Testing whether Story Spoilers Spoil StoriesA story spoiler gives away the ending early. Does having a story spoiled in this way diminish suspenseand hurt enjoyment? A study¹ investigated this question. For twelve different short stories, the study'sauthors created a second version in which a spoiler paragraph at the beginning discussed the story andrevealed the outcome. Each version of the twelve stories was read by at least 30 people and rated on a1 to 10 scale to create an overall rating for the story, with higher ratings indicating greater enjoymentof the story. The ratings are given in Table 1 and stored in StorySpoilers. Stories 1 to 4 were ironic twiststories, stories 5 to 8 were mysteries, and stories 9 to 12 were literary stories. Test to see if there is adifference in mean overall enjoyment rating based on whether or not there is a spoiler.StoryWithspoilerOriginal14.725.13.8 4.9327.97.447.157.16.2677.2 7.16.1 6.787.294.87.0 4.3105.25.0Table 1 Enjoyment ratings for stories with and without spoilers114.64.1126.76.13.0.

The following information has been provided: With Spoiler Original 4.7 3.8 5.1 4.9 7.9 7.4…

Answered: Testing whether Story Spoilers Spoil…

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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Create a Study For this discussion, you will come up with an example of a situation in which two means would need to be compared, and describe which test would be the most appropriate. Develop a main response in which you address the following: Describe a possible study that could be conducted to compare two groups means. What would the main topic be? What groups would be compared? What data would be collected? Identify the test that would be the best choice to compare the group means. Explain why this test is the most appropriate for your example.
Scenario: A guidance counselor wanted to know if anxiety differs based on time (first day of class in relation to the last day of class), and if this differs based on year in school (as a freshman, sophomore, junior, or senior). She collected data on a single group of students across their entire high school career at these eight time points — first and last day of freshman, sophomore, junior, and senior year. Anxiety was measured using a standardized scale ranging from 0 — 50, with higher scores indicating greater anxiety. Question: If p = .014 for the interaction of Time x Academic Year, what should the researcher conclude? Group of answer choices The interaction is not significant; no additional analyses are needed to interpret it. The interaction is significant; no additional analyses are needed to interpret it. The interaction is not significant; run correlated groups t-tests for post hoc analyses. The interaction is significant; for post hoc analyses, split the file…
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Although the samples are actually related, an investigator ignores this fact in the statistical analysis and uses a t test for two independent samples. How will this mistake affect the probability of a type II error?
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Q1
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