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Green & Salkind: Lesson 31, Exercises 1-4 Module 5<\/span><\/strong><\/p>\n <\/span><\/p>\nThe following helpful tips are numbered to correspond with the exercise number to which they refer (a dash indicates that no tips are needed):<\/span><\/p>\n <\/span><\/p>\n1. <\/span><\/span>——–<\/span><\/p>\n2. <\/span><\/span>Answer this question in sentence form. Include the correlation (r), the p value, and whether these values indicate a significant correlation between the variables or not. <\/span><\/p>\n3. <\/span><\/span>All homework \u00e2\u20ac\u0153Results sections\u00e2\u20ac\u009d should follow the example given in the Course Content document \u00e2\u20ac\u0153Writing Results of Statistical Tests in APA Format\u00e2\u20ac\u009d (note: you do not have to refer to a figure).<\/span><\/p>\n4. <\/span><\/span>——–<\/span><\/p>\n <\/span><\/p>\nPart Two:<\/span><\/strong><\/p>\n <\/span><\/p>\n1. <\/span><\/span><\/strong>A clinical psychologist would like to determine whether there is a relationship between observer ratings of children\u00e2\u20ac\u2122s anxious behaviors and scores on an established diagnostic interview assessing anxiety disorders. He administers the diagnostic interview to 28 children and records these scores. He then trains an observer to independently rate anxiety-specific behaviors for each of the 28 children. These ratings are totaled for an overall \u00e2\u20ac\u0153anxious behavior\u00e2\u20ac\u009d score. On both the interview and the behavioral ratings, a higher score indicates higher levels of anxiety. These scores are listed in the table below. Conduct a Pearson correlation coefficient analysis to determine whether there is a relationship between the interview scores and behavioral ratings for this group of children. <\/strong><\/span><\/p>\n <\/span><\/p>\nThe steps will be the same as the ones you have been practicing in Part One of the assignment\u00e2\u20ac\u201dthe only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the \u00e2\u20ac\u0153Variable View,\u00e2\u20ac\u009d then return to the \u00e2\u20ac\u0153Data View\u00e2\u20ac\u009d to enter the data. <\/span><\/p>\n <\/span><\/p>\n\n
\n\n\n\n Interview (Range 0 to 9)<\/span><\/p>\n<\/td>\n | \n Anxious Behavior Rating (Range 0 to 25)<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 3<\/span><\/p>\n<\/td>\n | \n 7<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 2<\/span><\/p>\n<\/td>\n | \n 6<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 4<\/span><\/p>\n<\/td>\n | \n 6<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 9<\/span><\/p>\n<\/td>\n | \n 21<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 7<\/span><\/p>\n<\/td>\n | \n 20<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 7<\/span><\/p>\n<\/td>\n | \n 18<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 4<\/span><\/p>\n<\/td>\n | \n 10<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 8<\/span><\/p>\n<\/td>\n | \n 9<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 3<\/span><\/p>\n<\/td>\n | \n 5<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 3<\/span><\/p>\n<\/td>\n | \n 7<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 2<\/span><\/p>\n<\/td>\n | \n 5<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 1<\/span><\/p>\n<\/td>\n | \n 3<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 6<\/span><\/p>\n<\/td>\n | \n 17<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 8<\/span><\/p>\n<\/td>\n | \n 19<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 8<\/span><\/p>\n<\/td>\n | \n 23<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 7<\/span><\/p>\n<\/td>\n | \n 22<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 1<\/span><\/p>\n<\/td>\n | \n 4<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 2<\/span><\/p>\n<\/td>\n | \n 7<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 3<\/span><\/p>\n<\/td>\n | \n 7<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 3<\/span><\/p>\n<\/td>\n | \n 3<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 5<\/span><\/p>\n<\/td>\n | \n 13<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 8<\/span><\/p>\n<\/td>\n | \n 20<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 7<\/span><\/p>\n<\/td>\n | \n 16<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 4<\/span><\/p>\n<\/td>\n | \n 12<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 6<\/span><\/p>\n<\/td>\n | \n 13<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 6<\/span><\/p>\n<\/td>\n | \n 18<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 5<\/span><\/p>\n<\/td>\n | \n 15<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 2<\/span><\/p>\n<\/td>\n | \n 9<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n <\/span><\/p>\n2. <\/span><\/span><\/strong>Create a simple<\/em> scatterplot of the relationship between these variables (define interview scores as the x-axis and behavioral ratings as the y-axis).<\/span><\/p>\n <\/span><\/p>\n3. <\/span><\/span><\/strong>Write an APA-style results section describing the outcome. All homework \u00e2\u20ac\u0153Results sections\u00e2\u20ac\u009d should follow the example given in the Course Content document \u00e2\u20ac\u0153Writing Results of Statistical Tests in APA Format\u00e2\u20ac\u009d (note: you do not have to refer to a figure). Be sure to include the direction of the relationship between the variables (positive? negative? none?) in your section.<\/span><\/p>\n <\/span><\/p>\n4. <\/span><\/span><\/strong>A neuropsychologist is assessing the relationship between brain function and performance on a visuo-spatial task. He administers a test to 14 patients on which scores can range from 1 to 20: a high score indicates normal brain function, and a low score indicates some levels of brain dysfunction. He then asks each patient to complete a maze and records the number of mistakes the patient makes from start to finish. The scores are listed in the table below. Conduct a Pearson correlation coefficient analysis to determine what the relationship is, if any, between brain function and performance on the maze task.<\/strong> <\/span><\/p>\n <\/span><\/p>\nThe steps will be the same as the ones you have been practicing in Part One of the assignment\u00e2\u20ac\u201dthe only difference is that you are now responsible for creating the data file as well. Remember to name and define your variables under the \u00e2\u20ac\u0153Variable View,\u00e2\u20ac\u009d then return to the \u00e2\u20ac\u0153Data View\u00e2\u20ac\u009d to enter the data.<\/span><\/p>\n <\/span><\/p>\n <\/span><\/p>\n\n \n\n\n\n Dysfunction Score<\/span><\/p>\n<\/td>\n | \n Number of Mistakes on Maze Task<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 3<\/span><\/p>\n<\/td>\n | \n 25<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 8<\/span><\/p>\n<\/td>\n | \n 18<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 9<\/span><\/p>\n<\/td>\n | \n 18<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 4<\/span><\/p>\n<\/td>\n | \n 26<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 15<\/span><\/p>\n<\/td>\n | \n 6<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 6<\/span><\/p>\n<\/td>\n | \n 19<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 18<\/span><\/p>\n<\/td>\n | \n 3<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 17<\/span><\/p>\n<\/td>\n | \n 4<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 19<\/span><\/p>\n<\/td>\n | \n 6<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 6<\/span><\/p>\n<\/td>\n | \n 16<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 5<\/span><\/p>\n<\/td>\n | \n 14<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 20<\/span><\/p>\n<\/td>\n | \n 2<\/span><\/p>\n<\/td>\n<\/tr>\n\n\n 17<\/span><\/p>\n<\/td>\n | \n 5<\/span><\/p>\n<\/td>\n<\/tr>\n | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |