Research Methodology & Statistics — Mock Test 4

An investigator designs an experiment to see the effect of illumination level and duration of visual signal on detectability of change in illumination in a dark room on 120 randomly selected college-going male students. She decided to use low and high levels of illumination and three levels of duration of stimulus — 30, 50 and 70 milliseconds — through an electric chronoscopic instrument. The investigator used a separate-group design for the various combinations of treatments. Participants were required to press a 'Yes' button if they detected the signal or a 'No' button if they did not. Each participant was given a total of 50 trials within which 10 signals were randomly presented. Proportions of hits and false alarms were computed for each participant and analysed to answer the research questions.

An investigator designs an experiment to see the effect of illumination level and duration of visual signal on detectability of change in illumination in a dark room on 120 randomly selected college-going male students. She decided to use low and high levels of illumination and three levels of duration of stimulus — 30, 50 and 70 milliseconds — through an electric chronoscopic instrument. The investigator used a separate-group design for the various combinations of treatments. Participants were required to press a 'Yes' button if they detected the signal or a 'No' button if they did not. Each participant was given a total of 50 trials within which 10 signals were randomly presented. Proportions of hits and false alarms were computed for each participant and analysed to answer the research questions.

An investigator designs an experiment to see the effect of illumination level and duration of visual signal on detectability of change in illumination in a dark room on 120 randomly selected college-going male students. She decided to use low and high levels of illumination and three levels of duration of stimulus — 30, 50 and 70 milliseconds — through an electric chronoscopic instrument. The investigator used a separate-group design for the various combinations of treatments. Participants were required to press a 'Yes' button if they detected the signal or a 'No' button if they did not. Each participant was given a total of 50 trials within which 10 signals were randomly presented. Proportions of hits and false alarms were computed for each participant and analysed to answer the research questions.

An investigator designs an experiment to see the effect of illumination level and duration of visual signal on detectability of change in illumination in a dark room on 120 randomly selected college-going male students. She decided to use low and high levels of illumination and three levels of duration of stimulus — 30, 50 and 70 milliseconds — through an electric chronoscopic instrument. The investigator used a separate-group design for the various combinations of treatments. Participants were required to press a 'Yes' button if they detected the signal or a 'No' button if they did not. Each participant was given a total of 50 trials within which 10 signals were randomly presented. Proportions of hits and false alarms were computed for each participant and analysed to answer the research questions.

An investigator designs an experiment to see the effect of illumination level and duration of visual signal on detectability of change in illumination in a dark room on 120 randomly selected college-going male students. She decided to use low and high levels of illumination and three levels of duration of stimulus — 30, 50 and 70 milliseconds — through an electric chronoscopic instrument. The investigator used a separate-group design for the various combinations of treatments. Participants were required to press a 'Yes' button if they detected the signal or a 'No' button if they did not. Each participant was given a total of 50 trials within which 10 signals were randomly presented. Proportions of hits and false alarms were computed for each participant and analysed to answer the research questions.

An experimental psychologist wanted to test two hypotheses. The first hypothesis proposed that stress would adversely affect the rate of serial learning. The second hypothesis proposed that the type of material (meaningless vs. meaningful) would moderate the effect of stress. The psychologist formed six groups by manipulating stress (A) at three levels — Low, Moderate and High — and Type of material (B) at two levels. The subjects were randomly assigned to these groups from an initial pool of subjects. A list of 15 CVC trigrams constituted meaningless material and a list of 15 three-lettered meaningful words constituted meaningful material. The number of trials required to learn the list was the dependent variable. The data were analysed by suitable analysis of variance. Selected findings: (1) The ratio of largest to smallest standard deviations for the six groups was reasonably close to one. (2) The degrees of freedom for error variance was 135. (3) The F ratio for the effect of stress was 0.95. (4) The effect sizes for each effect were calculated both by obtaining eta square and partial eta square.

An experimental psychologist wanted to test two hypotheses. The first hypothesis proposed that stress would adversely affect the rate of serial learning. The second hypothesis proposed that the type of material (meaningless vs. meaningful) would moderate the effect of stress. The psychologist formed six groups by manipulating stress (A) at three levels — Low, Moderate and High — and Type of material (B) at two levels. The subjects were randomly assigned to these groups from an initial pool of subjects. A list of 15 CVC trigrams constituted meaningless material and a list of 15 three-lettered meaningful words constituted meaningful material. The number of trials required to learn the list was the dependent variable. The data were analysed by suitable analysis of variance. Selected findings: (1) The ratio of largest to smallest standard deviations for the six groups was reasonably close to one. (2) The degrees of freedom for error variance was 135. (3) The F ratio for the effect of stress was 0.95. (4) The effect sizes for each effect were calculated both by obtaining eta square and partial eta square.

An experimental psychologist wanted to test two hypotheses. The first hypothesis proposed that stress would adversely affect the rate of serial learning. The second hypothesis proposed that the type of material (meaningless vs. meaningful) would moderate the effect of stress. The psychologist formed six groups by manipulating stress (A) at three levels — Low, Moderate and High — and Type of material (B) at two levels. The subjects were randomly assigned to these groups from an initial pool of subjects. A list of 15 CVC trigrams constituted meaningless material and a list of 15 three-lettered meaningful words constituted meaningful material. The number of trials required to learn the list was the dependent variable. The data were analysed by suitable analysis of variance. Selected findings: (1) The ratio of largest to smallest standard deviations for the six groups was reasonably close to one. (2) The degrees of freedom for error variance was 135. (3) The F ratio for the effect of stress was 0.95. (4) The effect sizes for each effect were calculated both by obtaining eta square and partial eta square.

An experimental psychologist wanted to test two hypotheses. The first hypothesis proposed that stress would adversely affect the rate of serial learning. The second hypothesis proposed that the type of material (meaningless vs. meaningful) would moderate the effect of stress. The psychologist formed six groups by manipulating stress (A) at three levels — Low, Moderate and High — and Type of material (B) at two levels. The subjects were randomly assigned to these groups from an initial pool of subjects. A list of 15 CVC trigrams constituted meaningless material and a list of 15 three-lettered meaningful words constituted meaningful material. The number of trials required to learn the list was the dependent variable. The data were analysed by suitable analysis of variance. Selected findings: (1) The ratio of largest to smallest standard deviations for the six groups was reasonably close to one. (2) The degrees of freedom for error variance was 135. (3) The F ratio for the effect of stress was 0.95. (4) The effect sizes for each effect were calculated both by obtaining eta square and partial eta square.

An experimental psychologist wanted to test two hypotheses. The first hypothesis proposed that stress would adversely affect the rate of serial learning. The second hypothesis proposed that the type of material (meaningless vs. meaningful) would moderate the effect of stress. The psychologist formed six groups by manipulating stress (A) at three levels — Low, Moderate and High — and Type of material (B) at two levels. The subjects were randomly assigned to these groups from an initial pool of subjects. A list of 15 CVC trigrams constituted meaningless material and a list of 15 three-lettered meaningful words constituted meaningful material. The number of trials required to learn the list was the dependent variable. The data were analysed by suitable analysis of variance. Selected findings: (1) The ratio of largest to smallest standard deviations for the six groups was reasonably close to one. (2) The degrees of freedom for error variance was 135. (3) The F ratio for the effect of stress was 0.95. (4) The effect sizes for each effect were calculated both by obtaining eta square and partial eta square.

A researcher wanted to predict academic achievement using Intelligence Test-A (IT-A), Intelligence Test-B (IT-B), Type of school (rural/urban), and conscientiousness as predictors. She used multiple regression analysis. She collected data on 200 students on all variables. The OLS estimator was used. The F = 8.9, p < .01 for the entire model. In individual predictor analysis, IT-B was the insignificant predictor. The suitable test indicated homoscedasticity. The model R² = 0.64 and adjusted R² = 0.59. Both intelligence tests are significantly correlated with the criterion variable and with each other.

A researcher wanted to predict academic achievement using Intelligence Test-A (IT-A), Intelligence Test-B (IT-B), Type of school (rural/urban), and conscientiousness as predictors. She used multiple regression analysis. She collected data on 200 students on all variables. The OLS estimator was used. The F = 8.9, p < .01 for the entire model. In individual predictor analysis, IT-B was the insignificant predictor. The suitable test indicated homoscedasticity. The model R² = 0.64 and adjusted R² = 0.59. Both intelligence tests are significantly correlated with the criterion variable and with each other.

A researcher wanted to predict academic achievement using Intelligence Test-A (IT-A), Intelligence Test-B (IT-B), Type of school (rural/urban), and conscientiousness as predictors. She used multiple regression analysis. She collected data on 200 students on all variables. The OLS estimator was used. The F = 8.9, p < .01 for the entire model. In individual predictor analysis, IT-B was the insignificant predictor. The suitable test indicated homoscedasticity. The model R² = 0.64 and adjusted R² = 0.59. Both intelligence tests are significantly correlated with the criterion variable and with each other.