Introductory Statistics Using SPSS 2nd Edition Herschel Knapp - Solutions

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c. Analyze a model like Figure 12.3, but in which a path is drawn from Ethnicity to Family Background. Now analyze a model in which the path is drawn from Family Background to Ethnicity. Which model is correct? How did you make this decision?What effect, if any, did this change in direction have on
b. Analyze a model without Parent Involvement. Calculate direct, total, and indirect effects for each variable on GPA. Do the same for the model shown in Figure 12.3.Compare the tables of direct, indirect, and total effects.
a. Make sure you understand what happens when a common cause is omitted versus a simple cause of only one of the variables of interest (Figures 12.3 through 12.4). Is Family Background a common cause or a simple cause of Parent Involvement and GPA? Try deleting it from the model; what happens to
Were there meaningful indirect effects? If so, interpret them. Which variable(s) had the strongest total effect on accident consistency?
Calculate the direct effects and disturbances and put them in your model. Calculate total effects on Accident Consistency and create a table of direct, indirect, and total effects. Interpret the results. What were the important effects on accident consistency?
â•…Estimate the model shown in the figure using multiple regression analysis. What is the identification status of the model?
â•…Mechanical Comprehension (Mechanic in the data file) was a measure of workers’ understanding of mechanical reasoning. Social Maladjustment (Maladjust) was a 50-item scale derived from the MMPI and designed (by Hansen) to assess general social maladjustment. These two variables are
7. Curtis Hansen tested a path model of the influences on accidents among chemical industry workers (1989). A simulated version of a portion of the data are on the website(www.tzkeith.com) under chapter 11 (e.g., “Hansen accident data.sav”; the file is also available in other formats). A
1. Table 11.2 shows the means, standard deviations, and correlations among the variables used in this chapter’s example. Reanalyze the five-variable path model. (For users of SPSS, the file “motivate 5 var path.sps” on the Web site (www.tzkeith.com) shows how to analyze such a matrix using
Life will turn out better for you than it has for your parents?
You will have good friends you can count on?
You will be respected in your community?
You will be able to live wherever you want in the country?
You will stay in good health most of the time?
You will have a happy family life?
You will have a job that you enjoy doing?
You will be able to own your own home?
You will have a job that pays well?
You will go to college?
You will graduate from high school?
6. Search for an article in your area of interest with the words moderation or moderated regression in the title or abstract. Read the abstract to make sure regression was used.Read the article. Is moderation also referred to as an interaction? Which variables interact? Were they continuous or
2. Conduct a similar analysis using the NELS data. Try using F1S45A as the measure of time spent watching TV and a mean of the 10th-grade test scores (F1TxRStd, F1TxMStd, F1TxSStd, F1TxHStd) as the outcome. Because NELS did not include measures of ability, test the interaction of TV and Previous
1. If you have not done so already, conduct the multiple regression testing the interaction of TV and Ability on Achievement conducted earlier in this chapter. Compare your results to mine. Make sure you are able to correctly center the variables and create the interaction term. Try the different
Focus on the final table of coefficients from your overall regression. Which line in the output shows the intercept for the boys? Which line in the output shows the difference in intercept for girls?
Treat boys as the reference group. Conduct any needed pre-analyses and any needed follow-up analyses. What do your analyses show? Are fathers’ aspirations important? Are they important for both boys and for girls? Are they more important for one sex versus the other?
7. Do fathers’ aspirations influence children? Do fathers’ aspirations have differential effects for boys versus girls? Using the NELS data and multiple regression, test whether father’s educational aspirations for their children (ByS48a) have any effect on their eighth grade children’s
6. Kristen Alexander and colleagues were interested in whether the impact of a traumatic event (child sexual abuse) predicts (explains) one’s subsequent memory of that event(Alexander et al., 2005). In that study the researchers were interested in whether the severity of posttraumatic stress
5. The file “ancova exercise.sav” includes simulated data for the ANCOVA example presented in the chapter (see also the Excel or plain text versions of this file). This was a pretest–posttest two-group design in which 60 students registered for a course in research methodology were assigned,
2. Use the “Kranzler et al simulated data.sav” (or “Kranzler et al simulated.xls” or “Kranzler. txt”) data set found on the Web site (www.tzkeith.com). Center the CBM scores and create a Sex by CBM cross product using the centered variable. Conduct an analysis for predictive bias using
b. Analyze the experiment using effect coding. Which group did you choose as the contrast group (the group with −1s for the effect-coded variables)? Explain why.
a. Consider drill homework to be the norm. Analyze the results of this experiment using dummy coding, and comparing the other two types of homework with this norm.
3. The file “homework experiment data.sav” (or “homework experiment.xls”) includes data from a simulated experiment in which children were given different types of homework. Sixth graders were randomly assigned to one of three groups (the Type variable in the data): group 1 was assigned
c. Create effect variables with two-parent families as the group coded –1 on all variables. Regress Substance use on these effect variables and interpret the regression results.
b. Create dummy variables contrasting students from two-parent families with those from parent–guardian families and those from single-parent families. Regress Substance Use on these dummy variables. Interpret the overall regression. Use the table of coefficients to conduct post hoc testing.
c. Convert the group variable into a single criterion scaled variable and conduct the MR using it. Correct the ANOVA table from the MR for the proper degrees of freedom and compare the results with the other analyses of the same data.
1. The file “false memory data, 4 groups.sav” (or, .xls, or “false2.txt”), available on the Web site (www.tzkeith.com), includes the false memory simulated data analyzed in this chapter, plus data from a fourth group, men who were neither abused nor suffered from PTSD (the four groups from
d. Explain the reason for the differences in the “importance” of the variables from the different regressions.
c. Conduct another sequential regression on these same variables. This time the order of entry should be IQ, Pre_GPA, and Self. Draw the causal model implied by this regression. Compare these results to the results from stepb, with particular attention to the self-discipline variable.
b. Conduct a sequential regression of GPA on these same variables. For this regression, enter IQ, Self, and Pre_GPA, in that order. Draw the causal model implied by this regression. Using ∆R2 and the b for each variable (as it is entered), note the relative importance of the variables. Again,
a. Conduct a simultaneous regression of GPA on IQ, previous GPA (Pre_GPA), and self-discipline (Self). Which variables are important in explaining GPA? In particular, how important are IQ and self-discipline?
5. This exercise is designed to show differences in findings depending on whether you use simultaneous or sequential regression, and depending on the order of entry in sequential regression. Angela Duckworth and Martin Seligman (2005) were interested in the effects of self-discipline on students’
Pay special attention to the Discussion: do the authors make inferences from their regression that if a predictor variable were increased or reduced then people would change on the outcome? Was stepwise regression appropriate? Would some other method have been more appropriate?
4. Use a library research database (e.g., PsycINFO, Sociological Abstracts, ERIC, Google Scholar) to find an article in your area of interest that used stepwise regression in the analysis. Read the article: are the authors more interested in prediction or explanation?
The primary variables of interest are Fundamentalism (coded so that a high score represents high religious fundamentalism, a low score religious liberalism) and Optimism(high score = optimistic, low score = pessimistic). Also included are several measures of religiosity: the extent of influence of
3. In an interesting study of a controversial topic, Sethi and Seligman studied the effect of religious fundamentalism on optimism (1993). Think about this problem: are religious fundamentalists likely to be less optimistic or more so than those with a more “liberal”religious orientation?
Now do the same analysis for“common cause 2.sav.” Again, does the coefficient for variable X3 change from the first to the second regression? Discuss the meaning of these findings in class.
6. This exercise is designed to explore further the nature of common causes, and what happens when non-common causes are included in a multiple regression. We will begin our analysis of these data here, and will return to them in Part 2 when we have the tools to explore them more completely. There
The key variables are perceived Risk and Familiarity with advertising. What is the correlation between these two variables; are they related? Regress Risk on Familiarity, while controlling for Age, Experience, and Prevalence. Does familiarity with antidepressant advertising affect perceived Risk
Park and Grow (2008) questioned whether exposure to direct-to-consumer advertising for antidepressants affected people’s perceptions of the prevalence of depression and their own risk of depression. The file “depression advertising.sav” includes a simulated version of some of the variables
5. Do all those advertisements you see for drugs affect your perceptions of risk for disease?
missing values are dealt with properly (e.g., “Don’t know” responses are coded as missing, rather than as a value that will be analyzed). Conduct the multiple regression and interpret the results. Are there any threats to your analysis and interpretation (e.g., neglected likely common
4. Conduct a multiple regression on four or five variables of your choice. Look through the NELS data and find a variable you are interested in explaining. Pick several independent variables you think may help in explaining this dependent variable. Examine descriptive statistics for these
3. Does age affect eating disorders in women? Tiggemann and Lynch (2001) studied the effect of women’s body image on eating disorders across the life-span. The file labeled “Tiggeman & Lynch simulated.sav” includes a simulated version of some of the variables from this research (the data are
2. Does the size of an adolescent’s family influence his or her self-esteem? Does TV viewing affect self-esteem? Using the NELS data, regress 10th-graders’ Self-Concept scores(F1Cncpt1) on Parent Education (BYParEd), Achievement (BYTests), Family Size(BYFamSiz), and TV Time (create a composite
1. If you have not done so already, conduct the two multiple regression analyses presented in this chapter. Compare your results to mine. Analyze the descriptive statistics for the variables used (e.g., means, standard deviations, variances, minimum and maximum for all variables, frequency
Create a scatterplot of Predicted Grades with Grades, along with a regression line. Pick a data point in the raw data and note the actual value for Grades, Predicted Grades, and the Residual. Is the residual equal to Grades minus Predicted Grades? Now find the same data point on the scatterplot and
4. Reanalyze the regression of Grades on Parent Education and Family Income from Chapter 2 (Exercise 4). Output the unstandardized predicted values and residuals.Compute the correlation between Grades and Predicted Grades. Is the value the same as the R from the multiple regression? Explain why it
you can first standardize Parent Education and Homework (convert them to z-scores)and then weight them by the appropriate b’s. How do the R2 and sums of squares compare to the multiple regression results?
2. Create a composite variable weighting Parent Education and Homework by their regression weights as found in Exercise 1. Regress Grades on this composite. Note that you can weight the original variables using the unstandardized regression weights, or
Are both variables—Parent Education and Family Income—statistically significant predictors of students’ Grades? Interpret the results of this regression. Interpret both the unstandardized and the standardized regression coefficients. Which interpretation is more meaningful, the b’s or the
4. The examples in this chapter suggest that students’ home environments may affect their school performance. You may wonder, however, whether it is the educational environment of the home that is important or if it is the financial resources of the home that are important. The file “exercise
Why would it be inappropriate to compare these results statistically with those presented in this chapter? Qualitatively, are the results similar to those presented with our simulated data?
3. Interpret the results of the regression in Exercise 2. Should you interpret the b’s or the b’s?
Grades in English, math, science, and social studies; for each of these subjects, the scale ranges from 1 = mostly below D to 8 = mostly A’s.
2. Conduct a similar analysis using the NELS data set. Try regressing FFUGrad (GPA in 10th Grade) on BYParEd (Parents’ Highest Level of Education) and F1S36A2 (Time Spent on Homework out of School). Be sure to check descriptive statistics. Notice the scales for the independent variables. The
5. Using the NELS data (see www.tzkeith.com), regress 8th-grade Math Achievement(ByTxMStd) on time spent on Math Homework (ByS79a). Be sure that you examine descriptive information before you conduct the regression. How do your results compare with those from the example used in this chapter?
4. Conduct the regression analysis used as an example in this chapter (again, the data are found on the website under Chapter 1). Do your results match mine? Make sure you understand how to interpret each aspect of your printout.
Why do we feel comfortable making causal inferences from experimental data but not from nonexperimental data?
3. Why do we have the admonition about inferring causality from correlations? What is wrong with making such inferences?
2. What’s the difference between explanation and prediction? Give a research example of each. Does explanation really subsume prediction?
Exercise 10.10 Data safety and confidentiality are essential in the realm of responsible and ethical research and analysis. Such data can exist on a variety of media (e.g., hard copy [paper], handwritten notes, audio recordings, video recordings, electronic data). Discuss the rationale and protocol
Exercise 10.9 Describe what a work file is and the rationale for performing analyses on it?
Exercise 10.8 Describe what a master file is and the rationale for safely preserving it.
Exercise 10.7 Open the SPSS Syntax file created in Exercise 10.6 (Report1.sps) and (manually) add comments detailing:Data set: Report1.sps Appropriate header information (name of source data set, name of programmer, version number, and summary of what this SPSS Syntax program does)Notes explaining
Exercise 10.6 Acme Research Labs gathers data on an ongoing basis; you have been asked to automate the analytic process for a data set that is updated each week.Data set: Ch 10 - Exercise 06.sav Codebook Variable: ID Definition: The participant’s ID Type: Alphanumeric Variable: reading
Exercise 10.5 Prior to a training, those who enrolled were given a pretest to determine their baseline knowledge of the subject. Those who scored 75 or higher on a pretest will be issued a pass and will be excused from the training session.Data set: Ch 10 - Exercise 05.sav (this is the same data
Exercise 10.4 You have been given two non-SPSS data sets to import into SPSS and process:1. Data set: Import the Excel file Ch 10 - Exercise 04A.xls into SPSS Codebook Variable: group Definition: Group assignment Type: Continuous (1 = Control, 2 = Treatment)Variable: score Definition:
Exercise 10.3 You have been requested to compute statistics using only certain records within a data set.Data set: Ch 10 - Exercise 03.sav (this is the same data set as Ch 10 - Exercise 01.sav)Codebook Variable: name Definition: The participant’s name Type: Alphanumeric Variable: score
Exercise 10.2 You have been given a sample frame with record numbers ranging from 852 through 5723; the research team wants to gather a 2% sample(n = 97). Use SPSS to generate this list of random numbers.
Exercise 10.1 You have been given a data set reflecting the baseline test results of a group of people administered a pretest prior to a training.Data set: Ch 10 - Exercise 01.sav Codebook Variable: name Definition: The participant’s name Type: Alphanumeric Variable: score Definition: The
Exercise 9.10 A political analyst is conducting a survey aimed at better focusing campaign messages; the question of interest is, “Do women and men tend to vote the same or differently when it comes to electing the mayor?” The analyst gathered responses from willing participants using
Exercise 9.9 Each year, the Department of Education in Anytown publishes a report on college-bound high school seniors. You have been recruited to compare data gathered from seniors at the Acme Academy, a local private school, with seniors at Anytown High School, a public school.Data set: Ch 09 -
Exercise 9.8 The Acme Veterinary Nutrition Laboratory wants to find out if its three dog foods appeal to all dogs equally or if breed is a factor in a dog’s food preference. Per the research criteria specified, you recruit 90 pets: 30 Cocker Spaniels, 30 Beagles, and 30 Keeshonds. Owners are
Exercise 9.7 A political scientist expects that how a person votes (or does not vote) may be associated with his or her age. To investigate this, the scientist gathers a convenience sample, asking voluntary participants to anonymously complete the following card:
Exercise 9.6 In an effort to better accommodate students, Acme University wants to find out if students pursuing different degrees (bachelor’s, master’s, doctorate) have the same or different preferences when it comes to class time (day, night). To determine this, you are commissioned to
Exercise 9.5 To determine if how data are gathered has any bearing on responses to a question involving substance abuse (“Have you ever used an illegal drug?”), you recruit willing participants and randomly assign them to one of three groups: Those in Group 1 will be asked the question via
Exercise 9.4 The administrative staff of Acme College wants to optimize the availability of student resources (e.g., website content, library hours, support staffing) to better fit the needs of students. You have been asked to determine if the degree students are working on (bachelor’s
Exercise 9.3 The clinicians at Anytown Health Clinic want to determine how useful the flu shot is in their community. The researcher approaches patients as they exit the clinic; those who are willing to partake in this study are asked to sign an informed-consent document and complete and submit the
Exercise 9.2 You notice that some bus riders wear headphones while others do not, but with so many passengers on so many different buses, it is hard to estimate if gender is a factor when it comes to wearing or not wearing headphones. To address this question, you spend the day riding city buses as
Exercise 9.1 Acme Bank wants to determine if a person’s age (group) is associated with his or her preferred bill-paying method. The research team gathers data using this self-administered survey card
Exercise 8.10 Ariel and Dusty want to determine how similar their movie preferences are. They independently rank the 13 movie categories with their favorite at the top.Data set: Ch 08 - Exercise 10A.sav Variable: ariel Definition: Ariel’s movie type preference Type: Categorical (1 =
Exercise 8.9 In order to better control inventory, Acme Motors wants to assess how similar customer car color preference is comparing the Pico Boulevard dealership with the Sepulveda Boulevard dealership (in the data sets, the most popular car color choice is at the top of the list for each
Exercise 8.8 A sociologist has learned from a prior study that there is a strong positive correlation between time spent playing a video game and the score the player earns on that game (practice makes perfect). Since achieving such proficiency is time-consuming, this sociologist expects that there
Exercise 8.7 A social scientist wants to determine if a person’s height might be correlated with his or her sense of self-confidence. To explore this, the scientist recruits a group of participants and gathers two metrics: First the researcher administers the Acme Self-Confidence
Exercise 8.6 A dietician wants to discover if there is a correlation between age and number of meals eaten outside the home. The dietician recruits participants and administers a two-question survey: (a) “How old are you?” and (b) “How many times do you eat out (meals not eaten at home) in an
Exercise 8.5 An educational scientist wants to examine the correlation between years of education and job satisfaction. To address this question, the scientist recruits a group of participants and has each complete a self-administered survey; the first question asks how many years of education the
Exercise 8.4 A political scientist wants to find out if there is a correlation between listening to a newscast and an individual’s mood. This researcher recruits a group of participants and has them listen to a newscast that was recorded earlier that morning. Participants are instructed to listen
Exercise 8.3 A social scientist and an economist working together want to discover if there is a correlation between income and happiness. The researchers recruit a group of participants and ask them to complete a confidential survey. This self-administered survey asks for the participant’s
Exercise 8.2 A social scientist has noticed that people seem to be spending a lot of nonwork hours on computers and wants to determine if this may, in some way, be associated with social relationship satisfaction (satisfaction derived from interacting with others). To determine if there is a
Exercise 8.1 An exercise advocate wants to determine the effect that walking rigorously has on weight loss. The researcher recruits participants to engage in a weeklong study. The researcher instructs participants to take a brisk walk as many days of the week as possible for as long as they can.

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Introductory Statistics Using SPSS 2nd Edition Herschel Knapp - Solutions

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