Answer these Comparing two ideas and Statistics MCQs and assess your grip on the subject of Comparing two ideas and Statistics.
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A. There were no significant differences between anxiety levels in normal lectures and in those in which students misbehaved.
B. Anxiety levels were significantly higher in lectures in which students misbehaved.
C. We can’t tell any of the above from the output given.
D. Anxiety levels were significantly lower in lectures in which students misbehaved.
A. Females and males did not significantly differ in the time spent using email, t(7.18) = –1.90, p = .10.
B. Females and males did not significantly differ in the time spent using email, t(14) = –1.90, p = .10.
C. Females and males did not significantly differ in the time spent using email, t(7.18) = –1.90, p < .05, one-tailed.
D. Females spent significantly longer using email than males, t(14) = –1.90, p < .05.
A. Students receiving positive music before the exam did significantly better than those receiving negative music, t(38) = 2.05, p = .047.
B. Marks for students receiving positive music before the exam did not significantly differ from students receiving negative music, t(38) = 2.05, p = .047.
C. Marks for students receiving positive music before the exam did not significantly differ from students receiving negative music, t(23.12) = 2.05, p = .052.
D. Students receiving positive music before the exam did significantly better than those receiving negative music, t(23.12) = 2.05, p < .05, one-tailed.
A. Differences between means of groups containing the same entities when the sampling distribution is not normally distributed and the data do not have unequal variances.
B. Differences between means of groups containing the same entities when the data are normally distributed, have equal variances and data are at least interval.
C. Differences between means of groups containing different entities when the data are not normally distributed or have unequal variances.
D. Differences between means of groups containing different entities when the sampling distribution is normal, the groups have equal variances and data are at least interval.
A. Wilcoxon signed-rank test.
B. Mann–Whitney test.
C. Paired-samples (dependent or related) t-test.
D. Independent t-test.
A. No. We could not conduct a regression because our categorical predictor is made up of more than two categories.
B. No. We can only analyse this scenario using ANOVA.
C. Yes. To do this we would create 9 dummy variables for the ‘type of sport played’ variable.
D. Yes. To do this we would need to create one coding variable for the ‘type of sport played’ predictor variable.
A. Centring is particularly important when your model contains an interaction term.
B. Centring refers to the process of transforming a variable into deviations around a fixed point.
C. Grand mean centring for a given variable is achieved by taking each score and subtracting from it the mean of all scores (for that variable).
D. Centring the predictors will directly affect the b for the highest-order predictor, but will have no effect on the bs for the lowest-order predictors
A. The treatment groups did not have a significant effect on depression levels, F(2, 26.44) = 4.35.
B. The treatment groups had a significant effect on the depression levels, F(2, 26.44) = 4.35.
C. The treatment groups had a significant effect on depression levels, F(2, 45) = 5.11.
D. The treatment groups did not have a significant effect on the change in depression levels, F(2, 35.10) = 5.11.
A. At least two of the stimulants will have different effects on the mean time spent awake.
B. All four stimulants have different effects on the mean time spent awake.
C. None of the above
D. Two of the four stimulants have the same effect on the mean time spent awake.