Psychologist Conducting A Sleep Deprivation Experiment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Psychologist Conducting A Sleep Deprivation Experiment
Show all relevant work; use the equation editor in Microsoft Word when necessary.
- Chapter 16, numbers 16.9, 16.10, 16.12 and 16.14
- Chapter 17, numbers 17.6, 17.7, and 17.8
- Chapter 18, numbers 18.8, 18.11, and 18.12
16.9 Given the aggression scores below for Outcome A of the sleep deprivation experiment, verify that, as suggested earlier, these mean differences shouldn’t be taken seriously by testing the null hypothesis at the .05 level of signal cance. Use the computation formulas for the various sums of squares and summarize results with an ANOVA table.
*16.10 Another psychologist conducts a sleep deprivation experiment. For rea-sons beyond his control, unequal numbers of subjects occupy the differ-ent groups. (Therefore, when calculating in SS between and SS within, you must adjust the denominator term, n, to reﬂ ect the unequal numbers of subjects in the group totals.) (a) Summarize the results with an ANOVA table. You need not do a step-by-step hypothesis test procedure.
(b) If appropriate, estimate the effect size with h2.
(c) If appropriate, use Tukey’s HSD test (with –n 5 4 for the sample size, n) to identify pairs of means that contribute to the signal cant F, given that –X0 5 2.60, –X24 5 5.33, and –X48 5 9.50.
(d) If appropriate, estimate effect sizes with Cohen’s d.
(e) Indicate how all of the above results would be reported in the literature, given sample standard deviations of s 0 5 2.07, s 24 5 1.53, and s 48 5 2.08.
*16.12 For some experiment imagine four possible outcomes, as described in the following ANOVA table.
(a) How many groups are in Outcome D?
(b) Assuming groups of equal size, what’s the size of each group in Out-come C?
(c) Which outcome(s) would cause the null hypothesis to be rejected at the .05 level of signal cance?
(d) Which outcome provides the least information about a possible treatment effect?
(e) Which outcome would be the least likely to stimulate additional research?
(f) Specify the approximate p -values for each of these outcomes.
16.14 The F test describes the ratio of two sources of variability: that for subjects treated differently and that for subjects treated similarly. Is there any sense in which the t test for two independent groups can be viewed likewise?
*17.6 Return to the study ﬁrst described in Question 16.5 on page 336, where a psychologist tests whether shy college students initiate more eye contacts with strangers because of training sessions in assertive behavior. Use the same data, but now assume that eight subjects, coded as A, B, G, H, are tested repeatedly after zero, one, two, and three training sessions. (Incidentally, since the psychologist is interested in any learning or sequential effect, it would not make sense—indeed, it’s impossible, given the sequential nature of the independent variable—to counterbalance the four sesions.) The results are expressed as the observed number of eye contacts:
(a) Summarize the results with an ANOVA table. Short-circuit computational work by using the results in Question 16.5 for the SS terms, that is, SS between 5 154.12, SS within 5 132.75, and SS total 5 286.87.
(b) Whenever appropriate, estimate effect sizes with □ 2 p and with d , and conduct Tukey’s HSD test.
(c) Compare these results with repeated measures with those in Question 16.5 for independent samples.
17.7 Recall the experiment described in Review Question 16.11 on page 314, where errors on a driving simulator were obtained for subjects whose orange juice had been laced with controlled amounts of vodka. Now assume that repeated measures are taken across all ﬁve conditions for each of ﬁ ve subjects. (Assume that no lingering effects occur because sufﬁcient time elapses between successive tests, and no order bias appears because the orders of the ﬁve conditions are equalized across the ﬁ ve subjects.)
(a) Summarize the results in an ANOVA table. If you did Review Ques-tion 16.11 and saved your results, you can use the known values for SS between , SS within , and SS total to short-circuit computations.
(b) If appropriate, estimate the effect sizes and use Tukey’s HSD test.
17.8 While analyzing data, an investigator treats each score as if it were contributed by a different subject even though, in fact, scores were repeated measures. What effect, if any, would this mistake probably have on the F test if the null hypothesis were
*18.8 For the two-factor experiment described in the previous question, assume that, as shown, mean bar press rates of either 4 or 8 are identiﬁed with three of the four cells in the 2 3 2 table of outcomes.
Furthermore, just for the sake of this question, ignore sampling variability and assume that effects occur whenever any numerical differences correspond to either food deprivation, reward amount, or the interaction. Indi-cate whether or not effects occur for each of these three components if the empty cell in the 2 3 2 table is occupied by a mean of
18.11 In what sense does a two-factor ANOVA use observations more efﬁciently than a one-factor ANOVA does?
18.12 A psychologist employs a two-factor experiment to study the combined effect of sleep deprivation and alcohol consumption on the performance of automobile drivers. Before the driving test, the subjects go without sleep for various time periods and then drink a glass of orange juice laced with controlled amounts of vodka. Their performance is measured by the number of errors made on a driving simulator. Two subjects are randomly assigned to each cell, that is, each possible combination of sleep deprivation (either 0, 24, 48, or 72 hours) and alcohol consumption (either 0, 1, 2, or 3 ounces), yielding the following results:
(a) Summarize the results with an ANOVA table.
(b) If appropriate, conduct additional F tests, estimate effect sizes, and use Tukey’s HSD test.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!