# PSYCH STATISTICS WEEK 3 TIME TO PRACTICE

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*Time to Practice – Week Three*

**Complete** both Part A and Part B below.

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*Part A*

Some questions in Part A require that you access data from *Statistics for People Who (Think **They) Hate Statistics**. *This data is available on the student website under the Student Test Resources link.

1. For the following research questions, create one null hypothesis, one directional research hypothesis, and one nondirectional research hypothesis.

a. What are the effects of attention on out-of-seat classroom behavior?

b. What is the relationship between the quality of a marriage and the quality of the spouses’ relationships with their siblings?

c. What is the best way to treat an eating disorder?

2. Provide one research hypothesis and an equation for each of the following topics:

a. The amount of money spent on food among undergraduate students and undergraduate student-athletes

b. The average amount of time taken by white and brown rats to get out of a maze

c. The effects of Drug A and Drug B on a disease

d. The time to complete a task in Method 1 and Method 2

3. Why does the null hypothesis presume no relationship between variables?

4. Create a research hypothesis tested using a one-tailed test and a research hypothesis tested using a two-tailed test.

5. What does the critical value represent?

6. Given the following information, would your decision be to reject or fail to reject the null hypothesis? Setting the level of significance at .05 for decision making, provide an explanation for your conclusion.

a. The null hypothesis that there is no relationship between the type of music a person listens to and his crime rate (*p* < .05).

b. The null hypothesis that there is no relationship between the amount of coffee consumption and GPA (*p* = .62).

c. The null hypothesis that there is a negative relationship between the number of hours worked and level of job satisfaction (*p* = .51).

7. Why is it harder to find a significant outcome (all other things being equal) when the research hypothesis is being tested at the .01 rather than the .05 level of significance?

8. Why should we think in terms of “failing to reject” the null rather than just accepting it?

9. When is it appropriate to use the one-sample *z* test?

10. What similarity does a *z* test have to a simple *z* or standard score?

11. For the following situations, write out a research hypothesis:

a. Bob wants to know if the weight loss for his group on the chocolate-only diet is representative of weight loss in a large population of middle-aged men.

b. The health department is charged with finding out if the rate of flu per thousand citizens for this past flu season is comparable to the average rate of the past 50 seasons.

c. Blair is almost sure that his monthly costs for the past year are not representative of his average monthly costs over the past 20 years.

12. There were about 15 flu cases per week, this flu season, in the Oshkosh school system. The weekly average for the entire state is 16 and the standard deviation, is 2.35. Are the kids in Oshkosh as sick as the kids throughout the state?

# From Salkind (2011). Copyright © 2012 SAGE. All Rights Reserved. Adapted with permission.

*Part B*

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**Complete** the following questions. Be specific and provide examples when relevant.

**Cite** any sources consistent with APA guidelines.

Question | Answer | |

The average raw math achievement score for third graders at a Smith elementary school is 137; third graders statewide score an average of 124 with a standard deviation of 7. Are the Smith third graders better at math than third graders throughout the state? Perform the correct statistical test, applying the eight steps of the hypothesis testing process as demonstrated on pp. 185–187 of |
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What is a research question that you would like to answer? Write the null and research hypotheses. Would you use a one- or two-tailed test? Why? |
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What do we mean when we say that a statistical result is significant? What is the difference between a statistically significant and a meaningful result? Why is statistical significance important? |
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Describe a Type I error for the previous study that compares third graders’ math achievement. Describe a Type II error for that study. |
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## PSYCH/625 PSYCH 625 Week 3 Individual Assignment - Time to Practice Parts (A,B,C) - A+& Original Guaranteed!

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PSYCH/625 PSYCH xxx Week x Individual xxxxxxxxxx x xxxx to xxxxxxxx xxxxx (A,B,C) x xx& xxxxxxxx Guaranteed!

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xxxxxxx xxxxx WEEK x LEARNING xxxx ASSIGNMENT 2

# [Title Here, up xx 12 xxxxxx xx One to Two xxxxxx

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xxxx 3 Learning xxxx xxxxxxxxxx

Learning Team A xx xxxxxxxxx xxxx xxxxxx data xx a xxxxxx xx xxxxxx in 2005. xxxx variables xxxxx xxx houses are available, including xxxxxx bedroom, xxxxx xxxxxxxx xxxxx xxxxxxxx to town xxxxxxx township, xxxxxxx xxx bathrooms. Descriptive xxxxxxxxxx xxx be xxxxxxx xx xxx price xxx size of xxx xxxxxx

xxxxx

Size

The average xxxxx of a home xx 221 thousand xxxxxxx xxxxx the average house xxxx xx xxxxxx square feet. xxxx though xxxxx xx most likely x strong correlation xxxxxxx size xxx xxxxxx xxxxx are xxxx variable that xxxxxx the xxxxx xx x xxxxxx

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xxxx xx xxxxxxxx – Week xxxxx
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*Time to xxxxxxxx – Week xxxxx*

**Complete** xxxx xxxx x and Part x xxxxxx

# Part A

Some questions xx Part A xxxxxxx that you xxxxxx xxxx xxxx *Statistics for People Who (Think xxxxx Hate xxxxxxxxxxx *xxxx data is xxxxxxxxx on the xxxxxxx xxxxxxx xxxxx xxx Student Test Resources link.* *

xxx the following research questions, create xxx xxxx hypothesis, one directional research xxxxxxxxxxx xxx one nondirectional xxxxxxxx xxxxxxxxxxx

xxxx xxx xxx xxxxxxx xx xxxxxxxxx on xxxxxxxxxxx xxxxxxxxx behavior?

xxxx xxxxxxxxxxx xxxxx xx xx xxxxxxxxxxxx between out-of-seat classroom xxxxxxxx and attention.

Directional research xxxxxxxxxxx As out-of-seat classroom behavior xxxxxxxxxx attention xxxxxxxxxx

xxxxxxxxxxxxxxx xxxxxxxx xxxxxxxxxxx Out-of-seat classroom behavior and xxxxxxxxx xxx significantly related.

What is the relationship between the xxxxxxx of a xxxxxxxx and

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xxxx to xxxxxxxx – Week xxxxx
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*Time to Practice – Week xxxxx*

**xxxxxxxx** xxxx Part x xxx Part B xxxxxx

# xxxx A

Some xxxxxxxxx xx Part x xxxxxxx that xxx xxxxxx data from *xxxxxxxxxx xxx xxxxxx xxx (Think xxxxx Hate Statistics. *xxxx xxxx is available xx the student xxxxxxx xxxxx the xxxxxxx xxxx Resources link.* *

xxx xxx following xxxxxxxx xxxxxxxxxx create one xxxx hypothesis, one xxxxxxxxxxx xxxxxxxx hypothesis, xxx one nondirectional research xxxxxxxxxxx

xxxx xxx the effects xx attention on out-of-seat classroom xxxxxxxxx Null-There xxx no effects xx xxxxxxxxx xx xxx xx seat xxxxxxxxx xxxxxxxxx Nondirectional- Attention xxxxxxx out-of-seat xxxxxxxxx xxxxxxxxx Directional- No xxxxxxxxx xxxxxxxxxx xxxxxxxxxx xxxxxxxxxxx classroom xxxxxxxxx

What xx xxx xxxxxxxxxxxx xxxxxxx the xxxxxxx of a marriage xxx the xxxxxxx xx the xxxxxxx’ xxxxxxxxxxxxx with xxxxx siblings? xxxxx xxxxx xx xx

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## 100% Perfect Answer A+++ PSYCH 625 Week 3 Assignment done Perfectly(NEW COURSE) use as Guide

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xxxxxxx
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xxxx xx Practice – xxxx xxxxx
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*xxxx xx Practice – xxxx Three*

**Complete** both Part x xxx xxxx x below.

# Part x

Some questions xx xxxx x xxxxxxx xxxx you access data xxxx *xxxxxxxxxx for People Who (Think They) xxxx Statistics. *xxxx data is xxxxxxxxx xx the xxxxxxx website xxxxx xxx xxxxxxx Test xxxxxxxxx link.* *

For xxx xxxxxxxxx research xxxxxxxxxx create one xxxx hypothesis, one xxxxxxxxxxx xxxxxxxx hypothesis, xxx xxx xxx directional research hypothesis.

xxxx are xxx xxxxxxx xx attention on out-of-seat xxxxxxxxx xxxxxxxxx Null-There are xx effects of xxxxxxxxx xx out of xxxx classroom behavior. Non directional- Attention affects xxxxxxxxxxx classroom behavior. Directional- No xxxxxxxxx negatively instigates xxxxxxxxxxx xxxxxxxxx behavior.

What is the xxxxxxxxxxxx xxxxxxx the quality xx a

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## PSYCH/625 PSYCH 625 Entire Course - Weeks 1-6 - All Individual and Team Assignments - A+ & Original Guaranteed!

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PSYCH/625 xxxxx xxx Entire Course - xxxxx xxx - All Individual xxx xxxx xxxxxxxxxxx x xx & xxxxxxxx Guaranteed!

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## 1st one

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xx

What are the effects of attention xx xxxxxxxxxxx classroom behavior?

xx xxxxx is xx effect xx xxxxxxxxx on xxxxxxxxxxx xxxxxxxxx xxxxxxxxx

xx xxx effect of attention out-of-seat classroom xxxxxxxx xx less.

xxx xxxxx is no xxxxxx of xxxxxxxxx xxxxxxxxxxx xxxxxxxxx behavior.

xx

xxxx xx the relationship xxxxxxx the xxxxxxx of x marriage and xxx xxxxxxx xx xxx

spouses xxxxxxxxxxxxx xxxx xxxxx siblings?

N: Mr. and xxxx John xxxx xxxxxxxxxxxx with xxxxx xxx xxxxxxxxx

xx Mr. and xxxx John have very xxxx xxxxxxxxxxxx with xxxxx two children.

ND: Mr. and Mrs. xxxx xxxx have any relationship xxxx xxxxx two xxxxxxxxx

c.

xxxxx the best way xx xxxxx an xxxxxx xxxxxxxxx

xx xxxx your lunch on 12 xxxx

D: Take your lunch before xx A.M.

xxx Take xxxx lunch daily.

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**xx xxxxxxx xxx xxxxxxxx hypothesis xxx xx equation for each xx the xxxxxxxxx xxxxxxx**

**xxx amount of xxxxx spent on xxxx among xxxxxxxxxxxxx students and undergraduate xxxxxxxxxxxxxxxx**

xxxx xxxxxxxxxxx The xxxxxx xx money spent on xxxx xxxxx xxxxxxxxxxxxx xxxxxxxx is equal xx xxxxxx xx xxxxx spent xx xxxx xxxxx xxxxxxxxxxxxx athletes.

xxxxxxxxx hypothesis: The xxxxxx of money xxxxx xx xxxx xxxxx xxxxxxxxxxxxx students is xxx xxxxx xx xxxxxx of xxxxx xxxxx on xxxx among undergraduate athletes.

**The xxxxxxx amount of xxxx taken xx white xxx brown rats xx get out of a xxxx**

xxxx Hypothesis: xxx average xxxxxx of xxxx xxxxx by white rats to get xxx xx a xxxx is equal to xxxxx rats

xxxxxxxxx hypothesis: xxx average amount of xxxx taken by xxxxx xxxx xx get xxx of x maze is less than xx xxxxx xxxx

**xxx xxxxxxx xx xxxx A and Drug B xx x disease**

Null xxxxxxxxxxx Drug A has xxxx xxxxxx xxxx drug B on x xxxxxxx

xxxxxxxxx xxxxxxxxxxx Drug x xxx xxxx xxxxxx than xxxx B on xxx disease

**d. The**

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**2. Provide xxx xxxxxxxx hypothesis xxx xx equation xxx xxxx of the xxxxxxxxx xxxxxxx**

**xxx xxxxxx of money xxxxx on food xxxxx xxxxxxxxxxxxx students and undergraduate student-athletes**

xxxx xxxxxxxxxxx xxx amount of xxxxx xxxxx xx food xxxxx undergraduate students is equal xx amount xx money xxxxx on xxxx among undergraduate xxxxxxxxx

xxxxxxxxx xxxxxxxxxxx xxx xxxxxx xx xxxxx spent xx xxxx among undergraduate xxxxxxxx is not equal to xxxxxx xx money spent xx food xxxxx xxxxxxxxxxxxx athletes.

**xxx xxxxxxx amount xx time xxxxx by white xxx brown rats to get xxx of x maze**

xxxx xxxxxxxxxxx The average xxxxxx of xxxx xxxxx by xxxxx rats xx get out of a xxxx is equal to xxxxx rats

xxxxxxxxx xxxxxxxxxxx The average amount of time xxxxx xx white xxxx xx get out of a maze is xxxx than to xxxxx rats

**xxx xxxxxxx xx xxxx A and xxxx B on x xxxxxxx**

xxxx hypothesis: Drug A has xxxx affect xxxx xxxx x xx x xxxxxxx

xxxxxxxxx hypothesis: xxxx x has less affect xxxx drug B xx the xxxxxxx

**xx The**

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## A++ PERFECTLY DONE

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xxxxxxx
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Time to Practice – Week Three
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*xxxx to xxxxxxxx – Week xxxxx*

**Complete** both xxxx A xxx Part B below.

# Part A

For the following xxxxxxxx questions, xxxxxx xxx xxxx hypothesis, xxx xxxxxxxxxxx xxxxxxxx xxxxxxxxxxx xxx one non-directional xxxxxxxx hypothesis.

What xxx the xxxxxxx xx xxxxxxxxx xx out-of-seat classroom behavior?

xxxx hypothesis: xxxxx xxxx be xx xxxxxxxxxxx xxxxxxx xxxxxxxxx and out-of-seat xxxxxxxxx behavior.

xxxxxxxxxxx xxxxxxxx hypothesis: xxxxxxxxx xxxx xx xxxxxxxxxx associated xxxx out-of-seat xxxxxxxxx behavior.

Non-directional research hypothesis: Attention will be associated with xxxxxxxxxxx classroom xxxxxxxxx

xxxx xx the xxxxxxxxxxxx between xxx quality of x marriage xxx xxx quality of the spouses’ relationships with xxxxx xxxxxxxxx

Null hypothesis: xxxxx xx xx relationship xxxxxxx the quality xx xxxxxxxx and quality of xxx xxxxxxx’ xxxxxxxxxxxxx with xxxxx

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## PSYCH 625 Week 3 Individual Assignment Time to Practice – Week Three

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xxxxx 625 Week x Individual xxxxxxxxxx xxxx to Practice xxx xxxx Three

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xxxxxxxxxxxxxxxx Version xxxxxxx PAGE \* xxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxx xx Practice – Week xxxxx PSYCH/625 Version xxxxxxx PAGE \* MERGEFORMAT xxxxxxxxxxxxxx

*xxxxxxxxxx of xxxxxxx Material* xx

*Time xx Practice – Week xxxxx*

**Complete** both xxxx A xxx xxxx B xxxxxxx

*xxxx A*

Some xxxxxxxxx xx Part A xxxxxxx that you access xxxx from *xxxxxxxxxx for xxxxxx Who xxxxxx xxxxx xxxx Statistics. *This xxxx xx available on xxx xxxxxxx website under xxx xxxxxxx xxxx Resources xxxxx* *

For the xxxxxxxxx research xxxxxxxxxx create one null hypothesis, one directional research hypothesis, and one xxxxxxxxxxxxxx xxxxxxxx hypothesis.

What are xxx xxxxxxx of xxxxxxxxx xx out-of-seat classroom xxxxxxxxx

**Null hypothesis:** There are xx effects xx attention xxxxxxxxxxx xxxxxxxxx xxxxxxxxx

**Directional research hypothesis: **xxx xxxxxxx xx xxxxxxxxx on out-of-seat classroom xxxxxxxx xxx greater xxxx xxx xxxxxxx xx attention of seated classroom xxxxxxxxx

**xxxxxxxxxxxxxx xxxxxxxx hypothesis: **There xx x

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## PSYCH 625 TIME TO PRACTICE WEEK THREE PART A - WELL WRITTEN 'A' PAPER!!!

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xxxxxxx
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xxxx xx Practice – Week xxxxx
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*xxxx xx Practice – xxxx xxxxx*

**xxxxxxxx** xxxx xxxx A and Part B below.

# xxxx x

xxxx questions in Part x require xxxx xxx xxxxxx xxxx from *Statistics xxx People xxx (Think xxxxx Hate Statistics. *This data is available xx the student website xxxxx the Student Test Resources link.* *

**xxx the following research questions, create one null xxxxxxxxxxx one xxxxxxxxxxx xxxxxxxx hypothesis, and xxx xxxxxxxxxxxxxx xxxxxxxx hypothesis.**

**xxxx are the xxxxxxx xx xxxxxxxxx xx out-of-seat classroom xxxxxxxxx **

**xxxx Hypothesis: **There are xx xxxxxxx xx xxxxxxxxx xx xxxxxxxxxxx classroom xxxxxxxxx

**One xxxxxxxxxxx Research xxxxxxxxxxx **Children xxxxxxxxx minimal amounts of attention in out-of-seat xxxxxxxxx xxxxxxxxx will score xxxxx on tests.

**xxx xxxxxxxxxxxxxx Research xxxxxxxxxxx **There xxxx be a xxxxxxxxxx in achievement between students exposed xx xxxxxxxxx

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