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1. Which theorem or law is correct for supporting the notion that as sample size increases the distribution of the sample mean approaches a normal distribution? A) The Law of Large Numbers only B) The Central Limit Theorem only C) Both The Law of Large Numbers and The Central Limit Theorem 2. Is the given percent a statistic or a parameter? 75% of all students at a school are in favor of more bicycle parking spaces on campus. A) Statistic B) Parameter 3. Many undergraduate students are thinking about getting a graduate degree. Do male and female students have equal opinions about this? A survey of undergraduate students at public universities in the state of California revealed the following results: Out of 265 female students, 131 were seriously thinking about applying to graduate school. Out of 233 male students, 130 were seriously thinking about applying to graduate school. We wish to compare the proportions of male and female students who are thinking about getting a graduate degree by calculating a confidence interval for the difference between males and females. What is the correct notation for the differencedegree by calculating a confidence interval for the difference between males and females.

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Penn State - STAT - 200

Complement, Independence, Mutually Exclusive Complement and Mutually Exclusive Consider a course where, if completed, you can receive one of the following letter grades: A, B, C, D, or F and each has an equal probability of occurring. That is, P(A) read p

Penn State - STAT - 200

All confidence intervals follow the same formula: Sample Statistic +/- Multiplier*Standard Error For example in problem 7.25 on page 343 since we are talking about a 95% confidence interval to estimate a population mean the above formula would consist of:

Penn State - STAT - 462

Finding P-values For hypothesis testing for proportions were we calculate a Z test statistic (Ill call it Zstat) and for testing means we use a t test statistic (Ill call it tstat). Finding the p-value (or probability value) is based on the alternative hy

Penn State - STAT - 500

Probability Independence and Test of Two Categorical Variables The idea of independence between two categorical variables may sound familiar as we spoke of independence when we discussed probability. Recall that in that lesson we stated that two events, c

Penn State - STAT - 500

Variances, N vs N-1 (1995) Seal.<- file 95varqn.html -> . divide by N or N-1 for variance? Seal =David Seal, 06 Nov 1995=ssm, .From: dseal@armltd.co.uk (David Seal)Newsgroups: sci.math.num-analysis,sci.math,sci.stat.mathSubject: Re: What's Standard D

Penn State - STAT - 200

SOLUTIONS TO ACTIVITY SET 8Activity 8.1 Suppose the amount students at PSU spent on textbooks this semester is a normal random variable with mean = $360 and standard deviation = $90.a. Use the empirical rule for bell-shaped data to determine intervals t

Penn State - STAT - 462

Solution to Homework 1 The following data were collected for a class of 20 students on reading readiness stanines (X) at the end of kindergarten and reading achievement stanines (Y) at the end of first grade. You want to examine how well the readiness sco

Penn State - STAT - 462

Solution - Homework 2 Use the data from Homework 1 to complete this assignment and regress Y on X and store the residuals. 1. Create boxplots for both X and Y. Are there any outliers? No outliers identified. See boxplot below.Box pl ot of X, Y0 X 2 4 Y

Penn State - STAT - 462

Homework 3 - Solutions Covers Chapters 5 and 6 Matrix Methods 1. Using the data for Homework 1 and 2, write in proper matrix form, the matrices for Y, and X. 3 1 1 3 5 4 7 6 7 8 Y = 5 2 7 6 9 8 4 6 9 7 1 1 1 1 1 1 1 1 1 1 X = 1 1 1 1 1 1 1 1 1 1 2 2 1 1 3

Penn State - STAT - 462

Homework 4 Covers Chapters 7 Use the Project Talent data set. 1. Perform a multiple regression by regressing Math on Gender, SES, Sociability, Reading, and Mechanical Reasoning entering the predictors in this order. a. What is the interpretation of the t-

Penn State - STAT - 462

Homework 5 Covers Chapter 8 Use the Project Talent data set. The variable School Size is interpreted as follows: 1 = number of students is less than 100 2 = number of students is from 100 to 399 3 = number of students is 400 or more 1. A lack-of-fit test

Penn State - STAT - 462

Homework 6 Covers Chapters 9 and 10 Use the High School and Beyond (HSB) data set. The data is explained in the HSB Read Me file. USE MATH AS PREDICTOR 1. Some researchers feel an interaction exists between Gender and Writing ability. Create an Gender*Wri

Penn State - STAT - 500

STAT500 HW#2_solutionsSolutions to Homework 2 1) (fifth) a) A=cfw_6 n(A) / n(S) = 1/6 b) B=cfw_2,4,6 n(B) / n(S) = 3/6=1/2 c) C=cfw_3,4,5,6 n(C) / n(S) = 4/6=2/3 d) D=cfw_4,6 n(D) / (S)=2/6=1/3 (sixth) a) A=cfw_6 n(A) / n(S) = 1/6 b) B=cfw_1,3,5 n(B) / n

Penn State - STAT - 500

Stat 500 Homework 3 SolutionsSTAT500 HW#3 Solutions1) Random sample of 25 generated without replacement from Minitab (Will most likely differ from yours):2 240 125 409 783 526 219 364 584 789 84 341 296 652 134 708 104 155 21 562 378 522 86 667 4282)

Penn State - STAT - 500

STAT500 HW#4_solutionsSTAT500 HW#4 Solutions1) a) 95% T Confidence IntervalsVariable speed 10.304) N 20 Mean 9.100 StDev 2.573 SE Mean 0.575 95.0 % CI (7.896,b) The normal probability plot for reading speed suggests no reason to believe that the data

Penn State - STAT - 500

STAT500 HW#5_solutionsSTAT500 HW#5 Solutions1) Chicago Title Company problem T 0 = 0.831; because nT 0 = 2544*(0.831) = 2114.1 > 5, n*(1 - T 0) = 2544*(1 0.831) = 429.9 > 5, thus the one-proportion z-test can be used. Ho: = 0.831; Ha: 0.831 = 0.024; two

Penn State - STAT - 500

STAT500 HW#6_solutionsHomework 6 Solutions1. a. This poses an interesting question since we never discussed intuitive decisions prior to performing an analysis. So here is an intuitive thought process. Since one assumption is that the each population fo

Penn State - STAT - 500

Solution to Homework 1 The following data were collected for a class of 20 students on reading readiness stanines (X) at the end of kindergarten and reading achievement stanines (Y) at the end of first grade. You want to examine how well the readiness sco

Penn State - STAT - 500

Solution to Homework 1 The following data were collected for a class of 20 students on reading readiness stanines (X) at the end of kindergarten and reading achievement stanines (Y) at the end of first grade. You want to examine how well the readiness sco

Penn State - STAT - 200

Solutions Displaying Data2.3 Identify the variable type: a) quantitative b) categorical c) categorical d) quantitative 2.6 Discrete or continuous?: a) continuous b) discrete c) continuous d) discrete 2.8 Number of children:a) The variable, number of chi

Penn State - STAT - 200

Solutions Gathering Data 4.5 School testing for drugs : Although this study found similar levels of drug use in schools that used drug testing and schools that did not, lurking variables might have affected the results. For example, it is possible that sc

Penn State - STAT - 200

Solutions - Probability Distributions 6.3 Boston Red Sox hitting: a) The probabilities give a legitimate probability distribution because each one is between 0 and 1 and the sum of all of them is 1. b) = 0P(0) + 1P(1) + 2P(2) + 3P(3) + 4P(4) = 0(0.718) +

Penn State - STAT - 200

Solutions - Sampling Distributions 7.6 Exit poll and n: a) The interval of values within the sample proportion will almost certainly fall within three standard errors of the mean: 0.53 to 0.59. b) Based on the interval calculated in (a), it would be unusu

Penn State - STAT - 200

Solutions - Hypothesis Testing9.4 Iowa GPA: H 0 : = 2.80Ha :2.80In the above hypotheses, H 0 : is the notation for the null hypothesis, H a : is the notation for the alternative hypothesis, and is the parameter, the mean GPA of the population, about w

Penn State - STAT - 200

Solutions - Categorical Variables11.3 FBI statistics: a) These distributions refer to those of x at given categories of y. RACE OF VICTIM RACE OF MURDERER Blacks WhitesBlacks Whites91% 9%17% 83%b) x and y are dependent because the probability of a mu

Penn State - STAT - 200

Confidence Intervals Proportion and One Mean1 The term sampling frame refers to the group that actually had a chance to get into the sample. Ideally, this is the same as the population of interest, but sometimes it isnt. In the following situation, descr

Penn State - PSYCH - 412

Growth Spurt: Muscle Mass and Body Fat Rapid acceleration in height and weight; significant boost in muscle and body fat By the end of puberty, the muscle to fat ratio is: Boys = 3:1 Girls = 5:4 Boys gain muscle at a faster rate than girls Girls gain fat

Penn State - PSYCH - 412

Changes in Cognition Logical Thinking Transductive Thinking: connects two particular events into a cause-effect relationship simply because they occurred close in time Inductive Thinking: we make inferences about the world based on a limited set of experi

Penn State - PSYCH - 412

Brain Development neuron: single cell unit of the central nervous system nerve: single cell unit of the peripheral nervous system dendrites: top of the neuron; extensions, branches; gather incoming information to pass it along to be processed soma (or cel

Penn State - PSYCH - 412

Social Redefinition a period when the individual is being redefined by their society, from that of a child towards that of an adult (increased privileges and responsibilities) social redefinition tends to be more pronounced in traditional societies compar

Penn State - PSYCH - 412

The Generation Gap occurs when older and younger people fail to understand one another due to their different experiences, opinions, habits and overall behaviorParent-Adolescent Conflict G. Stanley Hall (1904) believed in storm and stress Anna Freud (194

Penn State - PSYCH - 412

Adolescents and their Peers high school students spend twice as much time with their peers as their parents for boys, time spent with family is replaced with time spent alone for girls, time spent with family is replaced with time with friendsOrigins of

Penn State - PSYCH - 238

What do we know when we know a person? What we know about someone depends on how well we know them. However, you can never truly know everything about someone even ones own spouse or child. We often develop first impressions about individuals based on the

Penn State - PSYCH - 238

1. Say that you want to create a self-judgment questionnaire to measure extroversion. You know from reading the Lesson Commentary that research by Dr. Johnson identified seven kinds of statements in self-judgment personality questionnaires. Which of the s

Penn State - PSYCH - 238

1. Name a personality trait that you think would be more validly measured with I-data than Sdata and explain why.Validity is the extent to which a measurement actually reflects or measures what you think it does. Likability is one personality trait that

Penn State - PSYCH - 238

L ist four personality t raits that you think describe you well. Make sure that one t rait is a behavioral t rait, one, an emotional t rait, one, a cognitive t rait, and one, a social imp ression. Label what kind of t rait each of your personality t raits

Penn State - PSYCH - 238

A r ebellious person is someone who defies or resists established r ules and a uthority. Write an item for an S-data personality test of rebelliousness and d escribe examples of L-data and B-data-not to be collected by self-judgment-that should be predict

Penn State - PSYCH - 238

A fter reading about the research on the authorita r ian personality, r ight-w ing a uthorita r ianism, and Jost's and Block's research on the personality t raits of conservatives, do you agree w ith some critics that politically liberal psychologists a r

Penn State - PSYCH - 256

Data summaryType of selected items In original list Normal distractor (not in list) Special distractor (not in list) Percentage of reports 42.857143 0.0 16.666666Trial-by-trial dataEach trial has possible reports of: 7 words 'In list', 8 words 'Not in

Penn State - PSYCH - 256

Data summarySize of line without wings (pixels) 85.0 88.0 91.0 94.0 97.0 100.0 103.0 106.0 109.0 112.0 Proportion of line w/o wings bigger 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.4115.0 118.0 121.0 124.0 127.00.4 0.8 1.0 1.0 0.9Trial-by-trial dataThe M

Penn State - PSYCH - 256

Data summaryCondition Name and font same: Name and font different: RT (ms) 953.3333 1055.7333Trial-by-trial dataOn each trial, a color word (second column) was shown in a colored font (third column). You identified the color of the font as quickly as p

Penn State - PSYCH - 256

u1 . Which of the stages represent attention according to the information-processing model presented in Chapter 1 of the textbook? A) Filter and selection. B) Sensory store and filter. O C) Selection and short-term memory. D) Filter and pattern recogniti

Penn State - PSYCH - 256

(^1 . If you described a friend by saying that he has dark hair, blue eyes and freckles, which pattern recognition theory would you be using? O A) Structural theory S B) Geon theory C) Feature theory D D) Template theoryP oints Earned: 1,0<^ 2 . The in

Penn State - PSYCH - 256

(^1 . Which of the stages represent attention according to the information-processing model presented in Chapter 1 of the textbook? A) Filter and selection. B) Sensory store and filter. 5 C) Selection and short-term memory. D) Filter and pattern recognit

Penn State - PSYCH - 256

1.According to the attenuation model of attention, which of the following words is most likely to be recognized on an unattended channel? O A) Your name 9 B) Danger words, such as "fire" _) c ) Words that fit the context of what is recognized on the atte

Penn State - PSYCH - 256

1.The term mental effort is defined as: A) Investing attention in more than one task ' B) The amount of mental capacity required to perform a task 5 C) Selecting information when a stage of information processing becomes overloaded D) Limitations in the

Penn State - PSYCH - 256

1.The term automatic processing is used to describe: A) Learning that occurs with conscious intent B) Amount of activation required for conscious awareness of information C) Description of how quickly people can react to a target 0 D) Performance of ment

Penn State - PSYCH - 256

^1 . Which of the following is not an acquisition strategy? - A) Rehearsal. % B) Priming. C) Coding. D) Imaging.P oints Earned: 1,0^2 . When allocating study time, students tend to: O A) Rely only on STM when the test is the same day. B) Spend more ti

Penn State - PSYCH - 256

^1 . Which of the following is not an acquisition strategy? O A) Rehearsal. B) Priming. C) Coding. C l D) Imaging.P oints Earned: 1,0^2 . Memory for the context in which a word occurs is unimportant when people are tested by: A) Recognition tests. B)

Penn State - PSYCH - 256

^1 . Memory for the context in which a word occurs is unimportant when people are tested by: A) Recognition tests. B) Recall tests. @ C) Indirect memory tests. D) Direct memory tests.P oints Earned: 1,0^2 . Accurate eyewitness identification depends o

Penn State - ECON - 002

Points Awarded Points Missed Percentage9.00 0.00 100%1. The idea in economics that "there is no free lunch" means A) Businesses would go bankrupt if they offered free lunches. B) The thought of a free lunch is often better than the reality of consuming

Penn State - ECON - 002

Points Awarded Points Missed Percentage10.00 0.00 100%1. In a competitive market for corn, the law of demand indicates that, other things equal, as A) The demand for corn decreases, the price will increase. B) Income decreases, the quantity of corn dema

Penn State - ECON - 002

Points Awarded Points Missed Percentage10.00 0.00 100%1. In a competitive market for corn, the law of demand indicates that, other things equal, as A) The demand for corn decreases, the price will increase. B) Income decreases, the quantity of corn dema

Penn State - ECON - 002

P oints A warded Points M issed Percentage9.001.0090.0 %1.Official unemployment rates may underestimate the true rate of unemployment because the official rate A) includes those workers who only work part time. B) may include some individuals who are

Penn State - ECON - 002

P oints A warded Points M issed Percentage12.0 0 0.00 100 %1. T he largest component of GDP is: A) Government purchases B) Personal consumption expenditures. C) Gross private domestic investment. D) Net foreign factor income earned in the United States.

Penn State - ECON - 002

ReviewSheetforExam1Yourexamis30multiplechoicequestionsworth2pointseachand2shortanswer questionsworth20pointseach.Theexamisworthatotalof100points. Ch.1 Knowthedifferencebetweenmicroandmacroeconomics:whatsortsofthings Ch.2 domicroeconomistsstudy?Whatsortso

Penn State - ECON - 002

ReviewSheetforExam2Ch.10:RealGDPandthePriceLevelintheLongRun LRAS:whyisitvertical?Becausepeoplehavecompleteinformationandinputprices adjustfullyinthelongrunWhatdowecallthelevelofGDPwheretheLRASis vertical?Full/naturalemploymentlevelofRealGDPWhatcouldcaus

Penn State - ECON - 002

ReviewSheetforExam3Ch.15 Whatarethefunctionsofmoney?(beabletolistanddefineeach)p367368 (a) MoneyasaMediumofExchange:Asamediumofexchange,moneyallows individualstospecializeinproducingthosegoodsforwhichtheyhaveacomparative advantageandtoreceivemoneypayment

Penn State - ECON - 002

https:/elearning.la.psu.edu/econ004/lesson-5/print_viewLesson 5Lesson 5Long Run Aggregate Supply and DemandIn the first part of this course you learned about the most fundamental and powerful of the tools of economic analysis: supply and demand. The t

Penn State - ECON - 002

https:/elearning.la.psu.edu/econ004/lesson_6/print_viewLesson 6Lesson 6Classical and Keynesian EconomicsIn this unit, we will add the third part of the aggregate supply and demand model, namely short run aggregate supply. Furthermore, we will discuss

Penn State - ECON - 002

https:/elearning.la.psu.edu/econ004/lesson_7/print_viewLesson 7Lesson 7Aggregate Demand, Consumption, and the MultiplierIn this unit you will carefully investigate aggregate demand. The tool for exploring aggregate demand is the Keynesian model . Amon