June 4, 2023

Juan, a male teacher aged 23, scored 65 on the ECR-RT subscale for anxiety. What proportion of people in his age group would score equal or higher than him?

Psychology

Please read all instructions carefully.

Jackson. (2018). Custom MindTap Reader, Instant Access for Jackson, Research Methods and Statistics, 5th edition.

Kirkpatrick, L. A. (2016). Simple Guide to IBM SPSS – version 23.0 (14th ed.). Wadsworth, Inc.

SPSS Incorporated. SPSS Statistics Standard GradPack Software (current ed.). IBM North America.

PSYC 510

Homework: Data Organization and Descriptive Statistics Assignment Instructions

Overview

This Homework: Data Organization & Descriptive Statistics Assignment is designed to assess your understanding of the concepts and applications covered thus far in this course. In this module, you have looked at how to organize data and describe it in terms of central tendency, dispersion, and shape of distribution. You also have covered cover how to standardize a distribution of data in order to see how a single score compares to other scores. These topics are covered conceptually as well as how to calculate them by hand and in SPSS. These concepts and applications are fundamental to understanding and evaluating data as a consumer in a data-laden world, a consumer of data within our field, and producer of research in our field.

Instructions

Be sure you have reviewed this module’s Learn section before completing this Homework: Data Organization & Descriptive Statistics Assignment. This Homework: Data Organization & Descriptive Statistics Assignment is worth 60 points. Each question is worth 3 points each. Six points are awarded for mechanics/structure.

· Part I contains general concepts from this module’s Learn section.

· Part II requires use of SPSS. You will have to take screen shots and/or copy and paste from your SPSS to place answers within this file. Make sure you only insert relevant and legible images.

· Part III is the cumulative section. These may include short answer and/or use of SPSS but will review material from previous module(s).

· Directions for each subsection are provided in the top of each table (in the blue shaded areas).

· Answers should be placed where indicated (wherever there is “ ANSWER”).

· Submit the file as a WORD document (.doc or .docx). Make sure the filename of your submission includes your full name, course and section.

· Example: HW4_JohnDoe_510B01

Make sure to check the Homework Grading Rubric before starting this Homework: Data Organization & Descriptive Statistics Assignment.

Part I: General Concepts

These questions are based on the concepts covered in this module’s assigned readings and presentations.

31	47	53	57	61	67
40	49	55	58	62	68
41	50	56	58	64	69

1. The following data represents 18 emotional intelligence test scores. Organize these data into a class interval frequency distribution using 3 intervals with frequency ( f) and relative frequency ( rf) columns.

ANSWER: Fill in the yellow cells:

Class Intervals (use whole numbers)	f	rf (round to 2 decimals)
ANSWER	ANSWER	ANSWER
ANSWER	ANSWER	ANSWER
ANSWER	ANSWER	ANSWER
	N = 18

What is the class width?

What is the upper class limit of the first interval?

ANSWER

Answer the following question related to your assigned readings and presentations.

What do the following symbols represent?

a. N

b. µ

a. ANSWER

b. ANSWER

Use the following five (5) numbers to calculate the following by hand (must show all work and do NOT round)

Calculate all measures of central tendency. Label each one.

ANSWER

Is this data best described as normal, positively skewed, or negatively skewed? How does your previous answer confirm this?

ANSWER

Calculate the range and average deviation. Show all work.

ANSWER

Calculate the standard deviation using the formula from ch.5 . Show all work.

ANSWER

State two ways the standard deviation differs from the average deviation.

ANSWER

Students in the psychology department consume an average of 5 cups of coffee per day with a standard deviation of 1.75 cups. The number of cups of coffee consumed is normally distributed. Make sure you do NOT round when answering any of these questions. When applicable, show ALL work for full points.
9.	Nancy drank 6 cups of coffee. What *proportion* of students drank FEWER cups of coffee than Nancy? (do not round and use the table in the appendix of the Jackson e-book)	ANSWER
10.	Which of the following curves (A, B, or C) best illustrate where Nancy’ s data would be?	ANSWER

11.	How many cups of coffee would an individual at the 80th percentile rank drink? (do NOT round)	ANSWER
12.	Imagine this course is over and instead of seeing your total points earned, you are given a z score and the grade is curved to fit a normal distribution. What would you want your z score to be and why? (make sure you use a numerical value and indicate whether it is positive or negative)	ANSWER

Part II: SPSS Application

These questions require the use of SPSS. Remember you must submit all of your work within this word document. You will need to take a screen shot of your data view if necessary, or copy and paste your output into the spaces below.

The following dataset contains scores for depression, a subscale on the DASS-21 from 18 individuals. This variable is considered scale and is discrete. Enter the following data into SPSS to answer the following questions. Make sure you name the variable “Depression” and that you set the scale of measurement within SPSS.

11	13	15	17	18	22
7	8	18	17	13	11
9	16	18	12	13	15

13.

Insert the descriptive statistics table (NOT the frequency table) from your SPSS output.

ANSWER Insert table here

14.

Create a histogram of the data using SPSS and paste it below.

ANSWER Insert SPSS graph here

Part III: Cumulative

These questions can be related to anything covered thus far in the course.

As part of his dissertation, Joe wanted to know if an icecream reward can increase the number of books read by children in the first grade. The small school has four 1st grade classes – two are given the reward and two are not; total number of books read at the end of the term are compared.
15.	What is the independent variable? Is it a true manipulated variable or a subject / participant variable?	ANSWER
16.	What is the dependent variable? What is its scale of measurement?	ANSWER
17.	He found a huge difference – students read more in the classes rewarded with icecream. What is a potential confounding variable?	ANSWER

Answer the final question related to your previous readings and presentations on reliability and validity.

18.

When you log in to take your psychology exam, you are flabbergasted to find that all of the questions are on calculus and not psychology. The next day in class, students complain so much that the professor agrees to give you all a makeup exam the following day. When you arrive in class the next day, you find that although the questions are different, they are once again on calculus. In this example, there should be high reliability of what type? What type(s) of validity is the test lacking? Explain your answers.

ANSWER

Submit this assignment by 11:59 p.m. (ET) on Sunday of Module 4. Remember to name the file appropriately.

Done!

Page 6 of 6

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PSYC 510 WORKSHEET: Week 4 presentation “z scores, normal curve, and probability”

Review of Material: z scores and probability (Week 4)

Information from: Jackson Ch. 5 section “ z-Scores” and Week 4 presentation “z scores, normal curve, and probability”

Additional practice: Jackson ch. 5 chapter exercise #7A – F (answers in e-book for self-check)

Note: this is an OPTIONAL worksheet to practice applying some of this week’s key concepts. Please make sure you complete all assigned readings and watch this week’s presentations before attempting the worksheet! Try to complete it on your own, then check your answers with the answer key details (at the end of the document).

Scenario: The following anxiety subscale data is for teachers based on the ECR-RT questionnaire (ECR-RT = “Experiences in close relationships-revised for teachers) (see Table 1 in Riley, 2013). Assume for the purposes of this practice that the distribution for each of the samples below is normal.

For teachers between the ages of 20 – 24, the mean = 53.80 and the standard deviation = 18.51.

For teachers 35 years of age and older, the mean = 42.18 and the standard deviation = 13.01.

Reference: Riley, Philip. (2013). Attachment theory, teacher motivation & pastoral care: A challenge for teachers and academics. Pastoral Care in Education, 31 (2). DOI: 10.1080/02643944.2013.774043.