PSY 201-The accompanying table is a one – way, independent groups

1/2Specify Ho whenever appropriate.Question 1The accompanying table is a one – way, independent groups ANOVA summary table with part of the material missing. a. Fill in the missing values b. How many groups are there in the experiment?c. Assuming an equal number of subjects in each groups, how many subjects are there in each group? d. What is the value of Fcritical = 0.05?e. Is there a significant effect? Question 2 Run an ANOVA on the computer with these data. Conduct Tukey’s and the Scheffé test by hand and on the computer. Do the solutions differ? Explain.Assume you are a nutritionist who has been asked to determine whether there is a difference in sugar content among the three leading brands of breakfast cereal (brands A, B, and C). To asses the amount of sugar in cereals, you randomly sample six packages of each brand and chemically determine their sugar content. The following grams of sugar were found… a. Using the conceptual equations of the One­way ANOVA, determine whether anyof the brands differ in sugar content. Use = 0.05. b. Same as part a, except use the computational equations. Which do you prefer? Why?c. Do a post hoc analysis on each pair of means using the Tukey HSD test with = 0.05 to determine which cereals are different in sugarcontent. d. Same as part c, but use the Scheffe test. 2/2e. Explain any differences between the results of part c and part dQuestion 3 –Run an ANOVA on the computer with these data. By hand, use contrasts to compare the normal­sleep group with the two sleep­deprived groups, and the two sleep­deprived groups with each other. Make a conclusion. In two different ways, show that the contrasts are orthogonal.A sleep researcher conducts an experiment to determine whether sleep loss affects the ability to maintain sustained attention. Fifteen individuals are randomly divided into the following three groups of five subjects each: group 1, which gets the normal amount of sleep (7­8 hours); group 2, which is sleep deprived for 24 hours; and group 3, which is sleep deprived for 48 hours. All three groups are tested on the same auditory vigilance task. Subjects are presented with half­second tones spaces at irregular intervals over a 1 hour duration. Occasionally, one of the tones is slightly shorter than the rest. The subject’s taks is todetect the shorter tones. The following percentages of correct detections were observed. a. Determine whether there is an overall effect for sleep deprivation, using the conceptual equations of the one­way ANOVA. Use = 0.05. b. Same as part a, except use the computational equations. c. Which do you prefer? Why? d. Determine the size of the effect, using e. Determine the size of the effect, using f. Explain the difference in answers between part d and part e. g. Do a planned comparison between the means of the 48 – hour sleep deprived group and the normal sleep group to see whether these conditions differ in their effect on the ability to maintain sustained attention. Use = 0.05 2 tail. What do you conclude? h. Do post hoc comparisons, comparing each pair of means using the Tukey HSD test and = 0.05. What do you conclude? i. Same as part h, but use the Scheffe test. Compare your answers to parts h and i. Explain any difference. 3/2 Question 4 – Run an ANOVA on the computer with these data. Conduct all possible pairwise comparisons by hand using multiple t­tests in three ways: uncorrected, corrected using the Bonferroni method, and corrected using the Bonferroni­Holm method. Do the three methods lead to different solutions? Explain. You’ll need to get exact p­values on SPSS (from Fisher’s LSD) or with the on­line app from the lecture slides.An experiment involved investigating the effect ofhormone X on sexual behavior. The experiment involves four different concentrations of the hormone. The full data is shown to the side,where the concentrations are rearranged in ascending order; that is, 0 concentration is wherethere is zero amount of the hormone X (this is the placebo group), and concentration 3 represents the highest amount of the hormone: a. Using the analysis of variance with = 0.05, determine whether hormone X affects sexual behavior. b. If there is a real effect, estimate the size of the effect using c. Using planned comparisons with = 0.05 2 TAIL, compare the mean of concentration 3 with that of concentration 0. What do you conclude? d. Using the Tukey HSD test with = 0.05, compare all possible pairs of means. What do you conclude? 4/2 Question 5 – A social psychologist studied the effectiveness of three different reinforcement schedules on pro­social behaviors in children. She looked at 36 children; 6 boys and 6 girls in each of the three schedules. The dependent variable was the number of times that the desired behaviors were demonstrated (within a specified interval) following exposure to the particular reinforcement schedule. The data, some calculations, and the computer output are provided below.BOYSSchedule 1: 32 36 38 30 38 35 (?X = 209, ?X2 = 7333)Schedule 2: 34 36 39 40 31 33 (?X = 213, ?X2 = 7623)Schedule 3: 40 42 36 35 38 41 (?X = 232, ?X2 = 9010)GIRLSSchedule 1: 25 27 28 29 26 24 (?X = 159, ?X2 = 4231)Schedule 2: 40 29 33 38 34 37 (?X = 211, ?X2 = 7499)Schedule 3: 43 41 37 36 39 45 (?X = 241, ?X2 = 9741) Source Sum­of­squares DF Mean­square F­ratio P GENDER 51.361 1 51.361 4.957 0.034 SCHEDULE 460.056 2 230.028 22.201 0.000 GENDER* SCHEDULE 164.056 2 82.028 7.917 0.002 Error 310.833 30 10.361The significant interaction tells us that the “schedule” variable works differently for boys than for girls. Use simple effects to investigate the interaction further by examining the effect of the “schedule” variable separately for boys and then again for girls, using the simplest and fewest calculations possible. State the null hypotheses and make the appropriate conclusions. Do not make any unnecessary calculations. 5/2 Question 6 – Calculate by hand (or on Excel) and on the computer. Calculate effect sizes (eta­squared and omega­squared) by hand and on the computer (SPSS won’t do this, don’t worry about it). If theinteraction is significant, conduct the appropriate tests of simple effects by hand. Create a figure by hand or on the computer (the Y­Axis should go from 0 to 20). It is theorized that repetition aids recall and that the learning of new material can interfere with the recall of previously learned material. A professor interested in human leaning and memory conducts a 2 X 3 factorial experiment to investigate the effects of these two variables on recall. The material to be recalled consists of a list of 16 nonsense syllable pairs. The pairs represented one at a time, for 4 seconds, cycling through the entire list, before the first pair is shown again. There are three levels of repetition: level 1, in which each pair is shown 4 times; level 2, in which each pair is shown 8 times; and level 3, in which each pair is shown 12 times. After being presented the list the requisite number of times and prior to testingfor recall, each subject is required to learn some intervening material. The intervening material is of two types: type 1, which consist of number pairs, and type 2, which consists of nonsense syllable pairs. After the intervening material has been presented the subjects are tested for recall of the original list of 16 nonsense syllable pairs. Thirty­six college freshman serve as subjects. They are randomly assigned so that there are six per cell. The following scores are recorded; each is the number of syllable pairs from the original list correctly recalled. A. What are the null hypotheses for thisexperiment? B. Using = 0.05 what do you conclude? Plot a graph of the cell means to help you interpret the results.