Introduction to Statistics for the Social Sciences SBS200 - Lecture Section 001, Fall 2016 Room 150 Harvill Building 10:00 - 10:50 Mondays, Wednesdays & Fridays. Welcome http://www.youtube.com/watch?v=oSQJP40PcGI

Labs continue next week Lab sessions Everyone will want to be enrolled in one of the lab sessions Labs continue next week

Project 1 - Likert Scale - Correlations - Comparing two means (bar graph) PowerPoint

Schedule of readings Before next exam (September 23rd) Please read chapters 1 - 5 in OpenStax textbook Please read Appendix D, E & F online On syllabus this is referred to as online readings 1, 2 & 3 Please read Chapters 1, 5, 6 and 13 in Plous Chapter 1: Selective Perception Chapter 5: Plasticity Chapter 6: Effects of Question Wording and Framing Chapter 13: Anchoring and Adjustment

Homework Assignment 5 Frequency Tables and Graphing with Excel Please print out and complete this homework worksheet And hand it in during class on Monday Due: Monday, September 12th This worksheet can be found on our regular class website and printed out to be completed (not on D2L)

By the end of lecture today 9/9/16 Use this as your study guide By the end of lecture today 9/9/16 Characteristics of a distribution Central Tendency Dispersion

You are looking to see if “class standing” affects Homework review You are looking to see if “class standing” affects the “level of sales”. Class standing Independent variable (IV):______________ Number of levels of IV: ________________ (how many means?) Quasi or True experiment:______________ Dependent variable: __________________ Between or within participant design: ______________ In this study, what is the operational definition of “class standing”? In this study, what is the operational definition of “level of sales”? 4 Quasi Level of sales Between Classification based on units earned Number of bags of peanuts sold

You are looking to see whether “type of program” Homework review You are looking to see whether “type of program” has an effect on “body transformation”. Please identify the following variables: Independent variable (IV):______________ Number of levels of IV: _______________ (how many means?) Quasi or True experiment:______________ Dependent variable: __________________ Between or within participant design: ______________ What is the operational definition of “type of program”? What is the operational definition of “body transformation”?   Type of program 2 True Body transformation Between Type of program = type of diet (regular versus programmatic diet) Body transformation = number of pounds lost

You are looking to see which driving choice is most Homework review You are looking to see which driving choice is most efficient. So you ask each driver to drive each of the three routes and time themselves on how long it takes. Please identify the following variables: Independent variable (IV):______________ (how many means) Number of levels of IV: ________________ Dependent variable: __________________ Between or within participant design: ______________ What is the operational definition of “driving efficiency”? What is the operational definition of “driving choice”? Type of route 3 driving efficiency Within Driving efficiency = travel time (measured in minutes) Driving choice = route taken

Homework review

Notice that the operational definition of each construct matters Homework review Notice that the operational definition of each construct matters

Homework review gender 2 quasi salary between nominal ratio

Name of City 3 Quasi- experiment Temperature Between Nominal Interval

Must be complete and must be stapled Homework review city 3 quasi temperature between nominal interval Must be complete and must be stapled Hand in your homework

Step 2: List scores in order Step 3: Decide grouped 53 58 60 61 64 69 70 72 73 75 76 78 80 82 84 87 88 89 91 93 94 95 99 Scores on an exam 82 58 64 80 75 72 87 73 88 94 84 78 93 69 70 60 53 84 76 87 84 61 89 95 87 91 75 99 Remember Dot Plots Step 1: List scores Step 2: List scores in order Step 3: Decide grouped Step 4: Decide 10 for # bins (classes) 5 for bin width (interval size) Step 5: Generate frequency histogram Score on exam 80 - 84 75 - 79 70 - 74 65 - 69 60 - 64 55 - 59 50 - 54 90 - 94 95 - 99 85 - 89 6 5 4 3 2 1 Scores on an exam Score Frequency 95 - 99 2 90 - 94 3 85 - 89 5 80 – 84 5 75 - 79 4 70 - 74 3 65 - 69 1 60 - 64 3 55 - 59 1 50 - 54 1

Step 2: List scores in order Step 3: Decide grouped 53 58 60 61 64 69 70 72 73 75 76 78 80 82 84 87 88 89 91 93 94 95 99 Scores on an exam 82 58 64 80 75 72 87 73 88 94 84 78 93 69 70 60 53 84 76 87 84 61 89 95 87 91 75 99 Remember Dot Plots Step 1: List scores Step 2: List scores in order Step 3: Decide grouped Step 4: Decide 10 for # bins (classes) 5 for bin width (interval size) Step 5: Generate frequency histogram Score on exam 80 - 84 75 - 79 70 - 74 65 - 69 60 - 64 55 - 59 50 - 54 90 - 94 95 - 99 85 - 89 6 5 4 3 2 1 Scores on an exam Score Frequency 95 - 99 2 90 - 94 3 85 - 89 5 80 – 84 5 75 - 79 4 70 - 74 3 65 - 69 1 60 - 64 3 55 - 59 1 50 - 54 1

Step 2: List scores in order Step 3: Decide grouped 53 58 60 61 64 69 70 72 73 75 76 78 80 82 84 87 88 89 91 93 94 95 99 Scores on an exam 82 58 64 80 75 72 87 73 88 94 84 78 93 69 70 60 53 84 76 87 84 61 89 95 87 91 75 99 Remember Dot Plots Step 1: List scores Step 2: List scores in order Step 3: Decide grouped Step 4: Decide 10 for # bins (classes) 5 for bin width (interval size) Step 5: Generate frequency histogram Score on exam 80 - 84 75 - 79 70 - 74 65 - 69 60 - 64 55 - 59 50 - 54 90 - 94 95 - 99 85 - 89 6 5 4 3 2 1 Scores on an exam Score Frequency 95 - 99 2 90 - 94 3 85 - 89 5 80 – 84 5 75 - 79 4 70 - 74 3 65 - 69 1 60 - 64 3 55 - 59 1 50 - 54 1

Step 2: List scores in order Step 3: Decide grouped 53 58 60 61 64 69 70 72 73 75 76 78 80 82 84 87 88 89 91 93 94 95 99 Scores on an exam 82 58 64 80 75 72 87 73 88 94 84 78 93 69 70 60 53 84 76 87 84 61 89 95 87 91 75 99 Remember Dot Plots Step 1: List scores Step 2: List scores in order Step 3: Decide grouped Step 4: Decide 10 for # bins (classes) 5 for bin width (interval size) Step 5: Generate frequency histogram Score on exam 80 - 84 75 - 79 70 - 74 65 - 69 60 - 64 55 - 59 50 - 54 90 - 94 95 - 99 85 - 89 6 5 4 3 2 1 Scores on an exam Score Frequency 95 - 99 2 90 - 94 3 85 - 89 5 80 – 84 5 75 - 79 4 70 - 74 3 65 - 69 1 60 - 64 3 55 - 59 1 50 - 54 1

Step 2: List scores in order Step 3: Decide grouped Scores on an exam 82 58 64 80 75 72 87 73 88 94 84 78 93 69 70 60 53 84 76 87 84 61 89 95 87 91 75 99 Step 2: List scores in order Step 3: Decide grouped Step 4: Decide 10 for # bins (classes) 5 for bin width (interval size) Step 5: Generate frequency histogram Scores on an exam Score Frequency 95 - 99 2 90 - 94 3 85 - 89 5 80 – 84 5 75 - 79 4 70 - 74 3 65 - 69 1 60 - 64 3 55 - 59 1 50 - 54 1 Score on exam 80 - 84 75 - 79 70 - 74 65 - 69 60 - 64 55 - 59 50 - 54 90 - 94 95 - 99 85 - 89 6 5 4 3 2 1

Generate frequency polygon Scores on an exam 82 58 64 80 75 72 87 73 88 94 84 78 93 69 70 60 53 84 76 87 84 61 89 95 87 91 75 99 Generate frequency polygon Plot midpoint of histogram intervals Connect the midpoints Scores on an exam Score Frequency 95 - 99 2 90 - 94 3 85 - 89 5 80 – 84 5 75 - 79 4 70 - 74 3 65 - 69 1 60 - 64 3 55 - 59 1 50 - 54 1 Score on exam 80 - 84 75 - 79 70 - 74 65 - 69 60 - 64 55 - 59 50 - 54 90 - 94 95 - 99 85 - 89 6 5 4 3 2 1

Generate frequency ogive (“oh-jive”) Scores on an exam 82 58 64 80 75 72 87 73 88 94 84 78 93 69 70 60 53 84 76 87 84 61 89 95 87 91 75 99 Generate frequency ogive (“oh-jive”) Frequency ogive is used for cumulative data Plot midpoint of histogram intervals Connect the midpoints Scores on an exam Score 95 – 99 90 - 94 85 - 89 80 – 84 75 - 79 70 - 74 65 - 69 60 - 64 55 - 59 50 - 54 Score on exam 80 - 84 75 - 79 70 - 74 65 - 69 60 - 64 55 - 59 50 - 54 90 - 94 95 - 99 85 - 89 30 25 20 15 10 5 Cumulative Frequency 28 26 23 18 13 9 6 5 2 1

Pareto Chart: Categories are displayed in descending order of frequency

Stacked Bar Chart: Bar Height is the sum of several subtotals

Simple Line Charts: Often used for time series data (continuous data) Simple Line Charts: Often used for time series data (continuous data) (the space between data points implies a continuous flow) Note: For multiple variables lines can be better than bar graph Note: Fewer grid lines can be more effective Note: Can use a two-scale chart with caution

Pie Charts: General idea of data that must sum to a total (these are problematic and overly used – use with much caution) Exploded 3-D pie charts look cool but a simple 2-D chart may be more clear Exploded 3-D pie charts look cool but a simple 2-D chart may be more clear Bar Charts can often be more effective

Overview Frequency distributions The normal curve Challenge yourself as we work through characteristics of distributions to try to categorize each concept as a measure of 1) central tendency 2) dispersion or 3) shape Mean, Median, Mode, Trimmed Mean Standard deviation, Variance, Range Mean Absolute Deviation Skewed right, skewed left unimodal, bimodal, symmetric

Thank you! See you next time!!