ww3-DRQ
Help
3 years ago 6
w3-DRQ.docx
w3-DRQ.docx
Instructions
When responding to your classmates, discuss the extent to which you agree with the type I and type II errors they identified. Also, share your perspective about their explanation of why researchers must understand these errors.
Classmate 1-BS
My research question is:
How do mindfulness meditation practices impact the level of perceived stress in physically active graduate college students vs. less physically active graduate college students?
The null hypothesis of this research question is:
H₀1: A difference in perceived stress levels among physically active graduate college students vs. less physically active graduate college students is not seen.
In research, two types of errors can occur: Type I and Type II. Type I errors happen when the null hypothesis is rejected even though it is true (Rosnow & Rosenthal 2014). For example, in my study comparing stress levels between physically active and less active graduate students, a Type I error would occur if it was concluded that there was a difference in stress levels when there was not. Essentially, you'd see an effect (difference in stress levels) that doesn't exist in the population. This misjudgment could lead to investing resources in promoting mindfulness meditation even when it doesn't affect stress levels.
On the other hand, Type II errors occur when the null hypothesis is not rejected even though it is false (Rosnow & Rosenthal 2014). In this stress level study, this would mean concluding there was no significant difference in stress levels between the two groups when there was. Making this choice could result in missing out on addressing the specific stress-related needs of one group.
To reduce the risk of these errors, researchers should ensure an adequate sample size, choose an appropriate significance level, and use valid and reliable measurement tools (Rosnow & Rosenthal 2014). However, it is essential to remember that no study can completely eliminate the risk of Type I and Type II errors. Awareness of these potential errors allows researchers to look for these instances in their research.
Have a great week!
Best,
Brandon
Reference
Rosnow, R. L., Rosenthal, R. (20140328). Beginning behavioral research, 7th edition. [VitalSource Bookshelf 10.3.3]. vbk://9780133557084
CLassmate2-HC
My research includes three questions: 1) is Authoritarian parenting style more beneficial for a child in development than Authoritative or Permissive? (2) does Authoritative parenting style create less autonomy for a child compared to Authoritarian and Permissive? And (3) does Permissive style parenting create more independence then compared to Authoritative and Authoritarian parenting styles? I decided on these three questions because it covers all three-parenting style being the focus, and it does set up the data to be able to support the alternative or the null hypotheses. A null hypothesis for my research could be H0 : Parenting style difference does not affect social skills through development of their children. This is showing that there are other reasons for why children develop social skills more, less, or not at all compared to the population.
Type I error occurs when researchers look at statistical analysis from the collected data and see that there is no significant difference between two groups (like experimental and control). This creates the researcher to reject the null hypothesis when it should have been accepted. A significance test is important in this part of analyzing research, because even if there is the tiniest difference, there is still a difference. To create this error could mean that the researcher is “gullible” to the idea that the evidence is easy to look at and easily conclude that their alternative hypothesis is correct. An example of a Type I error from my research would be rejecting the null that parenting styles have no effect on a child’s development and the skills they develop. It is an important concept to understand, type I error, because from my research, it has been seen that parenting style is the number one area of responsibility for what they teach their children. This could lead to question previous works and the doubt to the studies and data collection.
Type II error occurs when researchers accept the null hypothesis when it should have been rejected, because the alternative hypothesis is true. Here, statistical analysis is not as helpful as to Type I error. Type II error is essentially easy because the testing tells the researcher whether to reject or to not reject the null hypothesis, not necessarily to accept the null and reject the alternative. Researchers sometimes become blind to research and want their alternative hypothesis to be supported so much so that they almost hope that the null will be rejected. An example of a Type II error from my research would to be accepting of my alternative hypotheses that certain parenting styles supply more or less of things that children need in development to be successful in the social world. Things like how to control emotions, handle rejection, to not be naïve, and have autonomy. It is important to understand the concept of Type II error because, from my research, to accept the null that parenting styles have no effect on child development skills would be blind to seeing that it is some responsibility and to blame other context to take the blame. At the same time, not being able to see the other things that could also contribute.
Reference: Ralph Rosnow and Robert Rosenthal. Beginning Behavioral Research: A Conceptual Primer. Pearson, Seventh Edition 2013. ISBN: 978-0-205-81031-4 pg. 219-235
w3-DRQ.docx
Instructions
When responding to your classmates, discuss the extent to which you agree with the type I and type II errors they identified. Also, share your perspective about their explanation of why researchers must understand these errors.
Classmate 1-BS
My research question is:
How do mindfulness meditation practices impact the level of perceived stress in physically active graduate college students vs. less physically active graduate college students?
The null hypothesis of this research question is:
H₀1: A difference in perceived stress levels among physically active graduate college students vs. less physically active graduate college students is not seen.
In research, two types of errors can occur: Type I and Type II. Type I errors happen when the null hypothesis is rejected even though it is true (Rosnow & Rosenthal 2014). For example, in my study comparing stress levels between physically active and less active graduate students, a Type I error would occur if it was concluded that there was a difference in stress levels when there was not. Essentially, you'd see an effect (difference in stress levels) that doesn't exist in the population. This misjudgment could lead to investing resources in promoting mindfulness meditation even when it doesn't affect stress levels.
On the other hand, Type II errors occur when the null hypothesis is not rejected even though it is false (Rosnow & Rosenthal 2014). In this stress level study, this would mean concluding there was no significant difference in stress levels between the two groups when there was. Making this choice could result in missing out on addressing the specific stress-related needs of one group.
To reduce the risk of these errors, researchers should ensure an adequate sample size, choose an appropriate significance level, and use valid and reliable measurement tools (Rosnow & Rosenthal 2014). However, it is essential to remember that no study can completely eliminate the risk of Type I and Type II errors. Awareness of these potential errors allows researchers to look for these instances in their research.
Have a great week!
Best,
Brandon
Reference
Rosnow, R. L., Rosenthal, R. (20140328). Beginning behavioral research, 7th edition. [VitalSource Bookshelf 10.3.3]. vbk://9780133557084
CLassmate2-HC
My research includes three questions: 1) is Authoritarian parenting style more beneficial for a child in development than Authoritative or Permissive? (2) does Authoritative parenting style create less autonomy for a child compared to Authoritarian and Permissive? And (3) does Permissive style parenting create more independence then compared to Authoritative and Authoritarian parenting styles? I decided on these three questions because it covers all three-parenting style being the focus, and it does set up the data to be able to support the alternative or the null hypotheses. A null hypothesis for my research could be H0 : Parenting style difference does not affect social skills through development of their children. This is showing that there are other reasons for why children develop social skills more, less, or not at all compared to the population.
Type I error occurs when researchers look at statistical analysis from the collected data and see that there is no significant difference between two groups (like experimental and control). This creates the researcher to reject the null hypothesis when it should have been accepted. A significance test is important in this part of analyzing research, because even if there is the tiniest difference, there is still a difference. To create this error could mean that the researcher is “gullible” to the idea that the evidence is easy to look at and easily conclude that their alternative hypothesis is correct. An example of a Type I error from my research would be rejecting the null that parenting styles have no effect on a child’s development and the skills they develop. It is an important concept to understand, type I error, because from my research, it has been seen that parenting style is the number one area of responsibility for what they teach their children. This could lead to question previous works and the doubt to the studies and data collection.
Type II error occurs when researchers accept the null hypothesis when it should have been rejected, because the alternative hypothesis is true. Here, statistical analysis is not as helpful as to Type I error. Type II error is essentially easy because the testing tells the researcher whether to reject or to not reject the null hypothesis, not necessarily to accept the null and reject the alternative. Researchers sometimes become blind to research and want their alternative hypothesis to be supported so much so that they almost hope that the null will be rejected. An example of a Type II error from my research would to be accepting of my alternative hypotheses that certain parenting styles supply more or less of things that children need in development to be successful in the social world. Things like how to control emotions, handle rejection, to not be naïve, and have autonomy. It is important to understand the concept of Type II error because, from my research, to accept the null that parenting styles have no effect on child development skills would be blind to seeing that it is some responsibility and to blame other context to take the blame. At the same time, not being able to see the other things that could also contribute.
Reference: Ralph Rosnow and Robert Rosenthal. Beginning Behavioral Research: A Conceptual Primer. Pearson, Seventh Edition 2013. ISBN: 978-0-205-81031-4 pg. 219-235