Make up a scatter diagram with 10 dots for each of the following situations

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Ch. 11, Practice Problems: 11 & 12

11. Make up a scatter diagram with 10 dots for each of the following situations:

  1. perfect positive linear correlation,
  2. large but not perfect positive linear correlation,
  3. small positive linear correlation,
  4. large but not perfect negative linear correlation,
  5. no correlation,
  6. clear curvilinear correlation.

For problems 12 to 14, do the following:

  1. Make a scatter diagram of the scores;
  2. describe in words the general pattern of correlation, if any;
  3. figure the correlation coefficient;
  4. figure whether the correlation is statistically significant (use the .05 significance level, two-tailed);
  5. explain the logic of what you have done, writing as if you are speaking to someone who has never heard of correlation (but who does understand the mean, deviation scores, and hypothesis testing); and
  6. give three logically possible directions of causality, indicating for each direction whether it is a reasonable explanation for the correlation in light of the variables involved (and why).
12. Four research participants take a test of manual dexterity (high scores mean better dexterity) and an anxiety test (high scores mean more anxiety). The scores are as follows.
Attachments:

Do students at various universities differ in how sociable they are?

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Needs to be in Word and excel: Times Roman font: 12
Ch. 7, Practice Problem: 14

14. Evolutionary theories often emphasize that humans have adapted to their physical environment. One such theory hypothesizes that people should spontaneously follow a 24-hour cycle of sleeping and waking even if they are not exposed to the usual pattern of sunlight. To test this notion, eight paid volunteers were placed (individually) in a room in which there was no light from the outside and no clocks or other indications of time. They could turn the lights on and off as they wished. After a month in the room, each individual tended to develop a steady cycle. Their cycles at the end of the study were as follows: 25, 27, 25, 23, 24, 25, 26, and 25.
Using the .05 level of significance, what should we conclude about the theory that 24 hours is the natural cycle? (That is, does the average cycle length under these conditions differ significantly from 24 hours?) (a) Use the steps of hypothesis testing. (b) Sketch the distributions involved, (c) Explain your answer to someone who has never taken a course in statistics.

Ch. 8, Practice Problem: 18

18. Twenty students randomly assigned to an experimental group receive an instructional program; 30 in a control group do not. After 6 months, both groups are tested on their knowledge. The experimental group has a mean of 38 on the test (with an estimated population standard deviation of 3); the control group has a mean of 35 (with an estimated population standard deviation of 5). Using the .05 level, what should the experimenter conclude? (a) Use the steps of hypothesis testing, (b) sketch the distributions involved, and (c) explain your answer to someone who is familiar with the ttest for a single sample but not with the t test for independent means.

Ch. 9, Practice Problem: 17

17. Do students at various universities differ in how sociable they are? Twenty-five students were randomly selected from each of three universities in a region and were asked to report on the amount of time they spent socializing each day with other students. The result for University X was a mean of 5 hours and an estimated population variance of 2 hours; for University Y, M = 4, S2 = 1.5; and for University Z, M = 6, S2 = 2.5. What should you conclude? Use the .05 level. (a) Use the steps of hypothesis testing, (b) figure the effect size for the study; and (c) explain your answers to parts (a) and (b) to someone who has never had a course in statistics.

Explain how behavioral scientists deal with this problem, providing an example to illustrate your explanation.

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PSYCHOLOGY

is important – You now know that validity helps tell you if an experiment measures what you think it measures.

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You now know that validity helps tell you if an experiment measures what you think it measures. This Application Assignment will challenge you on external threats to validity. Generalization is the underlying issue in external validity. If a research study is only valid for the sample used in the study, it is not very helpful to the study of psychology.
Suppose you were struggling with a concept in a training class at work and wanted to try a study strategy. Imagine that the Instructor in the Discussion solved the internal validity problem and found that study Strategy 1 worked better than study Strategy 2. Remember that your Instructor’s study included a population of online students. You assume that the results of this study will generalize to your training class at work. However, a replication of this study found that study Strategy 1 only works well for online students in an undergraduate program. It cannot be generalized to your in-class training course at work. Therefore, it does not generalize across settings.
The assignment: (1–2 pages)
True statement: It is not possible to know whether a research finding will generalize to all populations of individuals. Explain how behavioral scientists deal with this problem, providing an example to illustrate your explanation.
Briefly explain how the concept of generalization relates to external validity.
Briefly explain the four different types of replications and the purpose of each. Include for each an original example. Then briefly explain how replications relate to external validity.
Attachments:

Explain how each of the five key terms listed below apply to your example. If a term does not apply to your example, explain why.

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IN PSYCHOLOGY, LEARNING THEORY REFERS TO HOW WE ACQUIRE BASIC RESPONSES AND BEHAVIORS.

In psychology, learning theory refers to how we acquire basic responses and behaviors. We study three different types of learning: learning through
association (classical conditioning), learning through reward or punishment (operant conditioning), and learning through imitation (observational
learning). Learning theory is explored primarily through the Behavioral perspective, which emphasizes how the environment shapes who we are and how we
behave.
Instructions
Choose one of the following options and respond to the essay questions:
Option A:
Provide an original example from your own life history of Classical Conditioning. Your example should provide enough specific detail to illustrate the
concept.
Explain how each of the five key terms listed below may apply to your example.
Unconditioned Stimulus
Unconditioned Response
Neutral Stimulus
Conditioned Response
Conditioned Stimulus
Option B:
Provide an original example from your own life history of Operant Conditioning. Your example should provide enough specific detail to illustrate the
concept.
Explain how each of the five key terms listed below apply to your example. If a term does not apply to your example, explain why.
Positive Reinforcement
Punishment
Schedule of Reinforcement
Thorndike’s Law of Effect
Extinction
Your response should be at least one page (500 words) written in a clear, concise, and organized manner. Be sure to demonstrate ethical scholarship in
accurate representation and attribution of sources (i.e. APA); and display accurate spelling, grammar, and punctuation.