PSYC 355 SPSS HOMEWORK 7 INSTRUCTIONS CHI SQUARE Part One: Green & Salkind: Lesson 40, Exercises 1-4 1. Use the method reviewed in the presentation to weigh the cases for this data set. (no points-done in data file) 2. SPSS output; answer a, b, and c beneath output. (2 pts. for output; a-c = 2 pts. each) 3. ---------- (2) 4. All homework \"Results sections\" must follow the examples given in the SPSS tutorial presentation and the Course Content document \"Writing Results of Statistical Tests in Current APA Format\" (note: you do not have to refer to a figure). Remember to include a decision about the null hypothesis. (2) Green & Salkind: Lesson 41, Exercises 1-3 The following helpful tips are numbered to correspond with the exercise number to which they refer (a dash indicates that no tips are needed): NOTE: This exercise does not use the weighted cases method. Use the data file \"as is.\" 1. Paste SPSS output and answer a, b, d, and e underneath (skip c). For letter \"e\Part one Lesson 40, Exercises 1-4 EXERCISES The data for Exercises 1 through 4 are in the data files named Lesson 40 Data File 1 on the Web at http://www.pearsonhighered.com/greensalkindSPSS. The data are based on the following research study. Kristen is interested in evaluating whether the method of cooking potato chips affects the taste of the chips. She has 48 individuals volunteer to participate in her potato chip study. Each participant tastes chips cooked using three different methods: fried in animal fat (chip=1), fried in canola oil (chip=2), and baked (chip=3). Individuals are instructed to indicate which type of potato chips they prefer: chip type 1, chip type 2, or chip type 3. Kristen hypothesizes that individuals will prefer potato chips that are fried in canola oil over those that are fried in animal fat or baked. 1. Weight the data file by the number of cases to conduct the analysis. 2. Conduct a one-sample chi-square test to evaluate whether cooking method affects taste. From the output, identify the following: a. Observed frequency for potato chips fried in canola oil b. p value c. x2 value 3. What are expected frequencies for the three categories of potato chips? 4. Write a Results section based on your analyses. Lesson 41, Exercises 1-3 EXERCISES Exercises 1 through 3 are based on the following research problem. The data for these exercises can be found in the data file named Lesson 41 Exercise File 1 on the Web at http://www.pearsonhighered.com/ greensalkindSPSS. Lilly collects data on a sample of 130 high school students to evaluate whether the proportion of female high school students who take advanced math courses in high school varies depending upon whether they have been raised primarily by their father or by both their mother and their father. The SPSS data file contains two variables: math (0=no advanced math and 1=some advanced math) and parent (1=primarily father and 2 = father and mother). 1. Conduct a crosstabs analysis to examine whether the proportion of female high school students who take advanced math courses is different for different levels of the parent variable. From the output, identify the following: a. Percent of female students who took some advanced math classes b. Percent of female students who took no advanced math classes when female students were raised by their fathers c. Percent of female students raised by their father only d. X2 value e. Strength of relationship between taking advanced math classes and level of parenting 2. Create a clustered bar graph to show differences in the number of female students taking some advanced math class for the different categories of parenting. 3. Write a Results section based on your analysis. Exercises 4 through 6 are based on the following research problem. LESSON 42, EXERCISES 1, 3-4 EXERCISES The data for Exercises 1 through 4 are in the data file named Lesson 42 Exercise File 1 on the Web at http://www.pearsonhighered.com/greensalkindSPSS. The data are based on the following study. Billie wishes to test the hypothesis that overweight individuals tend to eat faster than normal weigh individuals. To test this hypothesis, she has two assistants sit in a McDonald's restaurant and identify individuals who order at lunch time the Big Mac special (Big Mac, large fries, and large coke). The Big Mackers, as the assistants affectionately called them, were classified by the assistants as overweight, normal weight, or neither overweight nor normal weight. The assistants identify 10 overweight Big Mackers and 30 normal weight were disregarded.) The assistants record the amount of time it took for the individuals in the two groups to complete their Big Mac special meals. One variable is weight with two levels, overweight (=1) and normal weight (=2). The second variable is time in seconds. 1. Compute a Mann-Whitney u test on these data. From the output, identify the following: a. p value b. z value corrected for ties c. Mean rank for normal weight individuals 3Write a Results section based on your analyses. What should you conclude? 4. If you did not include a graph in your Results section, create a graph that shows the distributions of the two groups. Corey, G. (2013). Theory and practice of counseling and psychotherapy (9th ed.). Belmont, CA: Brooks/Cole. Dermer, S. B., Crystal, W. H., & Russell, C. S. (1998). A feminist critique of solutionfocused therapy. The American Journal of Family Therapy, 26(3), 239-250. Retrieved from http://ezproxy.liberty.edu:2048/login?url=http://search.proquest.com/docview/230115930? accountid=12085 Goodrich, T. J. and Silverstein, L. B. (2005), Now You See It, Now You Don't: Feminist Training in Family Therapy. Family Process, 44: 267-281. Doi: 10.1111/j.15455300.2005.00059.x Keeling, M. L., Butler, J., Green, N., Kraus, V., & Palit, M. (2010). The Gender Discourse in Therapy Questionnaire: A Tool for Training in Feminist-Informed Therapy. Journal Of Feminist Family Therapy, 22(2), 153-169. doi:10.1080/08952831003787883 Viers, D., & Prouty, A. M. (2001). We've Come a Long Way? An Overview of Research of Dual-Career Couples' Stressors and Strengths. Journal Of Feminist Family Therapy, 13(2/3), 169190. Yoder, J. D., Tobias, A., & Snell, A. F. (2011). When declaring "I am a feminist" matters: Labeling is linked to activism. Sex Roles, 64(1-2), 9-18. doi: http://dx.doi.org/10.1007/s11199010-9890-3