Project 2_Psych311 (1)

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School

Washington State University *

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311

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Statistics

Date

Apr 3, 2024

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docx

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Uploaded by ChiefArmadilloMaster1071

Project 2 D. Mauzay Using Chapters 5-7 of the book, provide a clear and concise answer to each question below making sure to address each part of the question. Answer each question in sentence form using correct spelling and grammar. Then, submit the file (appropriately named) with your answers, including any graphs created, through the assignment link in this course space. Be sure that your answers are a different color font (ideally red ) than the questions. Show your work and clearly label where each number is coming from (use APA format always). If you have to use a formula to get an answer, make sure to clearly write down the formula you are using. Credit is given both for right answers as well as based off of work shown/steps taken. (50 points) 1. You are up for a promotion at your work and you know that you needed to get at least 24.6 sales exactly this month to be set for the promotion. The average number of sales in your store was 24 with a standard deviation of 2 (normal distribution). Based on this distribution what would be the likelihood you will be getting your promotion ? Make sure to show and explain you work. Credit is given both for getting the right answer as well as showing the steps that led you there. X=24 standard deviation=2 A promotion requires 24.6 sales. The calculator returns a value of 0.3821, which is likely to get you the promotion. The standard deviation, which is 0.30 higher than the average, is also included. P(x>24.6) =P(x>24.6-24/2) =P(x>0.3) =1-P (x <0.3 =1 0.6179 P(x>24.6) =0.3821 Z score for 24.6 sales is z=0.3 Z=24.6-24/2 z=0.6/2 z=0.3 2. We are interested in examining scores on tests of academic achievement for a group of third graders at a nearby school in

social studies. The hope is we can take a sample of these students’ scores and generalize them to third graders in the entire state. What sample size might be better and why: 3 or 300 ? For the above problem, if the overall score of the class is an average of 30 , what is the probability that in a random sample of 17 students the score will be above 40? Show your work and clearly label where each number is coming from. (SD=10) Z = (40 - 30) / (10/SQRT?(17) = 4.1231 P (X > 40) = 1 - 0.99998 = 0.00002 A sample size of 300 is preferable to a sample size of 3 because larger samples better resemble the overall population. Sample mean, Xbar = 30; SD = 10; n = 17 P (X > 40) Hence, the likelihood that a random sampling of 17 students would have a score greater than 40 is 0.00002. 3) Provide a general understanding of standard error. The standard error is a mathematical approach used in statistics to estimate variability. The standard error is the difference between the population's calculated mean and one that has been accepted as correct or known. 4) How does standard error relate to increased sample sizes? As the sample size increases, the standard error decreases because the statistic approaches the real value. Increasing the sample size is a common method for reducing standard error and improving the precision of statistical estimates and conclusions. It allows you to estimate population parameters or execute hypothesis tests with more reliable findings and lower confidence intervals. 5) Propose an example study in which you test differences between two different ways of teaching dogs how to respond to being told to fetch a stick. Write down the null hypothesis and an alternative hypothesis. Please explain why these two hypotheses are different and what it would mean to reject the null. The null hypothesis is the statement or claim that is being contested. If there is sufficient evidence to disprove the null hypothesis, the alternative hypothesis—which is what we are trying to prove—is accepted. Null hypothesis: training dogs to fetch a stick using methods 1 and 2 is not significantly more successful than the other.

Hypothesis 2: There is a notable distinction in the efficacy of teaching dogs to retrieve a stick between methods 1 and 2. The study's null hypothesis states that there is no discernible difference between the two training strategies—method 1 and method 2—in the dog's capacity to retrieve a stick. According to the alternative hypothesis, there is a discernible difference between the two approaches' efficacy in instructing this behavior. The two teaching approaches would differ significantly if the null hypothesis were to be rejected. It suggests that there is a better way to train dogs to fetch a stick than there is to teach them the opposite way. It's critical to understand this as dog owners and trainers want the most effective training techniques for their pets. Using a toy your dog likes is one way to teach them to retrieve. Your dog will be more motivated to fetch the item if they are enjoying it. To find the toy that your dog is most attached to and enjoys playing fetch with, we could test a variety of them. Being persistent and patient is the second step. Over time and plenty of practice, you can teach your dog learn to love fetch by being consistent with them and praising good behavior.

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