DENNIS WRIGHT***
KGully
ktg.docUse the information in the table below to answer questions 6–9.( 5 points total)
|
|
Class rank |
Row means |
||
|
Gender |
Male, bottom 1/3 60 |
Male, middle 1/3 75 |
Male, top 1/3 90 |
75 |
|
|
Female, bottom 1/3 65 |
Female, middle 1/3 80 |
Female, top 1/3 95 |
80 |
|
Column means |
62.5 |
77.5 |
92.5 |
|
6. Plot the means from the table onto the graph below.
30405060708090100Bottom 1/3Middle 1/3Top 1/3Average Test ScoreMaleFemale
7. State whether or not an interaction is present in these data.
8. Is it appropriate to interpret the main effects of these data? If it is appropriate, what is the interpretation?
9. In these data, what is the simple main effect of class rank for females?
Use the graph and the research described below to answer questions 10–12.
An investigator is interested in how stress level (low, medium, or high) and punishment (in the form of mild electrical shock) affect reaction time in a visual identification task. His hypothesis is that increasing stress will increase mean reaction time. He also believes this effect will be stronger when individuals are subjected to punishment. The results of his study are presented below.
012345678910ShockNo ShockAverage Response TimeLowMediumHigh
10. Is there an interaction between punishment and stress level?
11. When individuals are subjected to shock, is the relationship between stress and response time positive or negative?
12. Is the relationship between stress and response time positive or negative when individuals are not subjected to shock?
_1542517634.xls
Chart1
| Bottom 1/3 | Bottom 1/3 |
| Middle 1/3 | Middle 1/3 |
| Top 1/3 | Top 1/3 |
Sheet1
| Male | Female | |
| Bottom 1/3 | ||
| Middle 1/3 | ||
| Top 1/3 | ||
| To resize chart data range, drag lower right corner of range. |
_1542517633.xls
Chart1
| Shock | Shock | Shock |
| No Shock | No Shock | No Shock |
Sheet1
| Low | Medium | High | |
| Shock | 9.5 | 8 | 6.5 |
| No Shock | 4 | 6 | 8 |
| To resize chart data range, drag lower right corner of range. |
