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At the beginning of this chapter, we discussed research by J. Sho et al. on the relationship between gender and sense of direction Recall that, in their study, the spatial orientation skills of 30 mal and 30 female students were challenged in a wooded park near th Boston College campus in Newton, Massachusetts. The participant were asked to rate their own sense of direction as either good or poo In the park, students were instructed to point to predesignate landmarks and also to the direction of south. For the female stu dents who had rated their sense of direction to be good, the tabl on page 368 provides the pointing errors (in degrees) when the attempted to point south.

At the beginning of this chapter, we discussed research by J. Sho et al. on the relationship between gender and sense of direction Recall that, in their study, the spatial orientation skills of 30 mal and 30 female students were challenged in a wooded park near th Boston College campus in Newton, Massachusetts. The participant were asked to rate their own sense of direction as either good or poo In the park, students were instructed to point to predesignate landmarks and also to the direction of south. For the female stu dents who had rated their sense of direction to be good, the tabl on page 368 provides the pointing errors (in degrees) when the attempted to point south.

MATLAB: An Introduction with Applications
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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Need to find solutions and work for part a and b in the problem regarding Genger and sense of direction

O MyLab and Mastering P Pearson eText P Pearson eText G how to find mean pointing error X A etext-ise.pearson.com/courses/5509824/products/145093/pages/458?locale=&platformld=1030 437 a. Apply the one-mean t-test to the ACT composite score data in the Focus sample (FocusSample) to decide, at the 5% signifi- cance level, whether the mean ACT composite score of UWEC undergraduates exceeds the national mean of 21.1 points. d. Repeat parts (a)-(c) for ACT English scores. (Note: The mean ACT English score of all UWEC undergraduate students is 23.0.) e. Repeat parts (a)-(c) for ACT math scores. (Note: The mean ACT math score of all UWEC undergraduate students is 23.5.) CASE STUDY DISCUSSION GENDER AND SENSE OF DIRECTION b. At the 1% significance level, do the data provide sufficient ev- At the beginning of this chapter, we discussed research by J. Sholl et al. on the relationship between gender and sense of direction. Recall that, in their study, the spatial orientation skills of 30 male and 30 female students were challenged in a wooded park near the Boston College campus in Newton, Massachusetts. The participants were asked to rate their own sense of direction as either good or poor. In the park, students were instructed to point to predesignated idence to conclude that women who consider themselves to have a good sense of direction really do better, on average, than they would by just randomly guessing at the direction of south? Use a one-mean t-test. c. Obtain a normal probability plot, boxplot, and stem-and-leaf diagram of the data. Based on these plots, is use of the 1-test reasonable? Explain your answer. d. Use the technology of your choice to perform the data analyses in parts (b) and (c). *e. Solve part (b) by using the Wilcoxon signed-rank test. *f. Based on the plots you obtained in part (c), is use of the Wilcoxon signed-rank test reasonable? Explain your answer. *g. Use the technology of your choice to perform the required Wilcoxon signed-rank test of part (e). landmarks and also to the direction of south. For the female stu- dents who had rated their sense of direction to be good, the table on page 368 provides the pointing errors (in degrees) when they attempted to point south. a. If, on average, women who consider themselves to have a good sense of direction do no better than they would by just ran- domly guessing at the direction of south, what would their mean pointing error be? BIOGRAPHY JERZY NEYMAN: A PRINCIPAL FOUNDER OF MODERN STATISTICAL THEORY Jerzy Neyman was born on April 16, 1894, in Bendery, Russia. His father, Czeslaw, was a member of the Polish nobility, a lawyer, a judge, and an amateur archaeologist. Because Russian author- ities prohibited the family from living in Poland, Jerzy Neyman grew up in various cities in Russia. He entered the university in Kharkov in 1912. At Kharkov he was at first interested in physics, but, because of his clumsiness in the laboratory, he decided to pur- Pearson until 1938, at which time he accepted an offer to join the faculty at the University of California at Berkeley. When the United States entered World War II, Neyman set aside development of a statistics program and did war work. After the war ended, Neyman organized a symposium to celebrate its end and "the returm to theoretical research." That symposium, held in August 1945, and succeeding ones, held every 5 years until 1970, were instrumental in establishing Berkeley as a preeminent statistical center. Neyman was a principal founder of the theory of modem sue mathematics. After World War I, when Russia was at war with Poland over 4:39 PM P Type here to search O G 4) 21 99+ 12/6/2020 近
Transcribed Image Text:O MyLab and Mastering P Pearson eText P Pearson eText G how to find mean pointing error X A etext-ise.pearson.com/courses/5509824/products/145093/pages/458?locale=&platformld=1030 437 a. Apply the one-mean t-test to the ACT composite score data in the Focus sample (FocusSample) to decide, at the 5% signifi- cance level, whether the mean ACT composite score of UWEC undergraduates exceeds the national mean of 21.1 points. d. Repeat parts (a)-(c) for ACT English scores. (Note: The mean ACT English score of all UWEC undergraduate students is 23.0.) e. Repeat parts (a)-(c) for ACT math scores. (Note: The mean ACT math score of all UWEC undergraduate students is 23.5.) CASE STUDY DISCUSSION GENDER AND SENSE OF DIRECTION b. At the 1% significance level, do the data provide sufficient ev- At the beginning of this chapter, we discussed research by J. Sholl et al. on the relationship between gender and sense of direction. Recall that, in their study, the spatial orientation skills of 30 male and 30 female students were challenged in a wooded park near the Boston College campus in Newton, Massachusetts. The participants were asked to rate their own sense of direction as either good or poor. In the park, students were instructed to point to predesignated idence to conclude that women who consider themselves to have a good sense of direction really do better, on average, than they would by just randomly guessing at the direction of south? Use a one-mean t-test. c. Obtain a normal probability plot, boxplot, and stem-and-leaf diagram of the data. Based on these plots, is use of the 1-test reasonable? Explain your answer. d. Use the technology of your choice to perform the data analyses in parts (b) and (c). *e. Solve part (b) by using the Wilcoxon signed-rank test. *f. Based on the plots you obtained in part (c), is use of the Wilcoxon signed-rank test reasonable? Explain your answer. *g. Use the technology of your choice to perform the required Wilcoxon signed-rank test of part (e). landmarks and also to the direction of south. For the female stu- dents who had rated their sense of direction to be good, the table on page 368 provides the pointing errors (in degrees) when they attempted to point south. a. If, on average, women who consider themselves to have a good sense of direction do no better than they would by just ran- domly guessing at the direction of south, what would their mean pointing error be? BIOGRAPHY JERZY NEYMAN: A PRINCIPAL FOUNDER OF MODERN STATISTICAL THEORY Jerzy Neyman was born on April 16, 1894, in Bendery, Russia. His father, Czeslaw, was a member of the Polish nobility, a lawyer, a judge, and an amateur archaeologist. Because Russian author- ities prohibited the family from living in Poland, Jerzy Neyman grew up in various cities in Russia. He entered the university in Kharkov in 1912. At Kharkov he was at first interested in physics, but, because of his clumsiness in the laboratory, he decided to pur- Pearson until 1938, at which time he accepted an offer to join the faculty at the University of California at Berkeley. When the United States entered World War II, Neyman set aside development of a statistics program and did war work. After the war ended, Neyman organized a symposium to celebrate its end and "the returm to theoretical research." That symposium, held in August 1945, and succeeding ones, held every 5 years until 1970, were instrumental in establishing Berkeley as a preeminent statistical center. Neyman was a principal founder of the theory of modem sue mathematics. After World War I, when Russia was at war with Poland over 4:39 PM P Type here to search O G 4) 21 99+ 12/6/2020 近
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