1. In a between-subjects design: a. there are two or more scores for every subje
ID: 3150503 • Letter: 1
Question
1. In a between-subjects design:
a. there are two or more scores for every subject
b. there are two or more separate groups of subjects
c. every subject serves as their own control
d. all of the above
2. If you wanted to determine whether there was a significant difference between scores obtained by students on an exam given at the beginning of the semester, and scores obtained by the same students at the end of the semester, you would use a(n):
a. 1-way chi square c. independent t
b. 2-way chi square d. paired t
3. In the example described in #2, the most likely confounding variable would be:
a. regression to the mean c. ceiling effects
b. practice effects d. none of these would be confounds
4. In the example described in #2, you could avoid some confounds by:
a. counterbalancing order c. limiting the sample
b. utilizing a control group d. all of these
5. Statisticians calculate the effect size in order to:
a. measure the strength of the relationship between the independent variable and the dependent variable
b. determine whether the effect they observed in their sample exists in the population
c. minimize their chances of making a Type I error
d. all of the above
6. Which of the following statistics does not assume that the scores in the population are normally distributed?
a. Pearson’s r c. paired t
b. independent t d. 2-way chi square
Explanation / Answer
6. The two-way Chi-square check for Counted data condition, Independence assumption and Expected cell frequency condition. Pearson's r statistic measures linear association among two variables. Option a and d.
5. Effect size determine sstrength of any phenomenon, it affirms the decision of statistical hypothesis testing and also plays crucial role in power analysis. d) All the above.
2. Paired t test is sutable as paired data (students' score at the begining and at the end of semester) has been used for the test. Option d) Paired t.
3. Confounding variable might be practice effect as, the level of practice effect is associated with scores at the end of semester in such a way, that the effects cannot be separated. Option b) Practice effects.
4. Counter balancing the order will help in avoiding the counfounds arised by practice effect. Option a) Counter balancing.
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