intelligence test research

intelligence test research

intelligence test research

1. A researcher is interested in whether students who attend private elementary schools do any better on s standard test of intelligence than the general population of elementary school children. A random sample of 75 students at a private elementary school is tested and has a mean intelligence test score of 103.5. The average for the general population of elementary school children is 100 (σ = 15).

intelligence test research

intelligence test research

a) Is this a one- or a two- tailed tests?


b) What are Ho and Ha for this study?


c) Compute zobt


d) What is zcv?


e) Should Ho be rejected? What should the researcher conclude?


f) Calculate the 95% confidence interval for the population mean, based on the sample mean.


2. Assume that the average person in America weights 150 pounds (μ). You want to determine whether colleges students weigh less than the average America, Following are the wights collected on a sample of colleges students: 120, 105, 166, 170, 145, 149, 135, 115, 168, 138.


a) Is this a one- or two-tailed test?


b) What are Ho and Ha for this study?


c) Compute tobt


d) What is tcv?


e) Should Ho be rejected? What should the researcher conclude?


3. How does a t test differ from a z test in terms of when it is used, how it is calculated, and how we determine significance?


4. According to the U.S. Bureau of the Census, 75% of adults regularly drank alcohol in 1985. An investigator predicts that fewer adults drink now than drank then. A sample of 100 adults is asked about their current drinking habits; 67 report drinking, and 33 report not drinking.


a) What is X2obt?


b) What is (are) the df for this test?


c) What is X2cv?


d) What conclusion should be drawn from these results?


5. A health magazine recently reported a study in which researchers claimed that iron supplements increased memory and problem-solving abilities in a random sample of college women. All of the women took memory and problem-solving tests at the beginning of the study, then took iron supplements, and then took the same tests again at the end of the study. What is wrong with this design? What confounds could be leading to the results of improved memory and problem-solving skills?


6. In an experimental study of the effects of exercise on stress, participants are randomly assigned to either the no exercise or the exercise conditions. Identify what type of study this is—between-, within-, or matched-participants. In addition, identify the independent and dependent variables and the control and experimental groups.


7. What are the advantages and disadvantages in the use of a posttest-only control group design versus a pretest-posttest control group design?


8. What is a confound and how is it related to interval validity?


9. What is the relationship between external validity and the college sophomore problem?


10. Explain what counterbalancing is, how it is achieved, and which confound it helps to minimize.


11. Explain what a Latin square is and how it helps with counterbalancing.


12. According to some research, males have better spatial skills than do females; and according to other research, females have better reading skills than males. A student is interested in determining which sex performs better on a word-search puzzle (a puzzle in which the words are hidden vertically, horizontally, and diagonally within an array of letters) since this type of puzzle involves both spatial and reading skills. A sample of males and females volunteer to participate and are given 10 minutes to work on a 50-word puzzle. The number of words correctly recognized is recorded for each subject, and the resulting data are as follows:

intelligence test research

Males Females


12          15


8            12


9            11


11          18


10          13


12          14


7            17


Conduct the appropriate analysis of these data and determine whether there are any significant differences.


13. A college student is interested whether there is a difference between male and female students in the amount of time spending working out each week. The student gathers information from a random sample of male and female students on her campus. Amount of time spend working out is normally distributed. The data appear below.


Males Females


7         5


5         9


9         8


10       3


6         10


2          5


4          9


a) What statistical test should be used to analyze these data?


b) Identify Ho and Ha for this study.


c) Conduct the appropriate analysis.


d) Should Ho be rejected? What should the researcher conclude?


e) If significant compute the effect size and interpret this.


14. A student is interested in whether students who study with others devote as much attention to their studies as do students who study alone. He believes those who study alone devote more attention to their studies. He randomly assigns participants to either group or individual study conditions and has them read and study the same passage of information for the same amount of time. Participants are then given the same 10-item test on the material. Their scores appear below. Scores on the test represent interval/ratio data and are normally distributed.


Group Alone


6            10


5            9


6            7


5            7


6            6


6            6


7            8


8            6


5            9


a) What statistical test should be used to analyze these data?


b) Identify H0 and Ha for this study.


c) Conduct the appropriate analysis.


d) Should H0 be rejected? What should the researcher conclude?


e) If significant, compute the effect size and interpret this.


15. A researcher believes exercise reduces anxiety in women. She identifies a group of women who had not exercised before but are now planning to begin exercising. She gives them a 50-item anxiety inventory before they begin exercising and administers it again after 6 months of exercising. The anxiety inventory is measured on an interval scale and higher numbers indicate higher anxiety. In addition, scores on the inventory are normally distributed. The scores appear below.


Before After


46         44


41         40


42         39


47         46


43         42


45         43


a) What statistical test should be used to analyze these data?


b) Identify Ho and Ha for this study.


c) Conduct the appropriate analysis.


d) Should Ho be rejected? What should the researcher conclude?


e) If significant, compute the effect size and interpret this.


16. A researcher is interested in comparing the self-esteem of students who volunteer for community service versus those who do not. The researcher assumes that those who complete community service will have higher self-esteem scores. Self-esteem scores tend to be skewed (not normally distributed). The self-esteem scores appear below. Higher scores indicate higher self-esteem levels.


No Community


Service Community Service


33                   41


41                   48


54                   61


13                   72


22                   83


26                   55


a) What statistical test should be used to analyze these data?


b) Identify H0 and Ha for this study.


c) Conduct the appropriate analysis.


d) Should H0 be rejected? What should the researcher conclude?


17. You noticed in a training class that it appears that more men tend to sit near the door and more women opposite the door. In order to determine whether this difference is significant, you collect data on the seating preferences for the students in your class. The data appears below:


Males Females


Near the Door             25       14


Opposite the Door     12        20


a) What is the statistical test that should be used to analyze these data?


b) Identify Ho and Ha for this study.


c) Conduct the appropriate analysis.


d) Should Ho be rejected? What should the researcher conclude?


18. Explain when it should be appropriate to use a t test versus a one-way analysis of variance.


19. What is the Bonferroni adjustment? What would the Bonferroni adjustment be for a study with four groups for which a researcher decided to use t-tests?


20. If the null hypothesis is true, what value should we expect for the F-ratio? Why?


21. When and why is it necessary to use post-hoc tests?


22. Provide the factorial notation for the following experimental design. Two independent variables:


1. Crust Type (thick, thin, pan, and hand-tossed)


2. Topping Type (plain, sausage, pepperoni, veggie, ham, and everything)


23. How many main effects and interactions could you have in a 4 x 6 factorial design?


24. Explain the difference between correlational, quasi-experimental, and true-experimental design.


25. Why is an ABAB reversal design better than an ABA reversal design?

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

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The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.


Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
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  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
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  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.


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  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.


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intelligence test research

intelligence test research

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