Prepare a written response to the following questions.

 

Chapter 7

 The table below shows ratings of various aspects of work and home life of 100 middle-class men in India who were fathers. Pick three rows of interest to you and explain the results to someone who is familiar with the mean, variance, and Z scores, but knows nothing else about statistics.

 

Comparison of Fathers’ Mean Psychological States in the Job and Home Spheres (N = 100)

   

Sphere

 

Scale

Range

Work

Home

Work vs. home

Important

0-9

5.98

5.06

6.86***

Attention

0-9

6.15

5.13

7.96***

Challenge

0-9

4.11

2.41

11.49***

Choice

0-9

4.28

4.74

-3.38***

Wish doing else

0-9

1.5

1.44

0.61

Hurried

0-3

1.8

1.39

3.21**

Social Anxiety

0-3

0.81

0.64

3.17**

Affect

1-7

4.84

4.98

-2.64**

Social Climate

1-7

5.64

5.95

4.17***

     

 

Note : Values for column 3 are t scores; df = 90 for all t tests.

**p < .01    

 

***p < .001

 

 

 

 

 

 

 

Chapter 8

 Barker and colleagues (2012) compared 61 parents fo children who had a serious mental illness (SMI) to 321 parents of children withour such an illness. The researchers examined the parents’ reported levels of stress, their levels of a hormone called cortisol (levels of this hormone provide an indication of chronic stress), and their use of several types of medication. The table below shows the results of the study. Focusing on the parents’ number of stressors (the first row of the table) and the parents’ use of medications for anxiety or depression (the last row in the table), explain these results to a person who knows about the ttest for a single sample but is unfamiliar with the t test for independent means.

 

 

 

 

 

 

 

Descriptive Statistics and Mean-Level Comparisons   

SMI Parents  

Comparison Parents   

    

N  = 61  

N  = 321   

    

Mean

SD

 

Mean

SD

 

t

p

Stress        

   

Number of stressors

0.65

0.56  

0.42

0.37  

-3.08

0.00  

Stress severity sum

1.89

1.63  

1.16

1.1  

-3.3

0.00

Cortisol (nmol/L)        

   

Wake

17.46

10.72  

16.75

7.38  

-0.14

0.90  

Out of bed

22.83

11.48  

24.19

10.59  

1.13

0.26  

Bed

5.72

8.56  

4.22

5.57  

-1.86

0.06  

Cortisol awakening response

5.62

9.7  

7.48

8.34  

1.55

0.12  

Decline from out of bed

17.13

11.35  

20.11

10.71  

1.97

0.05

Medication use (proportion)        

   

Allergy

0.26

0.44  

0.16

0.37  

-1.71

0.09  

Steroid

0.2

0.4  

0.12

0.33  

-1.32

0.19  

Hormone

0.13

0.34  

0.14

0.35  

0.25

0.80  

Anxiety or depression

0.26

0.44

 

0.12

0.33

 

-2.36

0.02

 

14. For each of the following studies, say whether you would use a t test for dependent means or a t test for independent means.

a.      A researcher measures the heights of 40 university students who are the firstborn in their families and compares the 15 who come from large families to the 25 who come from smaller families.

b.     A researcher tests performance on a math skills test of each of 250 individuals before and after they complete a one-day seminar on managing test anxiety.

c.      A researcher compares the resting heart rate of 15 individuals who have been taking a particular drug to the resting heart rate of 48 other individuals who have not been taking the drug.

 

 

 

Chapter 9

 An experiment is conducted in which 60 participants each fill out a personality test, but not according to the way the participants see themselves. Instead, 15 are randomly assigned to fill it out according to the way they think theur mothers see them (that is, the way they think their mothers would fill it out to describe the participants); 15 as their fathers would fill it out for them; 15 as their best friends would fill it out for them; 15 as the professors they know best would fill it out for them. The main results appear in Table 9-17. Explain these results to a person who has never had a course in statistics.

 

 

 

Means for Main Personality Scales for Each Experimental Condition

Scale

Mother

Father

Friend

Professor

F (3, 56)

Conformity

24

21

12

16

4.21**

Extroversion

14

13

15

13

2.05

Maturity

15

15

22

19

3.11*

Self-Confidence

38

42

27

32

3.58*

      

 

*p < .05, **p < .01

 

 

 

 

 

 

 

24.   Rosalie Friend (2001), and educational psychologist, compared three methods of teaching writing. Students were randomly assigned to three different experimental conditions involving different methods of writing a summary. At the end of the two days of instructions, participants wrote a summary. One of the ways it was scored was the percentage of specific details of information it included from the original material. Here is a selection from her article describing one of the findings:

 

The effect of summarization method on inclusion of important information was significant F(2, 144) = 4.1032, p < .019. The mean scores (with standard deviations in parantheses) were as follows: Argument Repetition, 59.6% (17.9); Generalization, 59.8% (15.2); and Self-Reflection, 50.2% (18.0). (p.14)

 

a.      Explain these results to a person who has never had a course in statistics.

b.     Using the information in the preceding description, figure the effect size for the study.

 

 

 

 

 

 References

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1) Test Item reliability    

Think of a specific testing scenario. Then consider a reliable test item for that testing scenario and an unreliable item for that same testing scenario. Consider how you might know if these items are reliable or unreliable.

 

 

 

2) Pretend that you have been contracted to create a test to assess intelligence. Think about factors you might consider and steps you might take to ensure reliability of this test. Write  a description of factors you might consider and steps you might take to ensure reliability of the intelligence test. Explain why these factors and steps are important.

 

 

Each question should be 250 words (half page) with apa citations. It should be original and pass turnitin.

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Usin A developmental psychologist investigates memory performance among second- and sixth- graders as a function of story coherence. Specifically, two types of stories are prepared that are identical except that events in one story are logically ordered according to a theory of memory organization and events in the second type of story are arranged so the natural order of the story is disrupted. The investigator believes younger children will remember less overall than will older children and the logically disrupted story will be harder overall to recall than will the logically ordered story. However, the investigator also predicts an interaction. The investigator believes the effect of the story variable will be less among older children than among younger children. Forty second-graders and 40 sixth-graders are randomly assigned in equal numbers to the two story conditions. Thus, there are 20 children tested in each cell of the complex design. The children are tested individually with the stories presented auditorially using a tape recorder. A trained storyteller makes recordings. Children are asked to recall the story orally when it is completed and retention is scored on at least an interval scale of measurement in a way that we will assume is reliable and valid. Scores can vary from 0 to 100.

 

 

 

Using hypothetical means (averages) that you make up, construct a design matrix (data table) showing main effects for each of the independent variables and an interaction effect as predicted by the experimenter.g hypothetical means (averages) that you make up, construct a design matrix (data table) showing main effects for each of the independent variables and an interaction effect as predicted by the experimenter.

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Points Possible 20   for First employee, select and explain how one of the theories/models applies to describe employee’s motivation 20 points   for a second employee, select and explain how one of the theories/models describe motivation (Different Model than used on first employee) 10 Points  Consider how emotions influence the motivation. Explain which emotions might decrease motivation, and which emotions might increase motivation 10  Points   Discuss how an individual or organization uses knowledge about the motivation theories and models within the workplace 5  Points   Writing mechanics  sentence structure, run ons, fragments, agreement, punctuation, capitalization, spelling etc… 10  Points  Writing Organization Coherence: all writing fits together, makes sense and flows in effective order- beginning, middle, end    Clarity: all writing is consistent and logical   My professor is Ok with going right in order and using for example    (a)  and explain (b) and exlpain (c) and explain As long as it flows.  I have done the  Example I have showed you before. So, he may expect that from me. It’s up to you. I am trusting you with this. Thank you with all my heart for helping me. I will be back for more. You are a God send to me right now. I am so worried about the tumor and in so much pain…. Thank youSincerely, 
Leann j. Lewis  Due: Week Seven
Points: 75

Case Analysis
Joe, Stacie, and Shannon are all employees within the same organization.  Consider each employee’s characteristics below. Then address the questions following the employee descriptions.

Employee 1:  Joe enjoys coming to work each day. He finds pleasure in the outcome of his work.  He believes his work helps others.  He seeks out new ways to make his work more effective, and often initiates new work projects.  He likes to stay busy throughout the day. He sometimes has a hard time if there is not enough work to do.  He has no desire to leave the organization and would like to continue to be promoted within the company as he gains experience.

Employee 2:  Stacie finds, that although she used to like her current position within the company, she now finds it less rewarding. She has been in the same position for a few years, and in the past, enjoyed working on the team she was assigned. Recently, she had the opportunity to work on a special project, but this work was temporary. She found the brainstorming, planning, and development related to the project invigorating and engaging. Once the project was completed, she returned to her prior position. She no longer finds her current position as satisfying as she used to prior to working on the special project. She is considering changing positions within the company, if possible, or seeking out a job in another organization.

Employee 3:  Shannon comes to work every day on time. She does her job as assigned, works very hard, takes on challenging tasks to improve performance, and ensures that this is noticed by others. She is very clear about the expectations for her position as well as the criteria for evaluation.  During annual evaluations, she hopes her evaluation scores are high enough for her to be eligible for a merit raise. One of her primary goals for this year is to be nominated for the employee of the year award at the company’s annual dinner, which comes with both a preferred parking space and a cash bonus.  

a)  Select two of the employees above.  For each employee, select one of the theories/models below, and explain why that model/theory applies to the selected employee.  (Use a different model for each employee)
    – Achievement Motive (3 aspects of achievement-oriented behavior)
    – Arousal Theory 
    – Drive Reduction Theory    
    – Intrinsic and Extrinsic Motivation
    – Maslow’s Hierarchy of Needs
b) Consider how emotions might influence the motivation of the employees you selected.  Which emotions might decrease motivation in one of the above employee scenarios?  Which emotions might increase motivation in one of the above employee scenarios? Explain.
c) How could an individual or organization use knowledge about the motivation theories and models above to increase motivation within the workplace? Provide at least two examples and discuss which theory supports this as a motivational factor.
2-3 pages    

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Do you think violent television shows and/or other violent media, i.e. video games, contributes to juvenile delinquency?    Why or why not?

 

1- 1.5 pages with a title page and ref page please

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