1. Lecturer’s desk Projection Booth Screen Screen Harvill 150 renumbered
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Harvill 150
renumbered
table 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Projection Booth
Left handed desk

2. Kristina Lecturer’s desk Attila Sezen Hannah Michelle Projection Booth
Screen
Screen
Kristina
Lecturer’s desk
Row A 15 14
Row A 13 3 2 1
Row A
Attila
Row B 23 20
Row B 19 5 4
3 2 1
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Row C 20 6 5 1
Row C
Row D 29 23
Row D 22 8 7 1
Row D
Row E 31 23
Row E 23 9 8 1
Row E
Michelle
Row F 35 26
Row F 25 11 10 1
Row F
Row G 35 26
Row G 25 11 10 1
Row G
Row H 37 28 27 13
Row H 12 1
Row H 41 29 28 14 1
Row J
Row J 13 41 29
Row K 28 14 13 1
Row K
Row L 33 25
Row L 24 10 9 1
Row L
Row M 21 20 19
Row M 18 4 3 2 1
Row M
Row N 15 1
Row P 15 1
Sezen
Hannah
table 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Projection Booth
Left handed desk
Harvill 150
renumbered

3. Introduction to Statistics for the Social Sciences SBS200 - Lecture Section 001, Spring 2018 Room 150 Harvill Building 9:00 - 9:50 Mondays, Wednesdays & Fridays.
Welcome
1/26/18

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

7. writing assignment forms notebook and clickers to each lecture
Remember bring your
writing assignment forms
notebook and clickers to each lecture ..

8. In nearly every class we will use clickers to
answer questions in class and participate in
interactive class demonstrations
Even if you have not yet registered your clicker you can still participate

9. Schedule of readings Before next exam (February 9)
Please read chapters 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

11. Writing Assignment – Pop Quiz
Ari conducted a watermelon seed spitting experiment. She wanted to know if people can spit farther if they get a running start. She tested 100 people. She randomly assigned them into one of two groups. One group stood still on the starting line and spit their watermelon seeds as far as they could. The second group was allowed to run up to the starting line before they spit their watermelon seeds. She measured how far each person spit their watermelon seeds.
Please answer the following questions
1. What is the independent variable?
2. The independent variable: Is it continuous or discrete?
3. The independent variable: Is it nominal, ordinal, interval or ratio?
4. What is the dependent variable?
5. The dependent variable: Is it continuous or discrete?
6. The dependent variable: Is it nominal, ordinal, interval or ratio?
7. Is this a quasi or true experiment?
8. Is this a within or between participant design
9. Is this a single blind, double blind or not at all blind experiment?
10. Be sure to put your name and Lab letter on this page

12. Writing Assignment – Pop Quiz
Ari conducted a watermelon seed spitting experiment. She wanted to know if people can spit farther if they get a running start. She tested 100 people. She randomly assigned them into one of two groups. One group stood still on the starting line and spit their watermelon seeds as far as they could. The second group was allowed to run up to the starting line before they spit their watermelon seeds. She measured how far each person spit their watermelon seeds.
Running versus standing still
Please answer the following questions
1. What is the independent variable?
2. The independent variable: Is it continuous or discrete?
3. The independent variable: Is it nominal, ordinal, interval or ratio?
4. What is the dependent variable?
5. The dependent variable: Is it continuous or discrete?
6. The dependent variable: Is it nominal, ordinal, interval or ratio?
7. Is this a quasi or true experiment?
8. Is this a within or between participant design
9. Is this a single blind, double blind or not at all blind experiment?
10. Be sure to put your name and Lab letter on this page
Discrete
Distance that the seed was spit
Nominal
Continuous
True Experiment
Ratio
Between
Not at all

13. Let’s try one
A study explored whether eating carrots really improves vision. Half of the subjects ate a package of carrots everyday for 3 months while the other group did not. Then, they tested the vision for all of the subjects. The independent variable in this study was
a. the performance of the subjects on the vision exam
b. the subjects who ate the carrots
c. whether or not the subjects ate the carrots
d. whether or not the subjects had their vision tested

14. Let’s try one
A study explored whether eating carrots really improves vision. Half of the subjects ate a package of carrots everyday for 3 months while the other group did not. Then, they tested the vision for all of the subjects. The dependent variable in this study was
a. the performance of the subjects on the vision exam
b. the subjects who ate the carrots
c. whether or not the subjects ate the carrots
d. whether or not the subjects had their vision tested

15. Let’s try one
A study explored whether eating carrots really improves vision. Half of the subjects ate a package of carrots everyday for 3 months while the other group did not. Then, they tested the vision for all of the subjects. This experiment was a
a. within participant experiment
b. between participant experiment
c. mixed participant experiment
d. non-participant experiment

16. Let’s try one
When Martiza was preparing her experiment, she knew it was important that the participants not know which condition they were in, to avoid bias from the subjects.
This is called a _____ study.
She also was careful that the experimenters who were interacting with the participants did not know which condition those participants were in.
This is called a ____ study.
a. between participant; within participant
b. within participant; between participant
c. double blind design; single blind
d. single blind; double blind design

17. Let’s try one A measurement that has high validity is one that
a. measures what it intends to measure
b. will give you similar results with each replication
c. will compare the performance of the same subjects
in each experimental condition
d. will compare the performance of different subjects

18. Let’s try one
A study explored whether conservatives or liberals had more bumper stickers on their cars. The researchers ask 100 activists to complete a conservative/liberal values test, then used those results to categorize them as liberal or conservative. Then they identified the 30 most conservative activists and the 30 most liberal activists and measured how many bumper stickers each activist had on their car. The independent variable in this study was
a. the performance of the activists
b. the number of bumper stickers found on their car
c. political status of participant (liberal versus conservative) as determined by their performance on the liberal/conservative test
d. whether or not the subjects had bumper stickers on their car

19. Let’s try one
A study explored whether conservatives or liberals had more bumper stickers on their cars. The researchers asked 100 activists to complete a conservative/liberal values test, then used those results to categorize them as liberal or conservative. Then they identified the 30 most conservative activists and the 30 most liberal activists and measured how many bumper stickers each activist had on their car. The dependent variable in this study was
a. the performance of the activists
b. the number of bumper stickers found on their car
c. political status of participant (liberal versus conservative) as determined by their performance on the liberal/conservative test
d. whether or not the subjects had bumper stickers on their car

20. Let’s try one
A study explored whether conservatives or liberals had more bumper stickers on their cars. The researchers 100 activists to complete a conservative/liberal values test, then used those results to categorize them as liberal or conservative. Then they identified the 30 most conservative activists and the 30 most liberal activists and measured how many bumper stickers each activist had on their car. This study was a
a. within participant experiment
b. between participant experiment
c. mixed participant experiment
d. non-participant experiment

21. Let’s try one
A study explored whether conservatives or liberals had more bumper stickers on their cars. They had 100 activists complete liberal/conservative test. Then, they split the 100 activists into 2 groups (conservatives and liberals). They then measured how many bumper stickers each activist had on their car. This study used a
a. true experimental design
b. quasi-experiment design
c. correlational design
d. mixed design

22. Random sampling vs Random assignment
Already have participants
Random assignment of participants into groups:
Any subject had an equal chance of getting assigned to
either condition (related to quasi versus true experiment)
Random sampling of participants into experiment:
Each person in the population has an equal chance
of being selected to be in the sample
Recruiting
participants
Population: The entire group of people about whom a researcher wants to learn
Sample: The subgroup of people who actually participate in a research study

23. Simple random sampling: each person from the
population has an equal probability of being included
Sample frame = how you define population
Let’s take a sample
…a random sample
Question: Average weight of U of A football player
Sample frame population of the U of A football team
Random number table – List of random numbers
You can use excel to provide number for random sample
=RANDBETWEEN(1,121)
Pick 64th name on the list (64 is just an example here) 64
2017

24. Systematic random sampling: A probability sampling
technique that involves selecting every
kth person from a sampling frame
You pick the number
Other examples of systematic random sampling
1) Check every 2000th light bulb
2) Survey every 10th voter
3) Sample every 100th shipping crate

25. Average number of speeding tickets
Stratified sampling: Technique that involves dividing a sample into
subgroups (or strata) to match population proportions and then
selecting samples from each of these groups
Average number of speeding tickets
12% of sample is from California
7% of sample is from Texas
6% of sample is from Florida
6% from New York
4% from Illinois
4% from Ohio
4% from Pennsylvania
3% from Michigan
etc
Average cost for text books for a semester
17.7% of sample are Pre-business majors
4.6% of sample are Psychology majors
2.8% of sample are Biology majors
2.4% of sample are Architecture majors
etc

26. Cluster sampling: sampling technique divides a population
sample into subgroups (or clusters) by region or physical space.
Can either measure everyone or select samples for each cluster
Textbook prices
Southwest schools
Midwest schools
Northwest schools
etc
Average student income, survey by
Old main area
Near McClelland
Around Main Gate
etc
Patient satisfaction for hospital
7th floor (near maternity ward)
5th floor (near physical rehab)
2nd floor (near trauma center)
etc

27. Non-random sampling is vulnerable to bias
Convenience sampling: sampling technique that involves
sampling people nearby.
A non-random sample and vulnerable to bias
Snowball sampling: a non-random technique in which one or more
members of a population are located and used to lead the researcher
to other members of the population
Used when we don’t have any other way
of finding them - also vulnerable to biases
Judgment sampling: sampling technique that involves
sampling people who an expert says would be useful.
A non-random sample and vulnerable to bias

29. Review of Homework Worksheet
Notice Gillian asked 1300 people
.10 x 1,000,000 = 100,000
130/1300 = .10
.10 10
100,000
.08 8
80,000
.10x100=10
.25 25
250,000
.35 35
350,000
.22 22
220,000
=1300

30. Review of Homework Worksheet
.10 10
100,000
.08 8
80,000
.25 25
250,000
.35 35
350,000
.22 22
220,000

31. Review of Homework Worksheet

32. Review of Homework Worksheet
Strong
Negative
Review of Homework Worksheet
Down
-.9 9 8 7 6
Dollars Spent 5 4 3 2 1 10 20 30 40 50
Age

33. Review of Homework Worksheet
Strong
Negative
Review of Homework Worksheet
Down
=correl(A2:A11,B2:B11) =

34. Review of Homework Worksheet
Strong
Negative
Review of Homework Worksheet
Down
This shows a strong negative relationship (r = ) between the amount spent on snacks and the age of the moviegoer
Description includes:
Both variables
Strength (weak,moderate,strong)
Direction (positive, negative)
Correlation r (actual number)
=correl(A2:A11,B2:B11) =

35. Review of Homework Worksheet
Strong
Negative
Review of Homework Worksheet
Down
Must be complete and must be stapled
Hand in your homework
=correl(A2:A11,B2:B11) =

36. Thank you!
See you next time!!