1. Exercise 5.1 You want to determine if meditation can reduce resting pulse rate. Participants were recruited and randomly assigned to one of two groups: Members of Group 1 (the control group) did not meditate; members of Group 2 (the treatment group) meditated for 30 minutes per day on Mondays, Wednesdays, and Fridays over the course of 2 weeks. At the end of the study, you gathered the resting pulse rates for each participant. Data set: Ch 05 - Exercise 01A.sav Codebook Variable: group Definition: Meditation group assignment Type: Categorical (1 = No meditation, 2 = Meditates 3 days) Variable: pulse Definition: Pulse rate measured in number of beats per minute Type: Continuous
a) Write the hypotheses.
b) Run each criterion of the pretest checklist (normality, homogeneity of variance, and n) and discuss your findings. Paste your findings.
c) Run the t test and document your findings (ns, means, and significance [p value]). Past the findings.
d) Write an abstract up to 200 words detailing a summary of the study, the t test results, hypothesis resolution, and implications of your findings.
2 Exercise 01B.sav. Exercise 5.2 You want to determine if pairing an incoming freshman with a sophomore in a mentor–mentee relationship will enhance the freshman’s overall grade. You recruit sophomores who are willing to mentor students in their majors for their first terms. You then recruit freshmen who are interested in having mentors. Freshmen who apply to this program will be assigned to the mentor group (and will be given mentors) or to the control group (no mentor) on an alternating basis. Those in the mentor group are to meet their mentors in person once a week at a time of their choosing. All freshmen, in both groups, agree to submit their transcripts at the conclusion of the term. Data set: Ch 05 - Exercise 02A.sav Codebook Variable: group Definition: Mentor group assignment Type: Categorical (1 = No mentor, 2 = In-person mentor) Variable: grade Definition: Student’s overall grade Type: Continuous (0–100)
a) Write the hypotheses.
b) Run each criterion of the pretest checklist (normality, homogeneity of variance, and n) and discuss your findings. Paste the results
c) Run the t test and document your findings (ns, means, and significance [p value]).Paste the results.
d) Write an abstract up to 200 words detailing a summary of the study, the t test results, hypothesis resolution, and implications of your findings.
3. Exercise 5.4 You want to determine if chocolate enhances mood. Subjects will be recruited and randomly assigned to one of two groups: Those in the control group will eat their regular diet, and those in the experimental group will also eat their usual meals and have one piece of chocolate at breakfast, lunch, and dinner over the course of a week. At the end of the week, all subjects (in both groups) will complete the Acme Mood Scale (1 = extremely bad mood, 100 = extremely good mood). Data set: Ch 05 - Exercise 04A.sav Codebook Variable: group Definition: Chocolate dosage group assignment Type: Categorical (1 = No chocolate, 2 = Chocolate [1 per meal]) Variable: mood Definition: Score on Acme Mood Scale Type: Continuous (1 = extremely bad mood, 100 = extremely good mood)
a) Write the hypotheses.
b) Run each criterion of the pretest checklist (normality, homogeneity of variance, and n) and discuss your findings.
c) Run the t test and document your findings (ns, means, and significance [p value]). Paste the findings.
d) Write an abstract up to 200 words detailing a summary of the study, the t test results, hypothesis resolution, and implications of your findings
(Practice Exercises Use the prepared SPSS data sets (download from study.sagepub.com/knappstats2e). NOTE: These practice exercises and data sets are the same as those in Chapter 5 (“t Test and Mann-Whitney U Test”), except that instead of the two-group designs, additional data have been included to facilitate ANOVA processing: Exercises 6.1 through 6.8 have three groups, and Exercises 6.9 and 6.10 have four groups.)
4. Exercise 6.1 You want to determine if meditation can reduce resting pulse rate. Participants were recruited and randomly assigned to one of three groups: Members of Group 1 (the control group) will not meditate; members of Group 2 (the first treatment group) will meditate for 30 minutes per day on Mondays, Wednesdays, and Fridays over the course of 2 weeks; and members of Group 3 (the second treatment group) will meditate for 30 minutes a day 6 days a week, Monday through Saturday. At the end of the study, you gathered the resting pulse rates for each participant. Data set: Ch 06 - Exercise 01A.sav Codebook Variable: group Definition: Group number Type: Categorical (1 = No meditation, 2 = Meditates 3 days, 3 = Meditates 6 days) Variable: pulse Definition: Pulse rate (beats per minute) Type: Continuous
a) Write the hypotheses. Run each criterion of the pretest checklist (normality, homogeneity of variance, and n) and discuss your findings.
b) Run the ANOVA test and document your findings (ns, means, and significance [p value], hypothesis resolution). Paste the results.
c) Write an abstract up to 200 words detailing a summary of the study, the ANOVA test results, hypothesis resolution, and implications of your findings.
5. Exercise 6.2 You want to determine if pairing an incoming freshman with a sophomore in a mentor–mentee relationship will enhance the freshman’s overall grade. You recruit sophomores who are willing to mentor students in their majors for their first terms. You then recruit freshmen who are interested in having mentors. Freshmen who apply to this program will be sequentially assigned to one of three groups: Group 1 will be the control group (no mentor), Group 2 will be the in-person mentor group, and Group 3 will be the e-mentor group. Those in the in-person mentor group are to meet in person once a week at a time of their choosing, and those in the e-mentor group will communicate digitally at least once a week. All freshmen, in each group, agree to submit their transcripts at the conclusion of the term. Data set: Ch 06 - Exercise 02A.sav Codebook Variable: group Definition: Mentor group assignment Type: Categorical (1 = No mentor, 2 = In-person mentor, 3 = E-mentor) Variable: grade Definition: Student’s overall grade Type: Continuous (0–100) Write the hypotheses. Run each criterion of the pretest checklist (normality, homogeneity of variance, and n) and discuss your findings.
a. Run the ANOVA test and document your findings (ns, means, and significance [p value], hypothesis resolution). Paste the findings.
b. Write an abstract up to 200 words detailing a summary of the study, the ANOVA test results, hypothesis resolution, and implications of your findings.
6. Repeat this exercise using data set Ch 06 - Exercise 02B.sav. Exercise 6.3 Clinicians at a nursing home facility want to see if giving residents plants to tend to will help lower depression. To test this idea, each resident is randomly assigned to one of three groups: Group 1, Control group (no plant); Group 2, Bamboo; or Group 3, Cactus. Each plant comes with a card detailing care instructions. After 90 days, all participants will complete the Acme Depression Scale, a 10-question instrument that renders a score between 1 and 100 (1 = low depression, 100 = high depression). Data set: Ch 06 - Exercise 2B.sav Codebook Variable: group Definition: Plant group assignment Type: Categorical (1 = No plant, 2 = Bamboo, 3 = Cactus) Variable: mood Definition: Depression level Type: Continuous (1 = low depression, 100 = high depression) Write the hypotheses. Run each criterion of the pretest checklist (normality, homogeneity of variance, and n) and discuss your findings.
a. Run the ANOVA test and document your findings (ns, means, and significance [p value], hypothesis resolution). Paste the findings.
b. Write an abstract up to 200 words detailing a summary of the study, the ANOVA test results, hypothesis resolution, and implications of your findings.
7. Repeat this exercise using data set Ch 06 - Exercise 03B.sav. Exercise 6.4 You want to determine if chocolate enhances mood. Subjects will be recruited and randomly assigned to one of three groups: Those in Group 1 will be the control group and will eat their regular diet. Those in Group 2 will eat their usual meals and have one piece of chocolate at breakfast, lunch, and dinner over the course of a week. Those in Group 3 will eat their meals as usual and have two pieces of chocolate at breakfast, lunch, and dinner over the course of a week. At the end of the week, all participants will complete the Acme Mood Scale (1 = extremely bad mood, 100 = extremely good mood). Data set: Ch 06 - Exercise 06 03B.sav Codebook Variable: group Definition: Chocolate dosage group assignment Type: Categorical (1 = No chocolate, 2 = Chocolate [1 per meal], 3 = Chocolate [2 per meal]) Variable: Mood Definition: Acme Mood Scale score Type: Continuous (1 = extremely bad mood, 100 = extremely good mood)
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