Recent research suggests that the amount of time that parents spend talking about numbers can have a big effect on the mathematical development of their children (Levine, Suriyakham, Rowe, Huttenlocher, & Gunderson, 2010). In the study, the researchers visited the children’s homes between the ages of 14 and 30 months and recorded the amount of “number talk” they heard from the children’s parents. The researchers then tested the children’s knowledge of the meaning of numbers at 46 months. The following data are similar to the results obtained in the study.
Sketch a polygon showing the frequency distribution for children with low number-talk parents. In the same graph, sketch a polygon showing the scores for the children with high number-talk parents. (Use two different colors or use a solid line for one polygon and a dashed line for the other.) Does it appear that there is a difference between the two groups?
Answer to relevant QuestionsFind each value requested for the distribution of scores in the following table. What information can you obtain about the scores in a regular frequency distribution table that is not available from a grouped table? A population of N = 15 scores has a mean of m = 8. One score in the population is changed from X = 20 to X = 5. What is the value for the new population mean? One sample has a mean of M = 5 and a second sample has a mean of M = 10. The two samples are combined into a single set of scores. a. What is the mean for the combined set if both of the original samples have n = 5 ...A population has a mean of m = 30 and a standard deviation of s = 5. a. If = points were added to every score in the population, what would be the new values for the mean and standard deviation? b. If every score in the ...
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