# type item number for each answer and a true or false answer only will be accepted and counted do not include item sentences below or any questions for this email please do not send an attachment type answers directly into an email along with the

Type item number for each answer, and a â€œTrueâ€ OR â€œFalseâ€ answer only will be accepted and counted. Do not include

item sentences below or any questions for this email. Please do NOT send an attachment, type answers directly into an

email along with the Learning Check answers. Please do NOT put your answers in a list or column; just type as indicated

in the example here: Examples: 1. True, 2. False, and so on to include 20 item numbers with True OR False answers.

Exam 3

Ch. 9

1. A population variance is used to calculate the ? statistic for a hypothesis test.

2. Holding everything else constant, increasing the sample size decreases standard error.

3. With ? = .01 the two-tailed critical region for a sample of ? = 20 subjects would have boundaries of ? = Â±2.861.

4. To calculate a ? statistic, the value for ? or ?2 is needed.

5. A sample of n=15 scores would produce a t statistic of df=16.

Ch. 10

6. An independent-measures design could be used to evaluate the difference in verbal skills between 3-year old girls and

3-year old boys.

7. The null hypothesis for the independent-measures ? test states that there is *no difference *between the two population

means.

8. The homogeneity of variance assumption requires that the two samples have equal variances.

9. One sample has ? = 6 and ?? = 20, and a second sample has ? = 6 and ?? = 30. The pooled variance for the two

samples is 50/10.

10. An independent-measures study uses a separate sample to represent each of the treatment conditions or populations

being compared.

Ch. 11

11. For the scores 3, -8, 6, -4, -2, the value of MD = -1.

12. A researcher obtains a ? statistic of ? = 2.00 from a repeated measures study using ? = 17 participants. If effect size

is measured using ?2, then ?2 = 4/20 = 0.20.

13. The repeated-measures design is suited to situations in which a particular type of subject is not readily available for

study.

14. The repeated-measures design is helpful because it uses fewer subjects for two samples.

Ch. 12

15. In general, the goal of estimation is to determine how much effect a treatment has.

16. The mean for the general population of differences scores can be estimated using the repeated-measures ? statistic.

17. Compared to a point estimate, an interval estimate has less confidence but greater precision.

18. For a single sample of ? = 23, the values of ? used to construct a 90% confidence interval would be ? = Â±1.717.

19. In general, as confidence increases, the precision of an interval estimate decreases.

20. For a point estimate, a value of ? = 0 is used in the estimation equation.