Using the data set Assessment Project Data Set for Deaf Education and Hearing Sc
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Question
Using the data set Assessment Project Data Set for Deaf Education and Hearing Science, answer the questions below. The data set is provided as an Excel spreadsheet.
The data are not actual data, but are modeled after data collected by Trautwein and Ammerman (2013) for a study on the effects of cochlear implants (CI) on the language, speech, and perception skills of 32 deaf children: 16 subjects with at least one cochlear implant (CI) and 16 subjects (with hearing loss) without an implant. (CI subjects were implanted at 13 or 14 months of age. So, no subjects had CIs at the time of the first data collection.) Auditory perception and speech production skills were measured at several points over a three-year period. Here, I include the data collected at 1 year of age and 3 years of age. The PLS was used to measure language before the study, and the CELF-P was used in subsequent years. The data set code book is provided after the questions.
The data set contains information of demographic variables and assessment variables. Here I briefly describe the assessments. If you wish to know more about the assessments, you can easily find additional information on the internet.
The Early Speech Perception (ESP) assessment contains single-word targets that differ in number of syllables and stress. This tool uses a series of subtests to assess pattern and word discrimination in a closed-set format. The results of this test allow the placement of children into four speech perception categories: 1=no pattern perception, 2=pattern perception, 3=some word identification, and 4=consistent word identification.
The Preschool Language Scale-5 LS-5 measures comprehensive language in children from birth through age 7.11. Scores include Auditory Comprehension (AC), Expressive Communication (EC), and a Total Language (TL) score. All scores have a mean of 100 with a standard deviation of 15. The TL score is typically the most representative of a child’s overall language functioning. The AC score probes aspects of comprehension whereas the EC score measures oral language expression.
The Clinical Evaluation of Language Fundamentals, Preschool Edition (CELF-P) evaluates a wide range of language skills in children aged 3.0 to 6.11. Scores include the Core Language Score (CLS), Receptive Language Index (RLI), Expressive Language Index (ELI), Language Content Index (LCI), and Language Structure Index (LSI). All scores have a mean of 100 with a standard deviation of 15. The CLS is typically the most representative of a child’s overall language functioning. The RLI probes aspects of comprehension whereas the ELI measures oral language expression.
Finally, all participants were assessed using the Goldman Fristoe Test of Articulation at the conclusion of the study. The Goldman Fristoe has a mean of 100 and a standard deviation of 15
ACTUAL QUESTION:
1. Trautwein and Ammerman were curious to see if they could obtain permission to gain information on the SES of the families whose children participated in the study. They theorize that SES, communication modality, and cochlear implant status, separately and together, influence language outcomes.
1a. What type of inferential test should be used to test the hypothesis? Why?
1b. Name the independent and dependent variables.
1c. Write the research questions that the researchers wish to answer.
1d. If all null hypotheses were rejected, what would the researchers conclude?
1e.How will they know which combination of factors has the greatest influence on language outcomes?
GF-Post ESP Post RLI-Post Mode of ESP-Pre Subject ID Group 100 122 100 102 Non CI Subjects GF-Post ESP Post CLS-Post RLI-PostELI-Post ESP-Pre Mode of Communicati Subject ID GroupExplanation / Answer
1.a)
The binary logistic regression model can be used to test the significant relationship between the dependent variable y and the independent variables x. And if the null hypothesis that slope for each independent variable is zero is valid, then xk is statistically insignificant in the logistic regression model.
b)
Independent variables:
1. Sociaoeconomic (SES) status of families, (label: 1 for poor, 2 for rich)
2. Communication modality: (label: 1 for listening and spoken language, 2 for totla communication)
3. cochlear implant status: (label: 1 for CI group and 2 for non CI group)
Dpenedent variable: Language outcome.
c)
THe research want test whether the independent variables SES, communication modality, and cochlear implant status, separately and together have significant effect on the dependent variable language outcomes.
d)
The null hypothesis for the above test is that there in no significant effect of SES, communication modality, and cochlear implant status, separately and together on the dependent variable language outcomes. If the null hypothesis is reject we can conclude that there is a statistically significant effect of these independent variables on dependent variable.
e)
The R-square value in regression analysis tell how close the data are to the fitted regression line. each independent variable can be compared in step-wise regression model. In each step, a variable is considered for addition to or subtraction from the set of explanatory variables. Hence the larger the R square value larger will be the influence of independent variable.
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