Imagine that you are a researcher in psychology who

3. Imagine that you are a researcher in psychology who is interested in developing a
statistical test of the positive impact on one's ability to perform well on standardized tests,
by being exposed to so- called “intelligence - related words” (for example “smart”, “clever”,
“genius” and so forth). To determine this, you measure people’s performance on such
standardized tests before and after having been exposed to intelligence-related words. You
note that 75 % of those who were subjected to intelligence-related words improved their
score the second time they took the test. Is it true or false that one can conclude this result
to be statistically significant solely on the basis of this information?

4. Choose the correct continuation(s). When encountering a highly unexpected statistical
conclusion one should... (Mark all correct options.)
5. In the example from the lecture, the conclusions derived from the data set of the European
Central Bank allowed for two opposing conclusions; namely that Germany was the worst off
in terms of household income on average, and that they were, on average, somewhere in
the middle. How is such a seeming contradiction possible?
6. Imagine that you are investigating the influx of funds to a certain research project. In
trying to detail the stability of the funds, three different graphs are presented (see below).
They all represent the same data, but in somewhat different ways. Is any of the graphs better
than the other, given the stated purpose? Select the best option with the correct motivation.