# Learning Objectives

## Chapter 12

These are the learning objectives for this portion of the class:

1. Compute the probability of a sample mean being at least as high as a specified value when σ is known or estimated
2. Compute a two-tailed probability
3. State the assumptions for testing the difference between two means
4. Estimate the population variance assuming homogeneity of variance
5. Compute the standard error of the difference between means
6. Compute t and p for the difference between means
7. Format data for computer analysis
8. Define pairwise comparison
9. Describe the problem with doing t tests among all pairs of means
10. Calculate the Tukey HSD test
11. Define linear combination
12. Specify a linear combination in terms of coefficients
13. Do a significance test for a specific comparison
14. Determine whether you have correlated pairs or independent groups
15. Compute a t test for correlated pairs
16. Determine whether to use the formula for correlated comparisons or independent-groups comparisons
17. Compute t for a comparison for repeated-measures data
18. Compute the Bonferroni correction
19. Calculate pairwise comparisons using the Bonferroni correction

## Chapter 15

These are the learning objectives for this portion of the class:

1. What null hypothesis is tested by ANOVA
2. Describe the uses of ANOVA
3. Determine whether a factor is a between-subjects or a within-subjects factor
4. Define factorial design
5. State what the Mean Square Error (MSE) estimates when the null hypothesis is true and when the null hypothesis is false
6. State what the Mean Square Between (MSB) estimates when the null hypothesis is true and when the null hypothesis is false
7. State the assumptions of a one-way ANOVA
8. Compute MSE & MSB
9. Compute F and its two degrees of freedom parameters
10. Describe the shape of the F distribution
11. State the relationship between the t and F distributions
12. Partition the sums of squares into condition and error
13. Format data to be used with a computer statistics program
14. Define main effect, simple effect, interaction, and marginal mean
15. State the relationship between simple effects and interaction
16. Compute the source of variation and df for each effect in a factorial design
17. Plot the means for an interaction
18. Define three-way interaction
19. State why unequal n can be a problem
20. Define confounding
21. Compute weighted and unweighted means
22. Distinguish between Type I and Type III sums of squares
23. Describe why the cause of the unequal sample sizes makes a difference in the interpretation
24. Compute Tukey HSD test
25. Describe an interaction in words
26. Describe why one might want to compute simple effect tests following a significant interaction
27. Define a within-subjects factor
28. Explain why a within-subjects design can be expected to have more power than a between-subjects design
29. Be able to create the Source and df columns of an ANOVA summary table for a one-way within-subjects design
30. Explain error in terms of interaction
31. Discuss the problem of carryover effects
32. Be able to create the Source and df columns of an ANOVA summary table for a design with one between-subjects and one within-subjects variable

# Consumables

This week’s in-class presentation.

# Assignments

There are a number of assignments this week, as usual.

## Week 6 Activity

This week’s activity covers the presentation of data.

## Chapter 12 questions

Remember! For Slack posts involving chapter group questions, answers, and responses, use the following convention at the beginning of your post:

The Slack markup code for writing those would be: *G3Q* and so on, as *s around text make it bold.

1. Choose a question from the end of chapter 12 in the section called “Exercises” to answer. Post the question and your answer, and make sure to justify your response.

For example, if you determine that a type of statistic is descriptive, provide your reasoning being specific about the problem presented and your answer.

2. Next, respond to another students’ answers by asking a question for clarification, providing a personal experience, posting a thought-provoking question, taking a controversial, but professional stand, adding something new to the conversation, quoting another student’s comment and add an additional idea based on this comment, etc.

Your responses should be respectful and offered in a professional manner. You may wish to review the behavior Course Policies to help frame your response. Remember, you will be responding about the specific idea, issue, or question.

## Chapter 15 questions

1. Choose a question from the end of chapter 7 in the section called “Exercises” to answer. Post the question and your answer, and make sure to justify your response.

For example, if you determine that a type of statistic is descriptive, provide your reasoning being specific about the problem presented and your answer.

2. Next, respond to another students’ answers by asking a question for clarification, providing a personal experience, posting a thought-provoking question, taking a controversial, but professional stand, adding something new to the conversation, quoting another student’s comment and add an additional idea based on this comment, etc.

Your responses should be respectful and offered in a professional manner. You may wish to review the behavior Course Policies to help frame your response. Remember, you will be responding about the specific idea, issue, or question.