GCU PSY520 2019 March Full Course Latest

16 Jun GCU PSY520 2019 March Full Course Latest

Question
PSY520 Graduate Statistics

Week 1 Discussion

DQ1 Review the levels of measurement terms in the Statistics Visual Learner media piece. Compare and contrast Stevens’s four scales of measurement, and explain when each type of scale should be used.

DQ2 The professor teaching a large introductory class gives a final exam that has alternate forms, A, B, and C. A student taking the exam using Form B is upset because she claims that Form B is much harder than Forms A and C. Discuss how percentile point data might be useful to determine if the student is correct.

PSY520 Graduate Statistics

Week 2 Discussion

DQ1 The process of random sampling guarantees that the sample selected will be representative of the population. Is this statement true? Discuss.

DQ2 Review the video on Normal Distribution in the Calculations section of the “Statistics Visual Learner” media piece.

Bob compares his SAT Verbal score of 400 to Marge’s ACT Verbal score of 20. “I beat you,” he exclaims. “My score is 20 times your score!” Although his multiplication is good, his logic is faulty. Explain why.

PSY520 Graduate Statistics

Week 3 Discussion

DQ1 Review the video “Linear Correlation” in the Calculations section of the “Statistics Visual Learner” media piece.

It is sometimes said that the higher the correlation between two variables, the more likely the relationship is causal. Do you think this is correct? Discuss.

DQ2 Discuss the strengths and weaknesses of correlational and regression studies; discuss concepts such as positive and negative correlations, correlation coefficients, confounding, and causality.

PSY520 Graduate Statistics

Week 4 Discussion

DQ1 Explain why there is an inverse relationship between committing a Type I error and committing a Type II error. What is the best way to reduce both kinds of error?

DQ2 Review the term Significance Test in the “Statistics Visual Learner” media piece.

When a newspaper or magazine article reports the results of a study and draws a conclusion without also reporting whether the results are statistically significant, what are the possible reasons for doing so? How seriously should you take the conclusion offered in such a study? Discuss.

PSY520 Graduate Statistics

Week 5 Discussion

DQ1 Explain why using the t statistic may be an appropriate alternative to using a z-score (use the concept of estimated standard error to justify your answer).

DQ2 Discuss how the t-test for correlated groups and the t-test for single samples are alike and different.

PSY520 Graduate Statistics

Week 6 Discussion

DQ1 Review the four “ANOVA” videos in the Calculations section of the “Statistics Visual Learner” media piece.

Explain the major differences between analyzing a one-way ANOVA versus a two-factor ANOVA, and explain why factorial designs with two or more independent variables (or factors) can become very difficult to interpret.

DQ2 plain how the ANOVA technique avoids the problem of the inflated probability of making Type I error that would arise using the alternative method of comparing groups two at a time using the t-test for independent groups.

PSY520 Graduate Statistics

Week 7 Discussion

DQ1 Review the three “Non-parametric” test videos in the Calculations section of the “Statistics Visual Learner” media piece.

A researcher is examining preferences among four new flavors of ice cream. A sample of n = 80 people is obtained. Each person tastes all four flavors and then picks a favorite. The distribution of preferences is as follows. Do these data indicate any significance preferences among the four flavors? Test at the .05 level of significance.

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DQ2 Is it true that parametric tests are generally more powerful than nonparametric tests? If so, give two reasons why you might choose to use a nonparametric test instead of a parametric test.

PSY520 Graduate Statistics

Week 8 Discussion

DQ1 To determine whether a new sleeping pill has an effect that varies with dosage, a researcher randomly assigns adult insomniacs, in equal numbers, to receive either 4 or 8 grams of the sleeping pill. The amount of sleeping time is measured for each subject during an 8-hour period after the administration of the dosage. What type of design is this, and what type of statistic is needed to analyze the data?

DQ2 Dr. Bill Board designs a 2 X 2 between-subjects factorial design, where Factor A is word frequency (low or high) and Factor B is category cues (no cues or cues). Assume that the data are interval. What type of statistic is needed to analyze the data?

PSY520 Graduate Statistics

Week 1 Exercises

Complete the following exercises from “Review Questions” located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Chapter 1, numbers 1.8 and 1.9

Chapter 2, numbers 2.14, 2.17, and 2.18

Chapter 3, numbers 3.13, 3.14, 3.18, and 3.19

Chapter 4, numbers 4.9, 4.14, 4.17, and 4.19

Show all relevant work; use the equation editor in Microsoft Word when necessary.

PSY520 Graduate Statistics

Week 2 Exercises

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Show all relevant work; use the equation editor in Microsoft Word when necessary.

Chapter 5, numbers 5.11, 5.13, 5.15, and 5.18

Chapter 8, numbers 8.10, 8.14, 8.16, 8.19, and 8.21

PSY520 Graduate Statistics

Week 3 Exercises

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Show all relevant work; use the equation editor in Microsoft Word when necessary.

Chapter 6, numbers 6.7, 6.10, and 6.11

Chapter 7, numbers 7.8, 7.10, and 7.13

PSY520 Graduate Statistics

Week 4 Exercises

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Show all relevant work; use the equation editor in Microsoft Word when necessary.

Chapter 9, numbers 9.7, 9.8, 9.9, 9.13, and 9.14

Chapter 10, numbers 10.9, 10.10, 10.11, and 10.12

Chapter 11, numbers 11.11, 11.19, and 11.20

Chapter 12, numbers 12.7, 12.8, and 12.10

PSY520 Graduate Statistics

Week 5 Exercises

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Show all relevant work; use the equation editor in Microsoft Word when necessary.

Chapter 13, numbers 13.6, 13.8, 13.9, and 13.10

Chapter 14, numbers 14.11, 14.12, and 14.14

Chapter 15, numbers 15.7, 15.8, 15.10 and 15.14

PSY520 Graduate Statistics

Week 6 Exercises

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Show all relevant work; use the equation editor in Microsoft Word when necessary.

Chapter 16, numbers 16.9, 16.10, 16.12 and 16.14

Chapter 17, numbers 17.6, 17.7, and 17.8

Chapter 18, numbers 18.8, 18.11, and 18.12

PSY520 Graduate Statistics

Week 7 Exercises

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Show all relevant work; use the equation editor in Microsoft Word when necessary.

Chapter 19, numbers 19.9, 19.10, 19.13, 19.14, and 19.16

Chapter 20, numbers 20.5, 20.6, 20.7, and 20.10

PSY520 Graduate Statistics

Week 8 Exercises

Complete the following exercises located at the end of each chapter and put them into a Word document to be submitted as directed by the instructor.

Show all relevant work; use the equation editor in Microsoft Word when necessary.

Chapter 21, numbers 21.4, 21.7, 21.8, 21.12 thru 21.21

PSY520 Graduate Statistics

Week 1 Assignment

Descriptive Statistics Project

Use the attached document “Descriptive Statistic Project” to complete the assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Topic 1 – Descriptive Statistics Project

Directions: Use the following information to complete the questions below. While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

A researcher was interested in the anxiety present in students just prior to the midterm exam. The research used an anxiety self-quiz to gage the student’s anxiety. The score for 30 students are given here.

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Construct a frequency table with class, frequency, relative percent, and cumulative percent that has 6 classes to describe the distribution of the data in SPSS.
Use the frequency table created in problem to construct a histogram in SPSS.
Use SPSS to calculate the numerical descriptive statistics mean, median, standard deviation, and variance of the anxiety scores.

PSY520 Graduate Statistics

Week 3 Assignment

Probability Project

Use the document “Probability Project” to complete the assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Topic 3 – Probability Project

Directions: Use the following information to complete the assignment. While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

There are many misconceptions about probability which may include the following.

All events are equally likely
Later events may be affected by or compensate for earlier ones
When determining probability from statistical data, sample size is irrelevant
Results of games of skill are unaffected by the nature of the participants
“Lucky/Unlucky” numbers can influence random events
In random event involving selection, results are dependent on number rather than rations
If events are random then the results of a series of independent events are equally likely
The following statements are all incorrect. Explain the statements and the errors fully using the probability rules discussed in topic two.

I have flipped and unbiased coin three times and got heads, it is more likely to get tails the next time I flip it.
The Rovers play Mustangs. The Rovers can win, loose, or draw, so the probability that they win is 1/3.
I roll two dice and ad the results. The probability of getting a total of 6 is 1/12 because there are 12 different possibilities and 6 is one of them.
Mr. Purple has to have a major operation. 90% of the people who have this operation make a complete recovery. There is a 90% chance that Mr. Purple will make a complete recovery if he has this operation.
I flip two coins. The probability of getting heads and tails is 1/3 because I can get Heads and Heads, Heads and Tails, or Tails and Tails.
13 is an unlucky number so you are less likely to win raffles with ticket number 13 than with a different dumber.

PSY520 Graduate Statistics

Week 5 Assignment

Use the attached document “Correlation and Regression” to complete the assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This benchmark assignment assesses the following programmatic competencies: 3.1 Interpret psychological phenomena using scientific reasoning.

PSY-520 Graduate Statistics

Topic 5 – Benchmark – Correlation and Regression Project

Directions: Use the following information to complete the questions below. While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

1. Select at least three variables that you believe have a linear relationship.

a. Specify how you will measure each of these variables (i.e., what instrument will you use and provide an APA reference for the instrument)

2. Collect the data for these variables and describe the data collection technique and why it was appropriate as well as why the sample size was best.

a. Submit the data collected by submitting the SPSS data file with your submission.

3. Find the Correlation coefficient for each of the possible pairings of variables and describe the relationship in terms of strength and direction.

4. Find a linear model of the relationship between the three (or more) variables of interest. Identify the predictor variables and the criterion variable.

5. Provide an output of the SPSS results and interpret the results using correct APA style.

This benchmark assignment assesses the following programmatic competencies: 3.1: Interpret psychological phenomena using scientific reasoning

PSY520 Graduate Statistics

Week 7 Assignment

MANOVA Project

Use the attached document “MANOVA Project” to complete this assignment.

While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Topic 7 – MANOVA Project

Directions: Use the following information to complete the assignment. While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

A researcher randomly assigns 33 subjects to one of three groups. Group 1 receives technical dietary information interactively from an on-line website. Group 2 receives the same information from a nurse practitioner, while Group 3 receives the information from a video tape made by the same nurse practitioner.

The researcher looked at three different ratings of the presentation; difficulty, usefulness, and importance to determine if there is a difference in the modes of presentation. In particular, the researcher is interested in whether the interactive website is superior because that is the most cost-effective way of delivering the information.