2019 Assignment3

Student Name: Student Number: Section Number:
PSYC 218 – Assignment 3 – Testing Single Sample and Paired Samples Data
This assignment will give you an opportunity to practice calculating and interpreting single sample t tests,
paired samples t tests, Confidence Intervals, Cohen’s d, and power. Before you begin, you should review
Chapters 7 of “A Student Guide to SPSS" as well as Chapters 8 and 9 of “Essentials of Statistics for the
Behavioral Sciences.” You should also download G*Power software for free from
http://www.gpower.hhu.de/en.html. Note that some questions may not be answered completely using
SPSS and will require hand calculations. You may consult others throughout the process, but your
assignment should be the result of your own work.
Files. The files you need can be found by going to the “Assignments” area on Canvas and clicking on
Assignment 3. Use the SPSS file “Assignment 3 Data 2019 TO POST.sav” to complete the assignment. The
SPSS file contains all the data from before, as well as the new False Memory data. Download the Word
document “2019 Assignment 3.docx” and TYPE your answers in the spaces provided. You may insert
additional spaces after any question as needed. In addition, always use proper symbols and notation
wherever possible (e.g., M, s2, , tobt, d, sM) in your answers, and properly round all of your final answers
to 2 decimal places (but don’t round too early in the calculation to avoid errors in the final answer).
Whenever you’re reporting a value, include the appropriate symbol (if any), = sign (if relevant), the
number, and its units (whenever it makes sense to include units). (Don’t have Word? Please download it
for free here: https://it.ubc.ca/services/desktop-print-services/software-licensing/office-365-students)
Submission. Return to Assignment 3 on Canvas to submit two documents: your assignment (which must
be in Word or pdf format, i.e., with file extensions .doc, .docx, or .pdf), and your accompanying SPSS
output file (i.e., the single .spv file that includes the results of all your final analysis. This file will help our
TAs while grading.). Your assignment will be graded by our TAs on Canvas.
CogLab completion and Late Submissions: Like all sections of PSYC 218, if you did not complete the
Coglab False Memory experiment on time, you will lose 1/4 of the total assignment grade. If your
submission is late, please submit to Canvas as soon as you have finished it (no need to wait for
permission). You will lose 1/8 of the total assignment grade for each day it is late.
To begin. Begin by opening the SPSS file. The variable labeled ‘CogLabID’ shows participants’ CogLab
User IDs, followed by the three variables resulting from the False Memory CogLab, then the data from
the class Survey, Stroop, and Change Detection data from before.
1. First, let us explore our class’s perceptions of well-being on the following survey questions: In
general, I consider myself a happy person (happy), and I am satisfied with my life (satisfied). One way
to understand our class means would be to compare them to another sample or to a specific
population. Instead, we are going to compare them to a specific numerical standard. Do PSYC 218
students, on average, significantly agree or disagree with these statements? In other words, is our
class mean significantly different from the scale midpoint of 4, which indicates “neither agree nor
disagree”? Conduct the appropriate hypothesis test using alpha = .05, 2 tailed.
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a. State the null and research hypotheses using scientific notation. These hypotheses will be the
same for both survey questions. [1 point]
H0: M = 4 (write for both)

H1: M does not = 4 (write for both)
b. Conduct one-sample t tests: one for the happy survey question, and one for the satisfied survey
question. Report the results of the t tests using APA style notation, paying close attention to
correct use of italics and decimal places. [2 points]
Happy Survey Question:

t = 12.385
df = 163
p < .05
mean difference = 1.305
lower = 1.10
upper = 1.51
Our PSYC218 class significantly agree that they are happy (M=5.30, SD=1.35) compared to the
scale midpoint of 4, t(163)=12.39, p < 0.05.
Satisfied Survey Question:

t = 8.298
df = 163
p < .05
mean difference = 1.006
lower = .77
upper = 1.25
Our PSYC218 class significantly agree that they are satisfied (M=5.01, SD=1.55) compared to the
scale midpoint of 4, t(163)= 8.30, p < 0.05.
c. Based on your answer to question 1b, state whether you should reject or retain each H 0 and
provide conclusions about how happy and how satisfied our class is. [1 point]
Both H0 for happy and satisfied should be rejected as p-level for both are less than .05. In
conclusion, our class M does not = to 4 and is instead larger at (happy = 5.30 and satisfied = 5.01)
meaning our class is happier and more satisfied than average.
d. Use G*Power to calculate the Cohen’s d effect sizes for both of these survey questions. Report
both, and provide a detailed, precise interpretation of each of these values. [4 points]
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Effect size d (happy) = 0.96
Large effect size (d= 0.96). Cohen’s effect size value (d= 0.96) suggests a large practical
significance.
Effect size d (satisfied) = 0 .65
Cohen’s effect size value (d= 0.65) suggests a moderate to large practical significance.
Among 7th graders in Lowndes County Schools taking the CRCT reading exam (N = 336), there
was a statistically significant difference between the two teaching teams, team 1 (M = 818.92, SD
= 16.11) and team 2 (M = 828.28, SD = 14.09), t(98) = 3.09, p ≤ .05, CI.95 -15.37, -3.35. Therefore,
we reject the null hypothesis that there is no difference in reading scores between teaching
teams 1 and 2. Further, Cohen’s effect size value (d = .62) suggested a moderate to high practical
significance.
e. Recall from a few weeks ago that a clicker question revealed that our class was significantly less
happy than the general world population represented in the World Values Survey. Consider that
result in light of the analyses you just conducted. Are you worried about the happiness of our
class? Why or why not? Explain your answer. [1 point]
Yes, I am worried. This is because our class scores for happiness and satisfaction are only one
above the scale midpoint of 4 which indicated neither agree nor disagree, which is still quite low.
2. In the False Memory CogLab, you saw a list of words (e.g., "bed," "drowsy," "tired," "dream") in a
study phase. During the subsequent test phase you were shown words and were asked to indicate
whether the word was old (shown in the study phase) or new (not shown in the study phase). The
test phase lists contained three types of words. Some were original old words that were shown in the
study phase (e.g., "bed"); others were unrelated new words that served as meaningless distractors
(e.g., "cup"); and others were related new words that were semantically related to words shown in
the study phase but had not been presented (e.g., "sleep"). The independent variable was the type
of word presented at test, which had three levels: original list word, unrelated distractor word,
semantically related distractor word. The dependent variable was the percentage of each type of
words chosen. This design resulted in three columns of data:
 FMOriginalListWords = Percent of original List Items correctly identified by the participant
 FMUnrelatedNewWords = Percent of unrelated distractor lures falsely identified by the
participant
 FMRelatedNewWords = Percent of semantically related distractor lures falsely identified by the
participant
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a. On average in the population, people falsely identify 73.850% of semantically related lure words
as having been on the list. Without knowing the population standard deviation, we can only
conduct a one-sample t test (rather than a z test) to help us evaluate our class data. Does our
class mean on this variable (FMRelatedNewWords) significantly differ from the population?
i. State the null and research hypotheses using scientific notation. [1 point]
H0: M = 73.85
H1: M does not = 73.85
ii. Conduct the one-sample t test to test this hypothesis using conventional alpha. Write a
sentence to report the results of this hypothesis test, including the APA style statistical
information (sample mean and standard deviation, t-test summary statement at the end),
like shown in class. (In other words, what does this tell us about the humans?) [2 points]
Our PSYC218 class reported that they falsely identified the semantically related lure words
as having been on the list lesser times (M= 69.71, SD=24.76) than the population, t(174)=
36.85, p < 0.05.
b. Are people in our class equally likely to correctly identify original items as they are to falsely
identify semantically related lure words?
i. State the null and research hypotheses using scientific notation. [1 point]
H0: u1 = u2 (convert to mew)

H1: u1 does not = u2
ii. Conduct a paired samples t test to evaluate this question using conventional alpha. Write
a sentence to report the results of this hypothesis test, including the APA style statistical
information (variable means and standard deviations, as well as the test summary at the
end), like shown in class. (In other words, what does this tell us about the humans?). [2
points]
A paired-samples test revealed that the mean of identifying original items (M= 76.71, SD=
12.85) was significantly higher than the mean of identifying semantically related lure
words (M= 69.71, SD= 24.76), t(174) = 3.85, p < 0.05.
iii. State the 95% Confidence Interval for D (the difference between these two memory
scores) [1 point]. Interpret what this range of scores is indicating [1 point]. Do we expect
it to include zero (why or why not)? [1 point]
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CI = 3.41, 10.58.
This range of scores indicate the series of plausible values (in this case CI = 3.41, 10.58) for
the population difference between the two memory scores.
As we are rejecting the null hypothesis, we do not expect it to include zero.
iv. Use G*Power software to estimate the effect size of d and to conduct an a priori power
analysis. Report the effect size estimate, as well as the number of people we need in a
future study to detect an effect (assuming it’s real and is about this size). Let’s make the
common assumption that we want 80% power to detect the effect, and continue with our
2 tailed alpha of .05. [2 points]
Effect size = 0.29.

100 samples are needed in a future study to detect an effect.
Total = /20
Late Deductions (2.5 points for each day late)
CogLab Deductions (5 points for failure to complete on time)
Final Assignment Grade will be worth 4% of your course grade.
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Student Name: Student Number: Section Number:

H0: M = 4 (write for both)

Happy Survey Question:

Satisfied Survey Question:

Effect size d (happy) = 0.96

Effect size d (satisfied) = 0 .65

H0: u1 = u2 (convert to mew)

Effect size = 0.29.

Final Assignment Grade will be worth 4% of your course grade.

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