abcd

http://www.statsoft.com/textbook

http://campustools.capella.edu/redirect.aspx?linkid=1582

Question 1 Round the following numbers to two decimal places:

• 438.002. • 512.345. • 173.552.

Question 2 Apply order of operations rules and solve:

• J (3 * 3 + 6 – 2 2 – 2). • (8 + 4 2 – 4)/5. • 8 – 2 * 3 + 4/2. • 40 – 6 * 5 – 2. • J([10–7] * 3) – 2.

Question 3 Identify the highest possible scale (nominal, ordinal, interval, or ratio) for the following:

• Preferred political party. • Number of children. • Number of sodas you drank today. • Temperature in Fahrenheit. • Class rank.

Question 4 Identify the highest possible scale (nominal, ordinal, interval, or ratio) for the following:

• Gender. • Weight of an object. • Book genre. • Extraversion. • Award categories at the Oscars.

Question 5 Identify the variables below as continuous (C) or discrete (D):

• Time it takes to fall asleep. • Number of languages you speak. • Number of adults living in a household. • Speed of an airplane. • Weight of cars.

Question 6 Twenty people were asked how many computers they own. Use the provided data to create a table showing frequency and cumulative frequency.

1, 2, 0, 1, 3, 4, 0, 1, 1, 1, 1, 1, 2, 1, 3, 3, 4, 0, 1, 1.

Frequency and Cumulative Frequency

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Number of Computers Frequency Cumulative Frequency

Question 7 A psychology professor wants to examine how many times her students missed class during the previous semester. She had 40 students registered in her class, and her attendance records revealed the following:

0, 2, 0, 6, 3, 6, 7, 1, 1, 2, 1, 1, 3, 4, 5, 4, 0, 0, 1, 1, 2, 2, 2, 3, 5, 8, 4, 2, 1, 0, 2, 1, 0, 6, 8, 1, 2, 1, 1, 0.

• Using the above data, create a grouped frequency table in 2-miss intervals. • Using the above data, create a grouped frequency table in 4-miss intervals. • Using the above data, create a grouped frequency table in 6-miss intervals. • Which of these tables provides the clearest picture of the data and why?

Question 8 Complete the following steps:

1. Open the SPSS file assessment1a.sav linked in the Resources under the Required Resources heading. 2. At the top of the screen, click on Analyze , select Descriptive Statistics , then select Frequencies . 3. Click on Score , then click on the arrow to send it over to the right side of the table. 4. Click on OK . Copy and paste the ascending values frequency table to your Word document. 5. Go back to Data View, click on Analyze , select Descriptive Statistics , then select Frequencies . 6. Click on Format , then on Descending Values . Click Continue and then OK. Copy and paste the descending

values frequency table to your Word document.

Question 9 Identify the probable shape of the frequency curve (normal, negatively skewed, or positively skewed) for the following:

• Class test scores on a very difficult final exam. • Population IQ scores. • SAT scores of Ivy League students. • Class test scores on a very easy final exam. • SAT scores of all students who have taken the exam in the last five years.

Question 10 Complete the following steps:

1. Open the SPSS file assessment1a.sav . 2. At the top of the screen, click on Graphs , select Legacy Dialogs , then select Histogram . 3. Click on Score , then click on the arrow to send it over to the variable box. 4. Click on OK . Copy and paste the histogram to your Word document. 5. Go back to Data View, click on Graphs , select Legacy Dialogs , then select Line . 6. Click on Simple , then on Define . Click on Score , then click on the arrow to send it over to the Category Axis box. 7. Click on OK . Copy and paste the line graph to your Word document. 8. Open the SPSS file assessment1b.sav linked in the Resources under the Required Resources heading. 9. At the top of the screen, click on Graphs , select Legacy Dialogs , then select Bar.

10. Click on Simple , then on Define . Click on Political Party , then click on the arrow to send it over to the Category Axis box.

11. Click on OK . Copy and paste the bar graph to your Word document. 12. Go back to Data View, click on Graphs , select Legacy Dialogs , then select Pie . 13. Click on Summaries for groups of case , then on Define . Click on Political Party, then click on the arrow to send it

over to the Define Slices By box.

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14. Click on OK . Copy and paste the pie graph to your Word document.

Question 11 Twenty first graders were asked to identify their favorite color. Using the following results, create a data file in SPSS (you will enter the date in Data View and define your variables in Variable View ) and create a bar graph. Copy and paste the bar graph to your Word document.

• Blue = 8. • Red = 6. • Green = 2. • Yellow = 4.

Submission Requirements • Submit all answers in one Word document (do not submit multiple files). • Show your work for questions that require calculations. • Ensure your answer to each problem is clearly visible (you may want to highlight your answer or use a different font

color to set it apart).

Data Introduction and Frequency, Distribution Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U01A1] Data Introduction And Frequency, Distribution Answer questions associated with data introduction and frequency, distribution, percentiles, and graphical representations.

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ASSESSMENT 2

Central Tendency, Variability, Normal Curve, Z Score

Overview Answer questions related to central tendency, variability, normal curve, z score, probability, and binomial distribution.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Show More • Competency 1: Apply basic descriptive and inferential statistics.

▪ Calculate the median for a set of scores. ▪ Calculate the mode, median, and mean for a set of scores. ▪ Calculate measures of variability from a group of raw scores. ▪ Calculate percentages based on z scores and the normal curve. ▪ Determine if events are mutually exclusive. ▪ Differentiate between the addition theorem and multiplication theorem. ▪ Calculate probability for a dichotomous event. ▪ Calculate probability for an experiment.

• Competency 2: Evaluate the results of statistical analyses. ▪ Calculate IQ percentages based on the normal curve.

• Competency 3: Apply knowledge of statistics to select appropriate statistical tests, analyze data, and interpret results. ▪ Calculate measures of central tendency and variability using SPSS. ▪ Calculate descriptive statistics and z scores using SPSS.

• Competency 4: Apply knowledge of theory and research in statistics and quantitative methodology to inform personal behavior and values, understand real-world applications, and develop professional goals and plans.

▪ Determine the shape of a distribution from raw scores and measures of central tendency.

Context When data are collected as part of the research process, the scores have some sort of manner in which they fall. Central tendency talks about the center of the distribution, while variability discusses the spread of scores within the distribution. The scores can be converted to standard scores to increase the understanding among researchers, as well as to further describe how they fall within the distribution.

Scores can be converted to standard scores to increase the understanding among and between researchers as well as to further describe how these scores fall within the distribution. You will further explore this with z scores.

Many statistical analyses use an assumption that data falls in a normal distribution. It is important to understand the normal curve as well as the area under the curve as it relates to standard scores. Probability examines the likelihood of an event occurring.

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Central Tendency and Variability in the Real World • Why does scale of measurement matter in determination of which measures of central tendency and variability are

appropriate?

The Normal Curve • Pick a continuous variable (that is, interval or ratio in scale of measurement) that is normally distributed. Analyze the

distribution of the variable. What do scores in the center of the distribution mean for this particular variable? What about scores in the tails?

• Imagine you have a z score of +2.58. What does that mean in terms of your specific variable?

Resources Required Resources The following resources are required to complete the assessment.

Capella Resources Click the links provided to view the following resources:

• assessment2a.sav . • assessment2b.sav . • Probability Binomial Table . • Area Under Normal Curve Table .

SPSS Software The following software is recommended to complete learning activities in this course:

• IBM SPSS Statistics Base GradPack (Version 22 or higher for Windows or Mac).

If you have access to statistical software such as SAS or Excel with the appropriate add-in such as XLSTAT, you may use these as long as they meet the requirements of this course.

Capella Multimedia Click the links provided below to view the following multimedia pieces:

• Modules: 5 and 6 | Transcript . ▪ Module 5. Mode, Median, and Mode. ▪ Module 6. Range, Variance, and Standard Deviation.

• Modules: 7, 8, 10, and 11 | Transcript . ▪ Module 7. Percent Area and the Normal Curve. ▪ Module 8. z Scores. ▪ Module 10. Probability Definitions and Theorems. ▪ Module 11. The Binomial Distribution.

• Central Tendency and Variability | Transcript .

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https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment2a.sav

https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment2b.sav

https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment_2_probability_binomial_table.pdf

https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment_2_area_under_normal_curve_table.pdf

https://media.capella.edu/CourseMedia/PSYC-FP4700/Presentations/Mod5-6/wrapper.asp

https://media.capella.edu/CourseMedia/PSYC-FP4700/Presentations/Mod5-6/transcript.html

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https://media.capella.edu/CourseMedia/PSYC-FP4700/Presentations/Mod7-11/transcript.html

http://media.capella.edu/CourseMedia/PSYC4700/CentralTendency/wrapper.asp

http://media.capella.edu/CourseMedia/PSYC4700/CentralTendency/transcript.html

• z Score Calculation | Transcript . ▪ You may wish to review this presentation for an example of calculating a z score. You might take note of the

use of the normal curve, how z scores fall along the normal curve, and how we utilize different portions of the normal curve in our calculations.

• Shodor Education Foundation. (2013). Interactivate: Probability and outcome . Retrieved from http:// www.shodor.org/interactivate/discussions/ProbabilityAndOutcom/

• Sophia Learning . (2014). Retrieved from http://www.sophia.org ▪ Capella University partners with Sophia Learning to provide tutorials and other learning resources online.

use software to implement statistical methods.

• Khan Academy . (2013). Retrieved from https://www.khanacademy.org ▪ This Web site offers resources covering a range of subjects, including statistics.

• Stat Trek . (2014). Retrieved from http://stattrek.com/ • Stat Soft: Electronic Statistics Textbook . (2014). Retrieved from http://www.statsoft.com/Textbook

• Steinberg, W. J. (2011). Statistics alive! (2nd ed.). Thousand Oaks, CA: Sage.

Assessment Instructions Answer the questions below, following the Submission Requirements as specified at the end of the assessment.

Assessment Concepts

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http://media.capella.edu/CourseMedia/PSYC4700/ZscoreCalculation/wrapper.asp

http://media.capella.edu/CourseMedia/PSYC4700/ZscoreCalculation/transcript.html

http://www.shodor.org/interactivate/discussions/ProbabilityAndOutcom/

http://www.statsoft.com/Textbook

http://campustools.capella.edu/redirect.aspx?linkid=1582

Question Topic

Question 1 Ballpark and Exact Median

Question 2 Mode, Median, Mean, and Skew

Question 3 Range, Variance, and Standard Deviation

Question 4 SPSS: Range, Variance, and Standard Deviation

Question 5 Percent Area and the Normal Curve

Question 6 z Scores

Question 7 SPSS: Central Tendency and Z Scores

Question 8 Mutually Exclusive Outcomes

Question 9 Addition and Multiplication Theorems

Question 10 Probabilities: Dichotomous Events

Question 11 Probabilities: Using the Binomial Table

Question 1 Fifty employees were surveyed on their overall job satisfaction on a scale of 1 (not at all satisfied) to 10 (extremely satisfied). Using the below data, calculate the following:

1. Start at the bottom of the table to determine the approximate median. 2. Use the median formula to determine the exact median.

Job Satisfaction

Job Satisfaction Score Frequency

10 2

9 8

8 13

7 10

6 7

5 4

4 2

3 2

2 1

1 1

Question 2 Given the following data set:

4, 2, 2, 2, 1, 1, 4, 5, 1, 3, 3, 3, 1, 2, 2, 2, 1, 4, 4, 3, 3, 2, 1, 2, 1.

Find the: • Mode. • Median (ballpark). • Mean.

Are these scores normally distributed, positively skewed, or negatively skewed? Do you expect the mean to be higher or lower than the median?

Question 3 Consider the following set of scores taken from a sample of students:

3, 45, 4, 41, 14, 75, 40, 11, 9, 5, 21, 61, 48, 61, 29, 51, 44, 67, 39, 23, 45, 57, 60, 63, 62.

Find the following: • Range. • Variance. • Standard deviation.

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Be sure to show your work.

Question 4 Complete the following steps:

1. Open the SPSS file assessment2a.sav linked in the Resources under the Required Resources heading. 2. At the top of the screen, click on Analyze , select Descriptive Statistics , then select Descriptives . 3. Click on Score , then click on the arrow to send it over to the right side of the table. Select Options , check the boxes

next to Variance and Range , and click Continue . 4. Click OK and copy and paste the descriptive statistics table to your Word document.

Question 5 Consider the mean combined SAT score for high school seniors is 1500, and the standard deviation is 250. Calculate the percentage of students who scored at the following levels:

• Below 1000. • Above 1750.

Question 6 For homes sold in the past year, the average number of days on the market (DOM) was 266 days. During this time, DOM was normally distributed, with a standard deviation of 12 days. The Carmichaels sold their house in 245 days. Using the Area Under Normal Curve Table document linked in the Resources under the Required Resources heading, what percentage of homeowners:

• Sold their home at the same point or earlier than the Carmichaels? • Sold their home at a later point than the Carmichaels? • Sold their home between 245 days and the average DOM?

Question 7 Complete the following steps:

1. Open the SPSS file assessment2b.sav linked in the Resources under the Required Resources heading. 2. At the top of the screen, click on Analyze , select Descriptive Statistics , then select Descriptives . 3. Click on each variable (q1, q2, q3, q4) , then click on the arrow to send each over to the right side of the table.

Check the box next to save standardized values as variables . 4. Select Options , check the boxes next to Mean and Standard Deviation , and deselect all other boxes. Click on

Continue . 5. Click OK and copy and paste the descriptive statistics table to your Word document. 6. Go back to the Variable View in SPSS, and you will see that the z scores have been added to the file. Paste a

screenshot of the Variable View, showing the z scores, into your Word document.

Question 8 Consider the following events. If the outcomes are mutually exclusive, type "yes." If the outcomes are not mutually exclusive, type "no."

• Turning right or turning left. • Studying Spanish and studying Italian. • Flipping heads on a coin or flipping tails on a coin. • Drawing an eight from a deck of cards or drawing a king from a deck of cards. • Riding a bike or wearing a hat.

Question 9 Consider the following events. If the addition theorem applies, type "AT." If the multiplication theorem applies, type "MT":

• Drawing either a heart or a diamond from a deck of cards • Either winning or losing a bet. • Drawing (with replacement) a heart on three successive draws from a deck of cards.

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• Rolling a six on three successive rolls of a die.

Question 10 Jane flips a coin 10 times, and each time it lands on heads. What is the probability that the 11th flip will land on heads as well?

Question 11 You have drawn nine cards. Using the Probability Binomial Table linked in the Resources under the Required Resources heading, calculate the following probabilities:

• Four or more cards will be black. • Two or three cards will be black. • Zero, one, or two cards will be black. • Five cards will be black.

color to set it apart).

Central Tendency, Variability, Normal Curve, z Score Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U02A1] Central Tendency, Variability, Normal Curve, Z Score Answer questions related to central tendency, variability, normal curve, z score, probability, and binomial distribution.

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ASSESSMENT 3

Sampling, Variables, Hypotheses, Errors, Significance

Overview Answer questions associated with sampling, variables, hypotheses, errors, significance, standard error, Z tests, and one-sample t tests.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Show More • Competency 1: Apply basic descriptive and inferential statistics.

▪ Differentiate between independent and dependent variables. ▪ Write a direction-research hypothesis, nondirectional-research hypothesis, and null hypothesis. ▪ Differentiate between type 1 and type 2 error. ▪ Calculate the standard error of the mean.

• Competency 2: Evaluate the results of statistical analyses. ▪ Analyze data and make a decision about the null hypothesis. ▪ Determine if a distribution will be normally distributed based on sample size. ▪ Calculate the Normal Deviate Z test and make a decision about a sample. ▪ Develop the alternative hypothesis and explain the decision about the hypothesis. ▪ Calculate a one-sample t test in SPSS and compare it to hand-calculated results. ▪ Calculate confidence intervals using SPSS.

• Competency 3: Apply knowledge of statistics to select appropriate statistical tests, analyze data, and interpret results. ▪ Calculate a one-sample t test in SPSS.

Designing a Study Think about a study you would like to explore in your future or current career. To help design the study, answer the following questions:

• What is the independent variable? • What is the dependent variable? • What is the null hypothesis? • What is the research or alternative hypothesis? Are your hypotheses directional or nondirectional? • What kind of sampling would you choose and why?

One-Sample t Test Think about a study you would like to explore in your future or current career that could be analyzed with a one-sample t test. To help design the study, complete the following:

• List the null hypothesis. • List the research or alternative hypothesis. • Explain what you expect to find if you ran the study. • Explain what decision you would make about the hypothesis. • Explain what a 95 percent or 99 percent confidence interval of the mean would tell us for this study.

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Resources Required Resources The following resources are required to complete the assessment.

Capella Resources Click the links provided to view the following resources:

• T-Table for Assessment 3 . • assessment3a.sav .

SPSS Software The following software is recommended to complete learning activities in this course:

• IBM SPSS Statistics Base GradPack (Version 22 or higher for Windows or Mac).

If you have access to statistical software such as SAS or Excel with the appropriate add-in such as XLSTAT, you may use these as long as they meet the requirements of this course.

Capella Multimedia Click the links provided below to view the following multimedia pieces:

• Modules: 12, 13, and 14 | Transcript . ▪ Module 12. Sampling, Variables, and Hypothesis. ▪ Module 13. Errors and Significance. ▪ Module 14. The Z Score as a Hypothesis Test.

• Variables, Hypotheses, and Types of Errors | Transcript . • Modules: 15, 16, 17, and 18 | Transcript .

▪ Module 15. Standard Error of the Mean. ▪ Module 16. Normal Deviate Z Test. ▪ Module 17. One-Sample t test. ▪ Module 18. Interpreting and Reporting One-Sample t : Error, Confidence and Parameter Estimates.

• Normal Deviate Z Calculations | Transcript .

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https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_t-table_assessment_3.pdf

https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment3a.sav

https://media.capella.edu/CourseMedia/PSYC-FP4700/Presentations/Mod12-14/wrapper.asp

https://media.capella.edu/CourseMedia/PSYC-FP4700/Presentations/Mod12-14/transcript.html

http://media.capella.edu/CourseMedia/PSYC4700/VariablesHypothesesTypesOfError/wrapper.asp

http://media.capella.edu/CourseMedia/PSYC4700/VariablesHypothesesTypesOfError/transcript.html

https://media.capella.edu/CourseMedia/PSYC-FP4700/Presentations/Mod15-18/wrapper.asp

https://media.capella.edu/CourseMedia/PSYC-FP4700/Presentations/Mod15-18/transcript.html

http://media.capella.edu/CourseMedia/PSYC4700/NormDevZCalculations/wrapper.asp

http://media.capella.edu/CourseMedia/PSYC4700/NormDevZCalculations/transcript.html

• Sophia Learning . (2014). Retrieved from http://www.sophia.org ▪ Capella University partners with Sophia Learning to provide tutorials and other learning resources online.

use software to implement statistical methods.

• Khan Academy . (2013). Retrieved from https://www.khanacademy.org ▪ This Web site offers resources covering a range of subjects including statistics.

• Stat Trek . (2014). Retrieved from http://stattrek.com/ • Stat Soft: Electronic Statistics Textbook . (2014). Retrieved from http://www.statsoft.com/Textbook • Wingspan Productions. (Producer). (2012). The joy of stats . [Video]. Available from http://

wingspanproductions.app.box.com/shared/tv41764bjxgwf7tup5nj ▪ This video has been made available to Capella by the Gapminder Foundation.

• Steinberg, W. J. (2011). Statistics alive! (2nd ed.). Thousand Oaks, CA: Sage.

Assessment Instructions Answer the questions below, following the Submission Requirements as specified at the end of the assessment. To calculate t when needed, refer to the T-Table for Assessment 3 document linked in the Resources under the Required Resources heading.

Assessment Concepts

Question Topic

Question 1 Independent Variables (IVs) and Dependent Variables (DVs)

Question 2 Hypotheses

Question 3 Errors and Significance: Type 1 and Type 2 Error

Question 4 Errors and Significance: Type 1 and Type 2 Error

Question 5 Hypothesis Testing and the z Score

Question 6 Standard Error of the Mean

Question 7 Central Limit Theorem

Question 8 Normal Deviate Z Test

Question 9 One Sample t Test

Question 10 SPSS: One Sample t Test

Question 11 Confidence Intervals

Question 1 A researcher randomly assigns a group of adults to one of two diet plans (Diet Plan A or Diet Plan B). The researcher then measures the amount of weight loss each participant experiences in a two-week period. What are the IV and the DV in this study?

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http://www.statsoft.com/Textbook

https://wingspanproductions.app.box.com/shared/tv41764bjxgwf7tup5nj

http://campustools.capella.edu/redirect.aspx?linkid=1582

Question 2 A researcher is studying whether the amount of weight loss differs in participants who follow Diet Plan A versus those who follow Diet Plan B. Write the following:

• A directional research hypothesis. • A nondirectional research hypothesis. • The null hypothesis.

Question 3 In the general population, it is an established fact that men weigh, on average, more than women. For your study, you randomly sample 100 men and 100 women, recording each participant's weight, and you find no significant difference in weight based on gender. What type of error is this (Type 1 or Type 2), given that a difference really does exist in the population? Explain your answer.

Question 4 In general, men and women do not differ on IQ. However, as part of your study, you found that women scored significantly higher than men on IQ. Given that you found a difference in your study where none exists in the general population, identify the error (Type 1 or Type 2) and explain your answer.

Question 5 Joan is 72 inches tall. The average (mean) height for adult women is 65 inches, and the standard deviation is 3.5 inches. Complete the following:

• State the null hypothesis. • State the alternative hypothesis. • State the percentage of women of which Joan is taller, compared to the population (Hint: think z score and area under

the normal curve). • State whether or not you expect to reject the null hypothesis, given Joan's height as compared to the population

mean. Explain your answer.

Question 6 College students in a large psychology class take a final exam. The mean exam score is 85, and the standard deviation is 5. Using the formula for σ M , identify the standard error of the mean (σ M ) under the following conditions:

• The sample size is 25. • The sample size is 16. • The sample size is 20.

Question 7 As part of a large research study, you administer a new test to 20,000 adults. Before you record or analyze the data, can you assume that the sampling distribution of the mean for this test will be normally distributed? Why or why not?

Question 8 The average (mean) height for adult women is 65 inches, and the standard deviation is 3.5 inches. Given the women you know, you think this number is low, so you record the heights of 25 of your female friends. The average height of your 25 friends is 66.84 inches. If your friends are just a representative sample of adult females, what is the probability that your friends are so tall?

Portion of the Normal Curve Table

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z Area z Area z Area z Area

1.92 .9726 2.27 .9884 2.62 .9956 2.97 .9985

1.93 .9732 2.28 .9887 2.63 .9957 2.98 .9986

1.94 .9738 2.29 .9890 2.64 .9959 2.99 .9986

Question 9 The average (mean) height for adult women is 65 inches, and the standard deviation is 3.5 inches. Given the women you know, you think this number is low, so you record the heights of 9 of your female friends. Below are their heights in inches:

65, 67, 62, 67, 59, 68, 69, 70, 67.

Complete the following: 1. State the nondirectional hypothesis. 2. State the critical t for α = .05 (two tails). 3. Calculate t. Show your work. 4. Answer if the height of your nine friends is significantly different than the population mean. Explain.

Remember, you must show all your work to receive credit.

Question 10 Complete the following steps:

1. Open the SPSS file assessment3a.sav linked in the Resources under the Required Resources heading. 2. At the top of the screen, click on Analyze , select C ompare Means , then select One-Sample t Test . 3. Click on Height , then click on the arrow to send it over to the right side of the table. In the small box labeled Test

Value , enter 65 . 4. Click OK , and copy and paste the output to your Word document. 5. Compare your SPSS output to your hand calculations from question 9. Are they the same?

Question 11 Based on the SPSS output from Question 10 above, and the test value (population mean) of 65, calculate the 95 percent confidence interval.

color to set it apart).

Sampling, Variables, Hypotheses, Errors, Significance Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U03A1] Sampling, Variables, Hypotheses, Errors, Significance Answer questions associated with sampling, variables, hypotheses, errors, significance, standard error, Z tests, and one-sample t tests.

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ASSESSMENT 4

Hypothesis Testing With Two Groups And Anova

Overview Answer questions associated with hypothesis testing with two groups and ANOVA.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Show More • Competency 1: Apply basic descriptive and inferential statistics.

▪ Calculate the standard error of the difference between the means. ▪ Differentiate between independent samples, repeated measures, and matched samples. ▪ Calculate the total deviation score. ▪ Calculate F from mean squares scores.

• Competency 2: Evaluate the results of statistical analyses. ▪ Examine the differences between the results of two studies and discuss the reasons for the difference. ▪ State the null hypotheses and the directional (one-tailed) research hypothesis. ▪ Calculate an independent sample t test in SPSS and accept or reject the null hypothesis. ▪ Calculate a one-tailed paired samples t test in SPSS to make a decision about the null hypothesis. ▪ Analyze the results of an ANOVA and report findings. ▪ Calculate post hoc analyses in SPSS and report findings.

• Competency 3: Apply knowledge of statistics to select appropriate statistical tests, analyze data, and interpret results. ▪ Calculates an independent samples t test in SPSS. ▪ Calculate a paired samples t test in SPSS. ▪ Calculate a confidence interval based on the results of an independent samples t test. ▪ Calculate an ANOVA in SPSS.

• Competency 5: Communicate effectively in a variety of formats. ▪ State the null hypotheses, based on the calculated ANOVA and report findings.

Two-Sample T Test Think about a study you would like to explore in your future or current career that could be analyzed with a two-sample t test. To help design the study, answer the following:

• How would you identify the study? Is it an independent groups t test, matched groups t test, or repeated measures t test, and why?

• What is the independent variable? • What is the dependent variable? • What would you expect to find if you ran the study? What would the list look like in both statistical language (feel free

to make up some numbers for the results) as well as real-world language.

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ANOVA Think about a study you would like to explore in your future or current career that could be analyzed with ANOVA. To help design the study, please answer the following:

• What is the independent variable? What are your levels of the independent variable? • What is the dependent variable? • What would you expect to find if you ran the study? What would the list look like in both statistical language (feel free

to make up some numbers for the results) as well as real-world language. • What would you expect to find with post hoc analyses? Which groups might be significantly different from which other

groups?

Resources Required Resources The following resource is required to complete the assessment.

Capella Resources Click the links provided to view the following resources:

• F-Table for Assessment 4 . • T-Table for Assessment 4 . • assessment4a.sav . • assessment4b.sav . • assessment4c.sav . • assessment4d.sav . • assessment4e.sav . • assessment4f.sav .

SPSS Software The following software is recommended to complete learning activities in this course:

• IBM SPSS Statistics Base GradPack (Version 22 or higher for Windows or Mac).

If you have access to statistical software such as SAS or Excel with the appropriate add-in such as XLSTAT, you may use these as long as they meet the requirements of this course.

Capella Multimedia Click the links provided below to view the following multimedia piece:

• Modules: 19, 20, 21, 22, and 23 | Transcript . ▪ Module 19. Standard Error of the Difference Between the Means. ▪ Module 20. t Test with Independent Samples and Equal Sample Sizes. ▪ Module 21. t Test with Unequal Sample Sizes. ▪ Module 22. t Test with Related Samples. ▪ Module 23. Interpreting and Reporting Two-Sample t.

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https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_t-table_assessment_4.pdf

https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment4a.sav

https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment4b.sav

https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment4c.sav

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https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment4e.sav

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• Two-Sample Designs | Transcript . • Modules: 24, 25, and 26 | Transcript .

▪ Module 24. ANOVA Logic. ▪ Module 25. One-Way ANOVA: Independent Samples and Equal Sample Sizes. ▪ Module 26. Tukey HSD Test.

• ANOVA Interpretation with APA Style Results | Transcript .

• Sophia Learning . (2014). Retrieved from http://www.sophia.org ▪ Capella University partners with Sophia Learning to provide tutorials and other learning resources online.

use software to implement statistical methods.

• Khan Academy . (2013). Retrieved from https://www.khanacademy.org ▪ This Web site offers resources covering a range of subjects including statistics.

• Stat Trek . (2014). Retrieved from http://stattrek.com/ • Stat Soft: Electronic Statistics Textbook . (2014). Retrieved from http://www.statsoft.com/Textbook

• Steinberg, W. J. (2011). Statistics alive! (2nd ed.). Thousand Oaks, CA: Sage.

Assessment Instructions Answer the questions below, following the Submission Requirements as specified at the end of the assessment. To calculate t when needed, refer to the T-Table for Assessment 4 document linked in the Resources under the Required Resources heading.

Assessment Concepts

Question Topic

Question 1 Standard Error of the Difference Between the Means

Question 2 Standard Error of the Difference Between the Means

Question 3 SPSS: Independent Samples t Test

Question 4 SPSS: Independent Samples t Test

Question 5 t Test with Related Samples

Question 6 SPSS: Paired Samples t Test

Question 7 SPSS: Paired Samples t Test

Question 8 Confidence Intervals

Question 9 ANOVA Logic: Partitioning of Deviation Scores

Question 10 ANOVA Logic: From Mean Squares to F

Question 11 ANOVA Summary Table

Question 12 SPSS: One-Way ANOVA

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https://media.capella.edu/CourseMedia/PSYC-FP4700/Presentations/Mod24-26/transcript.html

http://connect.capellauniversity.edu/p28452241/

http://media.capella.edu/CourseMedia/PSYC4700/ANOVAinterpretation/transcript.html

http://www.statsoft.com/Textbook

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Question Topic

Question 13 SPSS: One-Way ANOVA

Question 14 SPSS: Tukey HSD Test

Question 15 SPSS: Tukey HSD Test

Question 1 A researcher examines the results of two separate studies. In the first study, the difference between Group A and Group B is two points. However, the σ M1-M2 is large, and the difference is not significant. In the second study, the difference between Group A and Group B is also two points. However, the σ M1-M2 is small, and the difference is significant. What might be the reason for the difference in the σ M1-M2 across the two studies?

Question 2 A researcher is examining the effects of a new anxiety drug. The σ M for the experimental group (group receiving the antianxiety drug) is 1.4, while the σ M for the control group is 1.22. Calculate the σ M1 – M2 .

Question 3 Complete the following steps:

1. Open the SPSS file assessment4a.sav linked in the Resources under the Required Resources heading. 2. At the top of the screen, click on Analyze , select Compare Means , then select I ndependent-Samples T Test . 3. Click on Satisfaction Score (the dependent variable), then click on the arrow next to Test Variable(s) to send it over

to the Test Variable box. 4. Click on Sample Group (the independent variable), then click on the arrow next to Grouping Variable to send it over

to the Grouping Variable box. 5. Click on Define Groups and enter A for Group 1 and B for Group 2. Click C ontinue . 6. Click OK and copy and paste the output to your Word document.

Question 4 A VP for a large clothing retailer is convinced that handing out coupons to customers in the store will leader to higher sales. To test this, she has her sales associates randomly select customers to either receive or not receive a $10-off, today-only coupon. As each customer leaves the store, the amount of his or her purchase is recorded. The recorded data are in SPSS file assessment4b.sav linked in the Resources under the Required Resources heading.

Complete the following: 1. Identify the IV and DV in this study. 2. State the null hypothesis and the directional (one-tailed) research hypothesis. 3. Run an Independent-Samples T Test using SPSS file assessment4b.sav and paste your output into your Word

document. Can you reject the null hypothesis at α = .05? Explain.

Question 5 Identify whether independent samples were used, repeated measures were used, or matched samples were used in the following scenarios:

1. A researcher wants to know whether men or women spend more money at the movie concession stand. He asks the concession clerk to identify the customer as male or female on each saved receipt.

2. A CPR instructor wants to know if her students are learning anything during her 90-minute training. She decides to quiz her students at the beginning of class and again at the end of class.

Question 6 Complete the following steps:

1. Open the SPSS file assessment4c.sav linked in the Resources under the Required Resources heading. 2. At the top of the screen, click on Analyze , select Compare Means , then select Paired-Samples T Test . 3. Click on Preference for Grocery Store A (storea), then click on the arrow to send it over to the Variable 1 box. 4. Click on Preference for Grocery Store B (storeb), then click on the arrow to send it over to the Variable 2 box.

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5. Click OK , then copy and paste the output to your Word document.

Question 7 A study was conducted on information retention in 40 students (20 pairs) after students conducted online research or watched a movie on a given topic. Students were matched on gender and age. Data provided in the SPSS file below represent quiz scores after students completed their studying.

Complete the following: 1. Open the SPSS file assessment4d.sav linked in the Resources under the Required Resources heading. 2. Conduct a Paired-Samples T Test. 3. Compare t with the one-tailed critical t at the .01 α level. Did the students who studied online score significantly higher

on the quiz? Give a decision about the null.

Question 8 Refer back to your SPSS output from Assessment 4 Question 3. Based on that output, what is the 95 percent confidence interval of the difference?

Question 9 Assume the within-group deviation is 108.45 and the between-group deviation is 48.68. Calculate the total deviation.

Question 10 Assume MS bet = 80 and MS with = 20. What is F?

Question 11 Answer questions a–d using the following ANOVA summary table:

ANOVA Summary Table

SS df MS F

Between Groups 283.32 4 70.83 8.16

Within Groups 390.60 45 8.68

Total 673.92 49 1. How many groups participated? 2. How many participants were in each group (assuming equal number of participants per group)? 3. What is the critical value of F (4,45) at the .01 level? Refer to the F-Table for Assessment 4 document linked in the

Resources under the Required Resources heading. 4. How confident are you (0–100 percent), given a significant result at the .01 level, that rejecting the null hypothesis is

not due to chance? Additionally, what is the probability that you have made a Type 1 error?

Question 12 Complete the following steps:

1. Open the SPSS file assessment4e.sav linked in the Resources under the Required Resources heading. 2. At the top of the screen, click on Analyze , select Compare Means , then select One-Way ANOVA . 3. Click on Quiz Score (quizscore), then click on the arrow to send it over to the Dependent List box. 4. Click on Student Group (studentgroup), then click on the arrow to send it over to the Factor box. 5. Click OK, and copy and paste the output to your Word document.

Question 13 A teacher believes that kindergartners who attend school for a full day are more proficient readers than those children who attend for a half day or those who are homeschooled. At the end of the school year, she gives a reading test to 20 full-day kindergartners, 20 half-day kindergartners, and 20 home-schooled kindergartners. Data provided in the SPSS file assessment4f.sav below represent reading scores for each group:

Complete the following steps: 1. Open the SPSS file assessment4f.sav linked in the Resources under the Required Resources heading. 2. Conduct a One-Way ANOVA in SPSS. 3. State the null hypothesis.

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4. Paste the ANOVA table from SPSS into your Word document. 5. Report your results in APA format (as you might see them reported in a journal article).

Question 14 Complete the following steps:

1. Open the SPSS file assessment4e.sav . 2. At the top of the screen, click on Analyze , select Compare Means , then select One-Way ANOVA . 3. Click on Quiz Score (quizscore), then click on the arrow to send it over to the Dependent List box. 4. Click on Student Group (studentgroup), then click on the arrow to send it over to the Factor box. 5. Click on P ost Hoc , then mark the box next to Tukey . Click Continue . 6. Click OK , and copy and paste the output to your Word document.

Question 15 Complete the following steps:

• Open the SPSS file assessment4f.sav . • Conduct a Tukey HSD at α = .05 in SPSS. • Copy and paste the output to your Word document. • Based on your output, identify where the significant differences exist among your kindergartner groups.

color, to set it apart).

Hypothesis Testing with Two Groups and ANOVA Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U04A1] Hypothesis Testing With Two Groups And Anova Answer questions associated with hypothesis testing with two groups and ANOVA.

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ASSESSMENT 5

Nonparametric Statistics And Correlation

Overview Answer questions associated with nonparametric statistics and correlation.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Show More • Competency 1: Apply basic descriptive and inferential statistics.

▪ Identify the variables for a study.

• Competency 2: Evaluate the results of statistical analyses ▪ State the null hypotheses, based on the calculated Chi-square and report findings. ▪ Conduct an independent samples t test to determine the sample size. ▪ Determine the sample size for an ANOVA based on power and effect size. ▪ Differentiate between positive, negative, and neutral relationships among variables.

• Competency 3: Apply knowledge of statistics to select appropriate statistical tests, analyze data, and interpret results. ▪ Calculate a Chi-square analysis in SPSS. ▪ Calculate the effect size for a study, using Cohen's d and r. ▪ Determine if a correlation is the appropriate analysis for a study. ▪ Creates a bivariate correlation using SPSS.

• Competency 5: Communicate effectively in a variety of formats. ▪ Calculate a two-variable Chi-square analysis in SPSS and report findings. ▪ Create a scatterplot using SPSS. ▪ Create a scatterplot and analyze the correlation in SPSS. ▪ Identify the null hypothesis for a correlation and report the findings.

Context When we examine the relationships between variables where two or more variables are characterized by nominal or categorical groups, we may use a chi-square test of significance. The chi-square test examines the statistical significance of the differences between observed and expected frequency count in each cell of the table. The chi-square test tells you only whether a statistical significance of difference exists between groups on some other categorical variable (neither strength nor direction).

Power, Sample Size, and Effect Size in the Research Use the Capella library to find a journal article that examines a quantitative study (not a qualitative study). Think about the following:

• What example of statistical language used would you offer? What is one result? How would you translate the example from statistical to real-world language?

• How would you identify the sample size used in the study? • How would you identify the power or the alpha level (or both)? • How would you identify the effect size of the results?

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Using Correlations How would you construct a unique hypothesis of a psychology study to be tested by the Pearson correlation? How would you describe what you think you might find if you ran the data?

Resources Required Resources The following resource is required to complete the assessment.

Capella Resources Click the links provided to view the following resources:

• assessment5a.sav . • assessment5b.sav . • assessment5c.sav . • assessment5d.sav .

SPSS Software The following software is recommended to complete learning activities in this course:

• IBM SPSS Statistics Base GradPack (Version 22 or higher for Windows or Mac).

If you have access to statistical software such as SAS or Excel with the appropriate add-in such as XLSTAT, you may use these as long as they meet the requirements of this course.

Capella Multimedia Click the links provided below to view the following multimedia pieces:

• Modules: 30, 31, 32 and 33 | Transcript . ▪ Module 30. One-Variable Chi-Square: Goodness of Fit. ▪ Module 31. Two-Variable Chi-Square Test of Independence. ▪ Module 32. Measures of Effect Size. ▪ Module 33. Power and the Factors Affecting It.

• Modules: 34 and 35 | Transcript . ▪ Module 34. Relationship Strength and Direction. ▪ Module 35. Person r.

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https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP4700/Version0715/Course_Files/cf_assessment5c.sav

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https://media.capella.edu/CourseMedia/PSYC-FP4700/Presentations/Mod34-35/transcript.html

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University Bookstore . When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Steinberg, W. J. (2011). Statistics alive! (2nd ed.). Thousand Oaks, CA: Sage.

Assessment Instructions Answer the questions below, following the Submission Requirements as specified at the end of the assessment.

Assessment Concepts

Question Concept

Question 1 SPSS: One-Variable Chi Square

Question 2 SPSS: One-Variable Chi Square

Question 3 Chi-Square as a Test of Independence

Question 4 SPSS: Two-Variable Chi-Square

Question 5 Measures of Effect Size

Question 6 Power and the Factors Affecting It

Question 7 Power and the Factors Affecting It

Question 8 Correlational Studies

Question 9 Correlation: Relationship Direction

Question 10 SPSS: Scatterplot

Question 11 SPSS: Pearson r

Question 12 SPSS: Pearson r

Question 1 Complete the following steps:

• Open the SPSS file assessment 5a.sav linked in the Resources under the Required Resources heading. • At the top of the screen, click on Data , then select Weight Cases . • Click on Weight Cases By, click on Count , then click on the arrow next to Frequency Variable to send it over to

the Test Variable box. • Click on Sample Group (the independent variable), then click on the arrow next to Grouping Variable to send it over

to that window. • On the toolbar, click Analyze , then Nonparametric Tests, then Legacy Dialogs , then Chi Square . • Click on Favorite Color , then click on the arrow to send to the Test Variable List window. • Under E xpected Values , select Value , then enter the following four values in order: 43, 58, 253, 414 . • Click OK and copy and paste the output to your Word document.

Question 2 There are 218 first graders in an elementary school. Of these first graders, 86 are boys, and 132 are girls. School-wide, there are 753 boys and 1063 girls. The principal would like to know if the gender ratio in first grade reflects the gender ratio across the school.

Complete the following: 1. Identify the hypothesis. 2. What are the degrees of freedom ( df )? 3. Complete the table (complete in SPSS and paste the output into your Word document):

Question 2

Men Women

Number Observed Number Expected Number Observed Number Expected

4. Calculate χS in SPSS and paste the output into your Word document.

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5. Can you reject the null hypothesis at α = .05?

Question 3 You recently read a magazine article stating that professionals who attended college online tend to earn higher salaries than professionals who attended brick-and-mortar universities. Identify this study's two variables.

Question 4 Complete the following steps:

1. Open the SPSS file assessment5b.sav linked in the Resources under the Required Resources heading. 2. At the top of the screen, click on Data , then select Weight Cases . 3. Click on Weight Cases By , click on Count , then click on the arrow next to Frequency Variable to send it over to

the Test Variable box. 4. On the toolbar, click A nalyze , then Descriptive Statistics , then Crosstabs . 5. Click on Team Placement , then click on the arrow to send to the Rows window. 6. Click on Gender , then click on the arrow to send to the Columns window. 7. Click on the Statistics button, then check the box for Chi-Square. Click Continue . 8. Click on the Cells button, then check the box for Expected . Click Continue . 9. Click OK , and copy and paste the output to your Word document.

10. Highlight the chi-square and significance values in the output. Write the chi-square results as you might see them in a journal.

Question 5 Group A (n = 12) has a mean score of 7.42. Group B (n = 12) has a mean score of 6.00. Standard deviation for scores across all participants is 1.369. Group A's mean is significantly higher than Group B's mean ( t = 2.84, α < .01).

1. Calculate effect size using Cohen's d and effect size r . 2. Based on the effect size, it there a practical difference between Groups A and B?

Question 6 Assume Cohen's d to be approximately .40. If conducting an independent samples t test (two-tail, α= .05), how many participants will you need in each group to achieve 90 percent (.90) power?

Question 7 Assume effect size η to be approximately .29. If conducting a one-way ANOVA (three groups, α = .05), how many participants will you need in each group to achieve 80 percent (.80) power.

Question 8 Which of the following scenarios might be analyzed using a correlation?

• The effectiveness of training A versus training B in raising skill level. • Minutes spent exercising per week and physical fitness level. • Income level and the number of visits to a financial planner. • Beer brand preference among college students.

Question 9 Indicate if you expect the relationship between the following variables to be negative (-), positive (+), or zero (0):

• Size of yard and size of landscaping bill. • Years of education and income level. • Hours of TV watched per week and physical fitness level. • Number of siblings and number of pets. • Hours spent studying and exam scores.

Question 10 Complete the following steps:

1. Open the SPSS file assessment5c.sav linked in the Resources under the Required Resources heading. 2. At the top of the screen, click on Graphs , then select Legacy Dialogs , then Scatter/Dot .

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3. Click on Simple Scatter, and select Define . 4. Click on Exam 1 (X) , then click on the arrow next to X Axis to send it over to the X Axis box. 5. Click on Exam 2 (Y) , then click on the arrow next to Y Axis to send it over to the Y Axis box. 6. Click OK , then copy and paste the scatterplot output to your Word document.

Question 11 Complete the following:

1. Open the SPSS file assessment5c.sav . 2. At the top of the screen, click on Analyze , then select Correlation , then Bivariate . 3. Click on Exam 1 (X) , then click on the arrow to send it over to the Variables box. 4. Click on Exam 2 (Y) , then click on the arrow to send it over to the Variables box. 5. Click OK, then copy and paste the correlation output to your Word document.

Question 12 Complete the following steps after opening the SPSS file assessment5d.sav linked in the Resources under the Required Resources heading:

1. Create a scatterplot. Copy and paste the scatterplot output to your Word document. 2. Based on the scatterplot, what is the expected strength and direction of the correlation? 3. Identify the null hypothesis. 4. Calculate Pearson r. Copy and paste the correlation output to your Word document. 5. Based on the correlation output (two-tailed test), can the null hypothesis be rejected? If the null can be rejected, how

confident can you be that the results are not due to chance? 6. Report the results as you might see them in a journal.

color, to set it apart).

Nonparametric Statistics and Correlation Scoring Guide View Scoring Guide Use the scoring guide to enhance your learning. How to use the scoring guide

[U05A1] Nonparametric Statistics And Correlation Answer questions associated with nonparametric statistics and correlation.

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ASSESSMENT 6

Statistical Analyses In The Real World

Overview Write 2–3 pages in which you analyze an article that uses quantitative analyses to interpret statistical language into real-world language.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Show More • Competency 1: Apply basic descriptive and inferential statistics.

▪ Interpret results of statistical analyses in a manner that is concise, balanced, and logically organized.

• Competency 2: Evaluate the results of statistical analyses. ▪ Assess the conclusions that are drawn based on the interpretation and selection of supporting statistical

analyses.

• Competency 3: Apply knowledge of statistics to select appropriate statistical tests, analyze data, and interpret results. ▪ Evaluate research that proposes solutions based on the interpretation of statistical analyses.

▪ Explain the issue resolved in the selected peer-reviewed journal article.

• Competency 5: Communicate effectively in a variety of formats. ▪ Demonstrate the ability to communicate in a manner that respects the dignity, cultural and ethnic backgrounds,

and uniqueness of others. ▪ Communicate the results of statistical analyses in a manner that is concise, balanced, and logically organized. ▪ Communicate in a manner that is professional and consistent with expectations for members of the

psychological professions.

Context In a global and continuously changing environment, it is important to remain current on field research and understand how to apply that knowledge as well as interpret statistical analysis to a broad audience in real-world language. As a mental health professional in the new era, consider how the appropriate application of statistical analysis can be used to understand real-world issues and issues in behavioral science, as well as to inform decision making.

Course Self-Reflection Reflect on the major concepts studied in this course:

• Frequencies, percentages, and normal curves. • Descriptive statistics (mean, median, mode, graphical displays, et cetera). • Inferential statistics (t tests, ANOVA, correlation, chi-square test, et cetera). • Hypothesis construction. • Use of SPSS. • Application of statistics to real-world information.

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Consider the following reflective questions about the concepts covered in this course: • How have the course concepts improved your professional and personal understanding of statistics and

measurement in the workplace or in your community? • How have you have applied one course concept in a workplace or personal situation? • What are the most valuable lessons learned in this course?

Resources Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Multimedia Click the link provided below to view the following multimedia piece:

• Locating Data in a Journal Article | Transcript .

Library Resources The following e-books and articles from the Capella University Library are linked directly in this course.

• Mvududu, N., & Kanyongo, G. Y. (2011). Using real life examples to teach abstract statistical concepts . Teaching Statistics, 33 (1), 12–16.

• Sophia Learning . (2014). Retrieved from http://www.sophia.org ▪ Capella University partners with Sophia Learning to provide tutorials and other learning resources online.

use software to implement statistical methods.

• Khan Academy . (2013). Retrieved from https://www.khanacademy.org ▪ This Web site offers resources covering a range of subjects including statistics.

• Stat Trek . (2014). Retrieved from http://stattrek.com/ • Stat Soft: Electronic Statistics Textbook . (2014). Retrieved from http://www.statsoft.com/Textbook

• Steinberg, W. J. (2011). Statistics alive! (2nd ed.). Thousand Oaks, CA: Sage.

Assessment Instructions As a mental health professional, you are expected to remain current on field research and apply this new knowledge in your work.

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