categories for which you are calculating a one-sample chi-square, what are the degrees of freedom? a. 2 b. 5 c. 4

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d. 1 Ans: B KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 53. In calculating a one-sample chi-square test, if you had 3 degrees of freedom, your variable would have categories. a. 4 b. 3 c. 5 d. 2 Ans: A KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 54. In calculating a one-sample chi-square test, if you had 8 degrees of freedom, your variable would have categories. a. 8 b. 9 c. 7 d. 6 Ans: B KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 55. The exact level of significance is 0.118. It means that . a. the results are significant b. the results are not significant c. it cannot be determined d. it is hard to know Ans: B KEY: Learning Objective: 17.1: Understanding what nonparametrics are and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Medium

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56. Which of the following nonparametric tests is used to examine “before and after” changes? a. McNemar test b. Fisher’s exact c. chi-square one-sample test d. Wilcoxon rank test Ans: A KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium 57. Which of the following nonparametric tests is used to answer the following research question: “What is the exact likelihood of getting six heads on a toss of six coins?” a. Mann–Whitney U b. Fisher’s exact c. Kolmogorov–Smirnov d. the median test Ans: B KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Application Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Hard 58. Which of the following nonparametric tests is used to answer the following research question: “Is preschool twice as effective as no preschool experience for helping develop children’s language skills?” a. McNemar b. Fisher’s exact c. Chi-square one-sample test d. Wilcoxon rank test Ans: B KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Application Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Hard 59. Which of the following nonparametric tests is used to answer the following research question: “Did the transfer of learning, measured by number correct, occur faster for group A than for Group B?” a. Mann–Whitney U b. Fisher’s exact c. Kolmogorov–Smirnov d. the sign testAns: A KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

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REF: Cognitive Domain: Knowledge Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Medium True/False 1. Nonparametric statistics incorporate fewer assumptions.

Ans: T KEY: Learning Objective: 17.1: Understanding what nonparametrics are and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Medium 2. Nonparametric statistics can be preferred when you have sample sizes that are very small (less than 30).

Ans: T KEY: Learning Objective: 17.1: Understanding what nonparametrics are and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Medium 3. Parametric statistics are preferred when you are analyzing categorical variables.

Ans: F KEY: Learning Objective: 17.1: Understanding what nonparametrics are and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Medium 4. The one-sample chi-square focuses on the distribution of two variables.

Ans: F KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 5. The one-sample chi-square is used to determine whether the distribution of a single categorical variable is significantly different from what would be expected by chance.

Ans: T KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge

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Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 6. The one-sample chi-square test is also called test of independence.

Ans: F KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Easy 7. A two-sample chi-square focuses on whether two or more variables are significantly related, or dependent.

Ans: T KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 8. The chi-square statistic measures the difference between the observed data and what is calculated.

Ans: F KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 9. Chi-square is a nonparametric statistical test.

Ans: T KEY: Learning Objective: 17.1: Understanding what nonparametrics are and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Easy 10. In the chi-square test for independence, expected values and observed values are used, just like in the chi-square goodness-of-fit test. The difference is that in the test of independence, there are three dimensions involved, instead of one.

Ans: F KEY: Learning Objective: 17.3: Analyzing data using a chi-square test of independence.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the Test of Independence Chi-Square Difficulty Level: Medium

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Short Answer 1. How do nonparametric statistics differ from parametric statistics?

Ans: Nonparametric statistics do not follow the same assumptions or rules as parametric statistics. Nonparametric tests are also distribution-free.

KEY: Learning Objective: 17.1: Understanding what nonparametrics are and how they are used.

REF: Cognitive Domain: Analysis Answer Location: Introduction to Nonparametric Statistics Difficulty Level: Medium 2. What does the one-sample chi-square test determine?

Ans: The one-sample chi-square test determines if what is observed in a distribution of frequencies would be what is expected to occur by chance.

KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Comprehension Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 3. What is the difference between a one-sample and a two-sample chi-square test?

Ans: A one-sample chi-square test includes only one dimension, whereas a two-sample chi-square test involves two dimensions.

KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Analysis Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Medium 4. Write an equation for a null hypothesis and research hypothesis for a one-sample chi-square test involving three groups.

Ans: Null hypothesis H0: P1 = P2 = P3; Research hypothesis H1: P1  P2  P3 KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit Chi-Square Test Statistic Difficulty Level: Medium 5. Write an equation for a null hypothesis and research hypothesis for a one-sample chi-square test involving four groups.

Ans: Null hypothesis H0: P1 = P2 = P3 = P4; Research hypothesis H1: P1  P2  P3  P4 KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Computing the Goodness of Fit (Chi-Square) Test Statistic Difficulty Level: Medium

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6. How do you interpret X2(3) = 18.9, p < 0.05?

Ans: X2 represents the test statistic (chi-square); 3 is the number of degrees of freedom; 18.9 is the obtained value of chi-square; p < 0.05 indicates that the probability is less than 5% on any one test of the null hypothesis that the frequency of votes is equally distributed across all categories. Since we defined 0.05 as the criterion for the research hypothesis being more attractive than the null hypothesis, our conclusion is that there is a significant difference between the two sets of scores.

KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Analysis Answer Location: So How Do I Interpret χ2 (2) = 20.6, p < .05?

Difficulty Level: Medium 7. Give an example of a research situation where the one-sample chi-square test would be the most appropriate statistical technique to use.

Ans: A researcher wants to answer the question of whether political affiliation (i.e., Democrat, Republican, and independent) is equally distributed across freshmen at Moo University. A one-sample chi-square test would be used in this situation.

KEY: Learning Objective: 17.2: Analyzing data using a chi-square test for goodness of fit.

REF: Cognitive Domain: Application Answer Location: Introduction to the Goodness of Fit (One-Sample) Chi-Square Difficulty Level: Hard 8. Write a sample research question where the Kolmogorov–Smirnov test would be the most appropriate statistical technique to use.

Ans: How representative is a set of judgments made about specific children of the entire elementary school to which they go?

KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Application Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Hard 9. Write a sample research question where the McNemar test would be the most appropriate statistical technique to use.

Ans: How effective is a phone call to undecided candidates on their voting for a particular issue?

KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Application Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Hard 10. Write a sample research question where the Fisher’s exact test would be the most appropriate statistical technique to use.

Ans: What is the exact likelihood of getting six heads on a toss of six coins?

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KEY: Learning Objective: 17.4: When and how nonparametric statistics should be used.

REF: Cognitive Domain: Application Answer Location: Other Nonparametric Tests You Should Know About Difficulty Level: Hard

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Chapter 18: Some Other (Important) Statistical Procedures You Should Know About Test Bank Multiple Choice 1. Which of the following advanced procedures uses more than one dependent variable? a. ANOVA b. ANCOVA c. MANOVA d. repeated-measures ANOVA Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Multivariate Analysis of Variance Difficulty Level: Easy 2. Which of the following procedures is used to examine within-groups change over time? a. ANOVA b. ANCOVA c. MANOVA d. repeated-measures ANOVA Ans: D KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Repeated Measures Analysis of Variance Difficulty Level: Easy 3. What procedure is used to equalize initial differences between two groups before examining group differences? a. ANOVA b. ANCOVA c. MANOVA d. repeated-measures ANOVA Ans: B KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Comprehension Answer Location: Analysis of Covariance Difficulty Level: Medium

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4. What is used as an umbrella term for techniques such as regression, path analysis, and factor analysis? a. MANOVA b. SEM c. ANOVA d. EFA Ans: B KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Structural Equation Modeling Difficulty Level: Medium 5. What statistical procedure is used to examine the direction of a relationship between two variables such that they posit that one variable causes the other? a. correlation b. ANOVA c. MANOVA d. path analysis Ans: D KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Comprehension Answer Location: Path Analysis Difficulty Level: Medium 6. The procedure that allows a researcher to explore how items on a particular measure cluster together is . a. factor analysis b. MANOVA c. correlation d. path analysis Ans: A KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Factor Analysis Difficulty Level: Medium 7. MANOVA is most appropriate to use when you have . a. one dependent variable b. two independent variables and one dependent variable c. two or more dependent variables d. more than three independent variables Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and

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how they are used.

REF: Cognitive Domain: Comprehension Answer Location: Multivariate Analysis of Variance Difficulty Level: Medium 8. In what type of ANOVA is there one factor on which participants are tested more than once? a. analysis of covariance b. repeated measures c. multivariate analysis d. path analysis Ans: B KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Repeated Measures Analysis of Variance Difficulty Level: Medium 9. Which of the following techniques is used when the goal is to represent those constructs that are related to one another by a more general name? a. path analysis b. ANOVA c. factor analysis d. multiple regression Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Factor Analysis Difficulty Level: Medium 10. Which of the following statistical techniques uses values of more than one variable to predict the value of another variable? a. ANOVA b. EFA c. MANOVA d. multiple regression Ans: D KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Multiple Regression Difficulty Level: Easy 11. Which of the following statistical techniques is used to examine correlations but postulates a theorized direction, or causality, in the relationship between factors?

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a. path analysis b. factor analysis c. multivariate analysis d. analysis of covariance Ans: A KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Path Analysis Difficulty Level: Medium 12. What test is used to examine the impact of personality type on participants’ interest in high-adrenaline sports, as well as interpretive dancing? a. ANCOVA b. path analysis c. MANOVA d. ANOVA Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Multivariate Analysis of Variance Difficulty Level: Medium 13. It is hard to determine clearly the effect of the treatment variable on any one outcome since the outcome variables are usually related to one another. Which test is most appropriate to use in this situation? a. ANCOVA b. path analysis c. MANOVA d. ANOVA Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Multivariate Analysis of Variance Difficulty Level: Medium 14. What method was used in generating this result: Mothers’ literacy activities and mothers’ level of education contributed significantly to children’s language skills, whereas mothers’ age and shared reading did not. a. analysis of variance b. analysis of covariance c. multiple regression d. logistic regression Ans: C

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KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Multiple Regression Difficulty Level: Medium 15. What method was used to investigate the research question of what sets of variables discriminate between two sets of individuals? a. analysis of variance b. analysis of covariance c. multiple regression d. discriminant analysis Ans: D KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Discriminant Analysis Difficulty Level: Medium 16. Researchers collected data on many variables and then looked at the relationships among them. Those measures that seemed to contain items that were related were deemed . a. paths b. beta weights c. repeated measures d. factors Ans: D KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Comprehension Answer Location: Factor Analysis Difficulty: Medium 17. Which method is used to present the results in a graphical representation of the relationships among the different factors under consideration? a. path analysis b. SEM c. factor analysis d. eta analysis Ans: B KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Structural Equation Modeling Difficulty: Medium

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18. When researchers combine data from several studies to examine patterns and trends, what analysis is being used? a. path analysis b. multiple regression c. factor analysis d. meta-analysis Ans: D KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Meta-Analysis Difficulty: Medium 19. In data analysis, researchers often use a technique based on how well various items are related to one another and form clusters. What technique is this? a. path analysis b. logistic regression c. factor analysis d. meta-analysis Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Factor Analysis Difficulty: Medium 20. The goal in analysis is to represent those things that are related to one another by a more general name. a. path b. logistic c. factor d. meta Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Factor Analysis Difficulty: Medium 21. Structural equation modeling is a relatively new technique that has become increasingly popular since it was introduced in what time period? a. early 1960s b. late 1970s c. early 1980s d. mid 1990s Ans: A

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KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Structural Equation Modeling Difficulty: Medium 22. Structural equation modeling is . a. exploratory b. confirmatory c. descriptive d. evaluative Ans: B KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Structural Equation Modeling Difficulty: Medium 23.What is the statistical technique used to discover a particular relationship requiring less model building beforehand? a. exploratory technique b. confirmatory technique c. qualitative technique d. quantitative technique Ans: A KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Comprehension Answer Location: Structural Equation Modeling Difficulty: Medium 24. Analysis of variance is known as . a. path analysis b. ANOVA c. MANOVA d. factor analysis Ans: B KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Multivariate Analysis of Variance Difficulty: Easy 25. Multivariate analysis of variance is also known as a. path analysis b. ANOVA

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.

c. MANOVA d. factor analysis Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Multivariate Analysis of Variance Difficulty: Easy 26. Path analysis examines correlations but allows researchers to suggest direction, or , in the relationship between factors. a. correlation b. relationship c. causality d. evaluation Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Path Analysis Difficulty: Medium 27What is the term for calculating the independent contributions of multiple predictors in explaining a criterion variable and comparing these contributions? a. path analysis b. logistic regression c. factor analysis d. multiple regression Ans: D KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Multiple Regression Difficulty Level: Medium 28. The predicting variables in the regression analysis are also known as . a. dependent variables b. independent variables c. mediating variables d. intervening variables Ans: B KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Multiple Regression Difficulty Level: Medium

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29. The outcome variable in the regression analysis is the . a. dependent variable b. independent variable c. mediating variable d. intervening variable Ans: A KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Multiple Regression Difficulty Level: Medium 30. The method which simplifies or reduces data is a procedure sometimes referred to as . a. correlation b. factor analysis c. path analysis d. MANOVA Ans: B KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Factor Analysis Difficulty Level: Medium 31. What statistical technique allows you to equalize initial differences between groups on a related variable that you wish to control for? a. ANCOVA b. EFA c. linear regression d. multiple regression Ans: A KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Analysis of Covariance Difficulty Level: Medium 32. What statistical tool can help clarify the meaning of the outcomes of numerous studies on gender differences? a. path analysis b. meta-analysis c. factor analysis d. regression analysis Ans: B

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KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Meta-Analysis Difficulty: Medium 33. Which method is used to investigate how closely related a set of items are and how they might form clusters? a. path analysis b. meta-analysis c. factor analysis d. repeated measures Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: knowledge Answer Location: Factor Analysis Difficulty Level: Medium 34. Factor analysis is sometimes used since can better represent outcomes than individual variables. a. paths b. meta data c. factors d. repeated measures Ans: C KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Factor Analysis Difficulty Level: Medium 35. Which the following method studies causality between variables? a. path analysis b. meta-analysis c. factor analysis d. multiple regression Ans: A KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Path Analysis Difficulty Level: Medium 36. Which analysis examines correlations and allows researchers to suggest direction? a. path analysis

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b. meta-analysis c. factor analysis d. multiple regression Ans: A KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Path Analysis Difficulty Level: Medium 37. Which analysis method is considered confirmatory, as opposed to exploratory? a. regression analysis b. SEM c. factor analysis d. meta-analysis Ans: B KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Structural Equation Modeling Difficulty Level: Medium True/False 1. MANOVA (multivariate analysis of variance) is used when you want to include more than one dependent variable in an analysis.

Ans: T KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Multivariate Analysis of Variance Difficulty Level: Medium 2. MANOVA (multivariate analysis of variance) can be preferred when the independent variables are related to one another.

Ans: F KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Comprehension Answer Location: Multivariate Analysis of Variance Difficulty Level: Medium 3. Repeated-measures analysis of variance is used when there is one factor on which participants are tested more than once.

Ans: T KEY: Learning Objective: 18.1: More advanced statistical procedures and when and

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how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Repeated Measures Analysis of Variance Difficulty Level: Easy 4. Analysis of variance is used when you want to control for the effect of one or more continuous variables.

Ans: F KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Comprehension Answer Location: Analysis of Covariance Difficulty Level: Hard 5. Multiple regression is a type of linear regression that includes more than one independent variable.

Ans: T KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Knowledge Answer Location: Multiple Regression Difficulty Level: Easy Short Answer 1. Give an example of a research situation where MANOVA would be the most appropriate statistical technique.

Ans: A study examining the differences between gender and age on speed and accuracy on a clerical test is an example in which MANOVA would be the most appropriate statistical technique. Gender and age are the independent variables, and speed and accuracy are the dependent variables.

KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Comprehension Answer Location: Multivariate Analysis of Variance Difficulty Level: Medium 2. Give an example of a research situation where repeated-measures ANOVA would be the most appropriate statistical technique.

Ans: A researcher is interested in first graders’ feelings about three flavors of ice cream.

Each student rates all three flavors. Ice cream flavor is the independent variable. A numerical rating of strength of good feelings about each of the ice cream flavors is the dependent variable.

KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application

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Answer Location: Repeated Measures Analysis of Variance Difficulty Level: Hard 3. Give an example of a research situation where factor analysis would be the most appropriate statistical technique.

Ans: A study is examining relationships between items on a personality test to discover general factors. Each of the general factors will later be named. This is a situation where factor analysis would be used.

KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Factor Analysis Difficulty Level: Medium 4. Give an example of a research situation where ANCOVA would be the most appropriate statistical technique.

Ans: A researcher is interested in examining individuals’ attitudes toward three computer programs. Each participant rates one of three programs. The researcher controls for previous experience with computers.

KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Analysis of Covariance Difficulty Level: Medium 5. Give an example of a research situation where multiple regression would be the most appropriate statistical technique.

Ans: A study looking at parental factors (level of education, profession, parenting style, and annual income) to predict children’s commitment to school would use multiple regression.

KEY: Learning Objective: 18.1: More advanced statistical procedures and when and how they are used.

REF: Cognitive Domain: Application Answer Location: Multiple Regression Difficulty Level: Medium

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Chapter 19: An Introduction to Data Mining Test Bank Multiple Choice 1. The vast amount of information available now is measured in quintillion bytes. a. megabytes b. exabytes c. kilobytes d. gigabytes Ans: B KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Easy

, or about 1

2. Looking for patterns in a large data set is referred to as . a. data mining b. data uncovering c. data cleaning d. data questing Ans: A KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Easy 3. Cross-tabulation tables summarize what type of data? a. reliable b. ratio c. categorical d. ordinal Ans: C KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Comprehension Answer Location: Counting With Frequencies Difficulty Level: Easy 4. A pivot table allows you to visualize and manipulate rows and columns, as well as the of cells. a. relevance b. reliability values c. validity figures d. contents

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Ans: D KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Knowledge Answer Location: Creating a Pivot Table Difficulty Level: Medium 5. Technological advances allow for more among institutions and people and machines. a. interconnectedness b. relationships c. independence d. dependence Ans: A KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Comprehension Answer Location: Data Mining Difficulty Level: Easy 6. Technology allows for the collection of every single piece of data that is available, provided can be addressed. a. relationship b. information c. data d. privacy Ans: D KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 7. All the following have large amounts of data EXCEPT . a. individual journal notes b. social media interactions c. detailed analysis of sporting events d. health care records Ans: A KEY: Learning Objective: 19.2: Understanding how data mining can help make sense out of very large sets of data.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 8. What is another term for data mining? a. information b. surveying c. investigation

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d. analytics Ans: D KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 9. What process can help look for patterns among data? a. surveying b. data mining c. investigation d. information Ans: B KEY: Learning Objective: 19.2: Understanding how data mining can help make sense out of very large sets of data.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 10. What is the meaning of “quants?” a. qualitative skills b. quantitative skills c. quality skills d. quantity skills Ans: B KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 11. As expected, there is an entire devoted to data mining. a. organization b. society c. profession d. industry Ans: D KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 12. SPSS offers an advanced set of tools for data and text mining named a. SPSS Data Package b. SPSS Data Program c. SPSS Modeler d. SPSS System

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.

Ans: C KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 13. is a very large collection of either cases or variables, but usually both. a. Data set b. Data mining c. Big data d. Small data Ans: C KEY: Learning Objective: 19.2: Understanding how data mining can help make sense out of very large sets of data.

REF: Cognitive Domain: Knowledge Answer Location: Our Sample Data Set–Who Doesn’t Love Babies?

Difficulty Level: Medium 14. SPSS has many “counting” commands that are very useful for the nature of data in a large data set. a. reducing b. adding c. aggregating d. subtracting Ans: C KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Comprehension Answer Location: Counting Outcomes Difficulty Level: Medium 15. A database from New York state contains more than baby names. a. 52,000 b. 520,000 c. 5,200,000 d. 5,200 Ans: A KEY: Learning Objective: 19.2: Understanding how data mining can help make sense out of very large sets of data.

REF: Cognitive Domain: Knowledge Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Medium 16. The variables in the data set of baby names includes all but which of the following? a. year of birth b. first name c. county of birth

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d. household income Ans: D KEY: Learning Objective: 19.2: Understanding how data mining can help make sense out of very large sets of data REF: Cognitive Domain: Knowledge Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Medium 17. The data set of baby names . a. does not change over time b. does change over time c. stays the same d. changes constantly Ans: B KEY: Learning Objective: 19.2: Understanding how data mining can help make sense out of very large sets of data.

REF: Cognitive Domain: Knowledge Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Medium 18. What is the SPSS’s programming language? a. SPSS instruction b. SPSS syntax c. SPSS command d. SPSS language Ans: B KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Knowledge Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Medium 19. According to author Neil Salkind, how many data sets are there in the Data.gov for the public to view? a. more than 100,000 b. more than 500,000 c. more than 10,000 d. more than 50,000 Ans: A KEY: Learning Objective: 19.2: Understanding how data mining can help make sense out of very large sets of data.

REF: Cognitive Domain: Knowledge Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Medium 20. According to author Neil Salkind, which program can easily read and convert a .csv file into a .sav file?

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a. Excel b. Adobe c. SPSS d. Internet Explorer Ans: C KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Knowledge Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Easy 21. What is the name of the command instruction to run analysis in SPSS program? a. SPSS instruction b. SPSS syntax c. SPSS command d. SPSS language Ans: B KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Knowledge Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Medium 22. Which tool is an effective one in counting with frequencies? a. correlation b. compare means c. regression d. cross tabulation Ans: D KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Knowledge Answer Location: Counting With Frequencies Difficulty Level: Medium 23. Crosstabs summarize data to create a table with row and column totals. a. interval b. ratio c. categorical d. real Ans: C KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Comprehension Answer Location: Counting With Frequencies Difficulty Level: Medium 24. Which is a special tool that allows you to easily visualize and manipulate rows and columns as well as the contents of cells? a. pivot tables

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b. Excel tables c. pivot figures d. Excel figures Ans: A KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Knowledge Answer Location: Pivot Tables and Cross Tabulation: Finding Hidden Patterns Difficulty Level: Medium 25. What is the function of SPSS syntax? a. language b. programming language c. codes d. signs Ans: B KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Comprehension Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Medium 26. A pivot table can be created from almost any output. a. Google b. SPSS c. pivot d. Microsoft Ans: B KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Knowledge Answer Location: Pivot Tables and Cross Tabulation: Finding Hidden Patterns Difficulty Level: Medium 27. To create something on pivot tables, some type of on which to operate is needed. a. input b. output c. information d. data Ans: B KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Comprehension Answer Location: Pivot Tables and Cross Tabulation: Finding Hidden Patterns Difficulty Level: Medium 28. In general, we need to be as granular as possible in creating pivot tables. In this context, what is the meaning of granular? a. comprehensive

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b. detailed c. clear d. interactive Ans: B KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Comprehension Answer Location: Pivot Tables and Cross Tabulation: Finding Hidden Patterns Difficulty Level: Medium 29. How much information about people and the world around us is available now? a. 1,000 exabytes b. 10 exabytes c. 100 exabytes d. 1 million exabytes Ans: A KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 30. Data mining is an effective tool in looking for patterns in . a. the world b. people c. a large data set d. the relationship Ans: C KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Easy 31. What type of data are used in cross-tabulation tables? a. reliable b. ratio c. categorical d. ordinal Ans: C KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Comprehension Answer Location: Counting with Frequencies Difficulty Level: Easy 32. A pivot table allows for contents of cells. a. revealing b. presenting

and manipulating rows and columns, as well as the

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c. creating d. visualizing Ans: D KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Comprehension Answer Location: Pivot Tables and Cross-Tabulation: Finding Hidden Patterns Difficulty Level: Medium 33. Analytics is another term for . a. data mining b. surveying c. investigation d. information Ans: A KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 34. Today, there is an entire industry that has been devoted to data mining, and these companies tend to operate according to guidelines. a. standard process b. cross-industry c. CRISP-DM d. information Ans: C KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 35. SPSS Modeler offers a high-level set of tools for . a. data b. text c. data mining d. data analysis Ans: C KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 36. Pivot tables can be constructed based on a. SPSS b. Excel c. pivot figures

output.

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d. Excel figures Ans: A KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Knowledge Answer Location: Creating a Pivot Table Difficulty Level: Medium 37. SPSS syntax is an effective way to run analysis. a. data b. small data c. big data d. information Ans: C KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Knowledge Answer Location: Data Mining Difficulty Level: Medium 38. People tend to use data mining techniques to . a. create a pivot table b. compare means c. test hypothesis d. test correlation Ans: A KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Application Answer Location: Creating a Pivot Table Difficulty Level: Medium 39. Which SPSS tool allows you to cross-tabulate more than one variable? a. correlation b. compare means c. cross-tabs d. regression Ans: C KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Knowledge Answer Location: Counting With Frequencies Difficulty Level: Medium 40. Cross-tabs create a table by summarizing what type of data? a. interval b. ratio c. categorical d. real Ans: C

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KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Knowledge Answer Location: Counting With Frequencies Difficulty Level: Medium True/False 1. A pivot table is a special way to visualize and manipulate rows and columns as well as the contents of cells.

Ans: T KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Knowledge Answer Location: Pivot Tables and Cross-Tabulation: Finding Hidden Patterns Difficulty Level: Medium 2. A pivot table can be created from almost any Google outcome.

Ans: F KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Knowledge Answer Location: Creating a Pivot Table Difficulty Level: Medium 3. In order to create something on pivot tables, we need some type of input on which to operate.

Ans: F KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Knowledge Answer Location: Creating a Pivot Table Difficulty Level: Medium 4. As a general rule, we need to be as granular as possible in generating pivot tables.

Ans: T KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Knowledge Answer Location: Creating a Pivot Table Difficulty Level: Medium 5. SPSS syntax is programming language.

Ans: T KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Knowledge Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Medium Short Answer

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1. What is an example of a research situation in which you would use data mining techniques?

Ans: Example: I would like to find social media posting patterns of 500,000 social media users.

KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Application Answer Location: Data Mining Difficulty Level: Medium 2. What is SPSS Modeler?

Ans: SPSS offers an advanced set of tools for data and text mining named SPSS Modeler. This is an add-on to the usual SPSS package and is very unlikely to be readily available through your school.

KEY: Learning Objective: 19.3: Using SPSS to apply some basic data mining tools.

REF: Cognitive Domain: Application Answer Location: Data Mining Difficulty Level: Medium 3. What is pivot table and how it is it used?

Ans: A pivot table is a very useful tool that creates tables to easily visualize and manipulate rows and columns as well as the contents of cells.

KEY: Learning Objective: 19.4: Applying pivot tables to the analysis of large data sets.

REF: Cognitive Domain: Application Answer Location: Pivot Tables and Cross-Tabulation: Finding Hidden Patterns Difficulty Level: Medium 4. What is data mining?

Ans: Data mining is an effective tool to look for patterns in large data sets.

KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Application Answer Location: Data Mining Difficulty Level: Medium 5. What is big data?

Ans: Big data is a very large collection of either cases or variables, but usually both.

Conceptually, big data represents a data set that is too large to just “eyeball” and get a sense of what trends might be present, what outliers might be in the set, or what important patterns may be less than obvious but are there.

KEY: Learning Objective: 19.1: Understanding what data mining is.

REF: Cognitive Domain: Application Answer Location: Our Sample Data Set—Who Doesn’t Love Babies?

Difficulty Level: Medium

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