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Appendix C
• Column (1) lists standard scores (i.e., z scores) from 0.00 to 3.24 (at
intervals of .01) and from 3.30 to 3.70 (at intervals of .10).
x
z score (C.1)
σ
where
x = the distance between any point on the baseline and the mean of
the distribution
σ= the standard deviation of the distribution (sigma)
the segment between the mean and any of the z scores. Since the normal
curve is perfectly symmetrical, when z = 0 (at the mean), one half of the
curve (.5000, or 50%) is above z and one half is below z.
• When the curve is divided at any point other than the mean, there will be
a larger area, listed in Column (3) and a smaller area, listed in Column (4).
If the point that divides the curve is to the left of the mean, the z score has
a negative sign and the smaller area is to its left; if the point that divides the
curve is to the right of the mean, the z score is positive and the smaller area
is to its right.
• Column (5) lists the y ordinate values, or the height of the curve, at every z
score point.
• See Figure C.1 on p. 339 and instructions on how to use the table starting
on p. 338.
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330 APPENDIX C
Table C.1 Table of Areas and Ordinates of the Normal Curve in Terms of
Standard Scores z = x/σX
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Note: The entries in this table were generated using a computer program.
• Figure C.1, Panel A, displays the distance between a z score of +1.50 and
the mean. If the z score of 1.50 is found in Column (1) of the table,
Column (2) shows that the area between it and the mean is .4332, or
43.32% of the curve. Since the curve is symmetrical, any given z score
subtends the same area from the mean, whether it is positive (above the
mean) or negative (below the mean).
• Therefore, in Figure C.1, Panel B, a z score of 1.50 again subtends an
area of .4332 between the mean and z. To find the proportion, or
percentage, of the area that falls above a z of +1.50, we subtract .4332
from .5000 and get .0668, or 6.68%. To find the area below a z of +1.50,
we add .4332 to .5000 and get .9332, or 93.32%.
• These values are shown in Panel C of Figure C.1.
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APPENDIX C 339
A.
.5000 .4332
} y
z scores 0 +1.50
Mean
B.
.4332 .5000
y
}
z scores –1.50 0
Mean
C.
.9332
z scores 0
y
} .0668
+1.50
Mean
D.
.9332
z scores
.0668
–1.50
} y
0
Mean
340 APPENDIX C
• Panel D of Figure C.1 shows the results with a z score of 1.50. Here, as
is the case with all negative z scores in a normal curve, the larger portion is
above the z and is thus found by adding the value in column (2) of the
table to .5000 (.4332 + .5000 = .9332); the smaller portion falls below z
and is found by subtracting .4332 from .5000, which results in .0668.
Columns (3) and (4) of the table provide the results of these compu-
tations. To verify the results, find the entries for a z score of 1.50 in
columns (3) and (4). For further practice, corroborate the areas of the
curve shown in Figure 2.2 of Chapter 2 for σ values or z scores of ±1, ±2,
and ±3, or enter different endpoint numbers at http://www.stat.berkeley.
edu/∼stark/Java/Html/NormHiLite.htm.
When the normal curve is applied to hypothesis testing, in inferential statistics, it can
be used to ascertain the likelihood that the critical value (z) obtained could have
resulted by chance. Since z values give the proportion of the area in only one end of
the curve, when hypotheses allow the possibility of variation in two directions, the
proportion of the area that falls beyond the critical z value has to be doubled in order
to find the probability level associated with the critical value obtained.
Example: Suppose we are trying to find out whether the difference between
the Verbal Comprehension Index (VCI) score of 115 and the Working
Memory Index (WMI) score of 105 that an individual obtained on the
WAIS-IV is statistically significant, in a situation where neither Index score
is expected to be higher than the other. To test the null hypothesis of no
difference, we obtain the critical z value for the obtained difference of
10 points by dividing that difference by the standard error of the difference
(SEdiff) between the scores, which is a statistic derived from the respective
reliabilities of the Verbal Comprehension and Working Memory Indexes
(see Chapter 4). In this example, let us assume that the SEdiff = 5; thus, the
critical z ratio is 10 ÷ 5 = 2.00. The area beyond that critical z value, 0.0228,
represents the probability (p) level for the obtained difference. However,
because the score difference could have occurred in either direction, p is
doubled (0.0228 × 2 = 0.0456) to obtain the likelihood (4.56%) that a 10-
point difference between the scores could have been obtained if there were
no difference between the two Index scores.
This example describes a two-tailed test, which is the typical way in which the
significance of various findings is tested. If there is a specific directional hypothesis,
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