PSYC-FPX4700 Statistics for the Behavioral Sciences

PSYC-FPX4700 Statistics for the Behavioral Sciences

In this course, learners apply quantitative statistics to the study of human behavior. Learners systematically examine and test hypotheses and relationships using statistical software; interpret, display, and present statistical data; and analyze the validity of arguments based on statistics. In particular, learners gain and demonstrate skills required to conduct statistical sampling, define statistical assumptions and requirements, test statistical differences between and among groups, evaluate correlations, calculate effect size and confidence intervals, and determine practical and statistical significance. Cannot be fulfilled by transfer or credit for prior learning.

Program Points

3

Prerequisite

MAT-FPX2001, PSYC-FPX3520

PSYC FPX4700 Assessment 1 Basics of Research and Statistics, Frequency Distributions, Percentiles, and Graphical Representations

Distributions, Percentiles, and Graphical Representations

Complete the following problems within this Word document. Do not submit other files. Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. You may want to highlight your answer or use a different type color to set it apart.

PSYC FPX4700 Assessment 1 Basics of Research and Statistics, Frequency Distributions, Percentiles, and Graphical Representations

Problem Set 1.1: Identifying Variables (Dependent, Independent, Quasi-Independent)

Criterion: Identify dependent and independent variables. Instructions: For the following list of examples, identify the dependent variable and independent (or quasi-independent) variable. 
  1. A researcher tests whether cocaine use increases impulsive behavior in a sample of cocaine-dependent and cocaine-inexperienced mice. 
Independent Variable: ___ Use of Cocaine Quasi-Independent Variable: _____  Dependent Variable: ___ Impulsive Behavior _____
  1. A professor tests whether students perform better on a multiple-choice or fill-in-the-blank test format. 
Independent Variable: ____Test Type ______  Quasi-Independent Variable:  Dependent Variable: ____ How students perform on the test ____
  1. A researcher tests whether smoking by parents influences children’s attitudes toward smoking behavior.   
Independent Variable: ___ Parents who smoke _____  Quasi-Independent Variable: ________ Dependent Variable: ___ Attitude of minors toward smoking _____
  1. A social scientist tests whether attitudes toward morality differ based on political affiliation (Democrat or Republican).
Independent Variable: ________  Quasi-Independent Variable: ____ Political affiliation ____ Dependent Variable: ____ Attitude towards morality ____
  1. A cultural researcher tests whether individuals from different cultures share or differ in the belief that dreams have meaning.
Independent Variable: ________  Quasi-Independent Variable: ____ Different Cultures ____ Dependent Variable: ____ Beliefs ____

Problem Set 1.2: Understanding Sample and Population

Criterion: Describe the relationship between the population and sample.  Instructions: Read the following and answer the question.  Height and educational attainment: Szklarska et al. (2007) hypothesized that taller young men are more likely to move up the scale of educational attainment compared with shorter individuals from the same social background. They recruited 91,373 nineteen-year-old men to participate in the study.  Do these participants most likely represent a sample or population? Explain. A population is a vast collection of individuals, from which a study’s conclusions are derived. In contrast, a sample is a smaller group of individuals selected from the population, which accurately represents the population under investigation, and from which data is collected. For example, in research investigating height disparities among people, the individuals chosen by the researchers constitute a sample obtained from a larger population of both taller and shorter people. In this particular study, only nineteen-year-old men were recruited as the sample to test the research hypothesis.

Problem Set 1.3: Create a dataset for use in JASP

Criterion: Enter and display data for use in JASP. Data: Five social media users spent the following number of minutes viewing Twitter: 15.21, 46.18, 12.45, 65.486, 26.852. Instructions: Use the supplied data to complete the steps below.
  1. Open Excel.
  2. In cell A1, type Minutes. The variable of Minutes is continuous. 
  3. In cells A2-A6, enter the supplied data in the column labeled Minutes.
  4. Save your dataset as a .csv file
  5. Open JASP.
  6. In the sandwich menu, scroll down to OPEN, then select COMPUTER. Locate your .csv file and click it to open it. 
  7. Take a screenshot of your data in JASP and paste it below.
Table 1 Number of Minutes Spent by Five Users

Problem Set 1.4.a: Grouped or Ungrouped

Criterion: Explain the identification of types of data.  There are two primary classifications for data sets:
  • Grouped data 
  • Ungrouped data
 Grouped data involves data that has been categorized into groups or class intervals. This approach is frequently utilized for large datasets as it helps to comprehend the data distribution more effectively.  In contrast, ungrouped data refers to individual values or numbers that cannot be divided into groups or intervals. This technique is generally employed for small datasets or when precise values of data are necessary for analysis.

PSYC FPX4700 Assessment 1 Basics of Research and Statistics, Frequency Distributions, Percentiles, and Graphical Representations

Instruction: Fill in the table below. For each example, state whether it is grouped or ungrouped and why. 
Example Grouped or Ungrouped Why
The time (in seconds) it takes 100 children to complete a cognitive skills game. Grouped This data is suitable for grouping into class intervals, such as 10-20, 20-40, 40-50, and so forth.
The number of single mothers with 1, 2, 3, or 4 children. Grouped The information given comprises individual data points, indicating that it cannot be organized into class intervals.
The number of teenagers who have experimented with smoking (yes, no). Ungrouped As the provided information consists of individual data points, it cannot be split into two groups. Therefore, it is classified as ungrouped data due to the absence of any grouping or categorization.
The age (in years) of freshman students in a local college. Grouped The age of freshman students at a local college is a pre-defined category. The ages of the students likely fit within a range, and the group would be defined according to the age range.

Problem Set 1.4.b: Understanding Descriptive and Interferential Statistics

Criterion: Explain the identification of types of data.  Instructions: Read the following and answer the question.  Gun ownership in the United States: Data from Gallup polls over a 40-year period show how gun ownership in the United States has changed. The results are described in the table below, with the percentage of Americans who own guns given in each of 5 decades:
Year %
1972 43
1982 42
1992 48
2002 40
2012 43
Source: Reported at http://www.gallup.com/poll/1645/Guns.aspx 

ADDITIONAL INSTRUCTIONS FOR THE CLASS – PSYC-FPX4700 Statistics for the Behavioral Sciences

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  • Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
  • Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
  • APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
  • Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. PSYC-FPX4700 Statistics for the Behavioral Sciences
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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
  • Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
  • Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. PSYC-FPX4700 Statistics for the Behavioral Sciences

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