2.34 Irrelevant speech effects. In a psychological study of short-DISRterm memory, irrelevant speech effects refer to the degreeto which the memorization process is impaired by irrele-vant background speech (for example, trying to memorizea list of numbers while listening to a speech in an unfa-miliar language). An analysis of irrelevant speech effectswas carried out and published in Acoustical Science &Technology (Vol. 35, 2014). Subjects performed the mem-orization task under two conditions: (1) with irrelevantbackground speech and (2) in silence. The difference inthe error rates for the two conditions-called the relativedifference in error rate (RDER)-was computed for eachsubject. A MINITAB histogram summarizing the RDERvalues for 71 subjects is displayed here.Histogram of RDERFrequency20-18-16-14-12-10-8-6--45 -15154575 105135 165 195 225 255.RDER Valuea. Convert the frequency histogram into a relative fre-quency histogram.b. What proportion of the subjects had RDER valuesbetween 75 and 105?c. What proportion of the subjects had RDER valuesbelow 15?

Given:a. Convert the frequency histogram into a relative frequency histogram.Make a frequency…

Answered: 2.34 Irrelevant speech effects. In a…

MATLAB: An Introduction with Applications

6th Edition

ISBN:9781119256830

Author:Amos Gilat

Publisher:Amos Gilat

Chapter1: Starting With Matlab

Section: Chapter Questions

Problem 1P

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A sports psychologist studied the effect of a motivational program on number of injuries in one year among players of three different sports (baseball, football, and basketball). Players were randomly assigned to one of two conditions: either participate in a motivational program or none (control). Data was collected on the number of injuries sustained by each athlete that season. Question: If p = .024 for the main effect of sports, what should the researcher conclude?
2. A researcher is interested in the relationship between arousal and memory recall. Arousal will be manipulated by giving participants an injection of adrenaline at doses of 0 (control), 1, 5 or 10 mg/kg. Ten participants are randomly assigned to each dose group. Immediately after injection subjects are shown a list of 50 words to remember. The next day the participants return to the lab where they are given a free recall test. The number of words correctly recalled were recorded. Based on the results shown below, what can you conclude about the effects of arousal on memory? Set a = .05. 0 M = 21.8 a. State hypotheses: Dose of adrenaline (mg/kg) 1 5 M = 19.2 M = 31.2 b. Set criterion for making a decision about Ho: 10 M = 18.6
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A graduate student is interested in how viewing different types of scenes affects working memory. For his study, he selects a random sample of 36 adults. The subjects complete a series of working memory tests before and after walking in an urban setting. Before the walk, the mean score on the test of working memory was 9.1. After the walk, the mean score was 1.4 higher. The graduate student has no presupposed assumptions about how viewing different types of scenes affects working memory, so he formulates the null and alternative hypotheses as: H00 : μDD = 0 H11 : μDD ≠ 0 Assume that the data satisfy all of the required assumptions for a repeated-measures t test. The graduate student calculates the following statistics for his hypothesis test: Mean difference (MDD) 1.4 Estimated population standard deviation of the differences (s) 1.6 Estimated standard error of the mean differences (sMDMD) 0.2667 Degrees of freedom (df) 35 The t statistic 5.25 The critical values of t…
Researchers investigate how the presence of cell phones influence the quality of human interaction. Subjects are randomly selected from a population and divided into an experimental group that is asked to leave their phones in the front of the room and a control group that are not asked to leave their cell phones at the front of the room. Subjects are left alone for 10 minutes and then asked to take a survey designed to measure quality of interactions they had with others in the experiment. What statistical test is appropriate?
Three experiments investigating the relation between need for cognitive closure and persuasion were reported in “Motivated Resistance and Openness to Persuasion in the Presence or Absence of Prior Information,” by A. W. Kruglanski (Journal of Personality and Social Psychology, Vol. 65, No. 5, pp. 861–874). Part of the study involved administering a “need for closure scale” to a group of students enrolled in an introductory psychology course. The “need for closure scale” has scores ranging from 101 to 201. For the 73 students in the highest quartile of the distribution, the mean score was 178.70 . Assume a population standard deviation of 7.81. These students were all classified as high on their need for closure. Assume that the 73 students represent a random sample of all students who are classified as high on their need for closure. Find a 95% confidence interval for the population mean score on the “need for closure scale” for all students with a high need for closure
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Craik & Tulving ran an experiment to determine how depth of processing during study affects memory. In the study phase, 12 participants made judgments about words. In one block of trials (the visual condition) they indicated whether the words were written in upper case or lower case; in another block of trials (the auditory condition) they indicated whether the words contained an "ee" sound; in another block of trials (the meaning condition) they indicated whether the meaning of the words was pleasant or unpleasant. There were 12 words in each block. After completing the study phase, participants were asked to write down all the words they could remember. Here are the data: Mean Visual 3.5 Auditory 4.5 Meaning 6.0 Standard Deviation 1.5 1.6 1.9 Compared to the within-subjects design, the between-subjects design (select all that apply) Oa. Would have less statistical power O b. Would be less prone to experimenter bias O c. Would be less prone to order effects Od. Would have better…

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