2. Introduction to Statistics for the Social Sciences SBS200, COMM200, GEOG200, PA200, POL200, or SOC200 Lecture Section 001, Fall, 2014 Room 120 Integrated Learning Center (ILC) 10:00 - 10:50 Mondays, Wednesdays & Fridays. http://www.youtube.com/watch?v=oSQJP40PcGI

3. Everyone will want to be enrolled in one of the lab sessions Labs will start on Monday

4. Schedule of readings Before next exam (September 26 th ) Please read chapters 1 - 4 in Ha & Ha 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

5. Reminder Talking or whispering to your neighbor can be a problem for us – please consider writing short notes. Complete this soon and receive extra credit! (By September 5 th 2014) A note on doodling

7. No homework due on Monday

8. By the end of lecture today 9/5/14 Use this as your study guide Independent and dependent variables Control versus treatment True experimental versus quasi-experimental methodology Continuous vs Discrete Variables Levels of Measurement Nominal, Ordinal, Interval, & Ratio Questionnaire design and evaluation Descriptive vs inferential

9. Measurement: observable actions Theoretical constructs: concepts (like “humor” or “satisfaction”) So far, Operational definitions Validity and reliability Independent and dependent variable Random assignment and Random sampling Within-participant and between-participant design Single blind (placebo) and double blind procedures

10. Continuous vs Discrete variables Quantitative vs qualitative variables So far, Levels of measurement: Nominal, Ordinal, Interval and Ratio

11. 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

12. 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 Let’s try one

13. 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 Let’s try one

14. 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 Let’s try one

15. 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 in each experimental condition Let’s try one

16. 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 Let’s try one

17. 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 Let’s try one

18. 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

19. 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

20. 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, Lab Section and CID on this page

21. Review of Homework Worksheet

23. Homework review You are looking to see if “class standing” affects the “level of sales”. 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”? Class standing Level of sales 4 Quasi Between Classification based on units earned Number of bags of peanuts sold

24. 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 Body transformation 2 True Between Type of program = type of diet (regular versus programmatic diet) Body transformation = number of pounds lost

25. 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 driving efficiency 3 Within Driving efficiency = travel time (measured in minutes) Driving choice = route taken

26. Homework review

27. Notice that the operational definition of each construct matters

28. Homework review gender 2 quasi salary between nominal ratio

29. Name of City Quasi- experiment 3 Between Temperature Nominal Interval

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