The Foundations of Statistics and Research Method: A Response to Questions - Assignment Example

The Foundations of Statistics and Research Method: A Response to Questions Section Article Summary The article by Valins (4)reports of the study aimed at establishing the cognitive effects of internal mechanisms. It focuses on establishing whether any internal events, such as labeling the emotional stimuli, would be shaped by the information pertaining to the internal mechanisms. The study is founded on the notion that emotional changes correlate with certain physiological developments exist. However, indications of how the internal changes had been initially limited. There are various experiments that have shown how emotional behaviors can be affected by the alterations of the sympathetic activities. It has been inferred that emotional behaviors are easily learned when the sympathetic nervous systems are left to stay intact than to stay in the manipulated by the surgical equipments. In order to reconstruct evidence in the areas, the study attempted to ascertain the non-veridical cues pertaining to the internal reactions upon labeling of the stimuli considered to be emotional. The assumption is that if veridical cues have an impact on emotional development, the same situation should be felt for the non-veridical cues. Ten slides of the women who were semi-naked were viewed as the sounds considered being their heartbeats. One of the groups reported an increased in their heartbeat rates to as significant as five of the slides while no change was recorded to the other. The second groups registered a decrease in their bogus heart rate to about 5 slides while the rest five remained unchanged. Upon comparing with the slides where not change was recorded, the slides that had reregistered a positive change, those that had registered a negative change and those had registered no change were considered and rated as significantly attractive during the subsequent interview conducted about five weeks later. Secondly, these were considered for the remuneration for the purposes of experimental participations. The results of the study revealed that the non-veridical cues of the internal reactions had an impact on emotional development. Valin (45) proposed the possibility to use the approach to solve various emotion disorders such as through the process of hypnosis. Response to Questions I. The type of study is experimental and the design is multi-group. II. The independent variables are the non-veridical cue mechanisms. These had two levels III. The dependent variable is measured based on qualitative descriptions offered by the subjects. This is because it is difficult to quantify the variables. IV. The DV is valid. This is because it is a representative of the non-veridical elements. V. The extraneous variables controlled are those subject to external environmental conditions such as noise. VI. The subject of whether the result in table 1 supports the hypothesis is a subject of levels of significance, as well as the test to be employed. As far as the two tailed t-test, as well as the 95 percent level of significance is concerned, the results support the hypothesis. However, the study does not adequately address the confounding factors, and which may have an impact on the outcomes. VII. One of the deceptions in this study is the deliberate attempt to overlook various confounding factors. As the participants interact with the non-veridical elements, there are obviously other factors that may alter the results to make them suit the hypothesis, when they would have been otherwise. VIII. The account of the results is worth agreeing with. In one way, the results are in light with literature. In another way, these have a desirable cause is well accounted. Section 2 1 a. The dependent variable is the student GPA or examination scores b. Various groups of students would be exposed to varied conditions, say of sporting, with some acting as the control experiment. Examination would be dished out at the end and the significance of differences tested for the hypotheses c. The predictor variable in this case is the frequency of sporting events attended by the students. d. The predictor variable would be assessed based on the number of hours per semester that the students engage in sporting activities. e. ANOVA statistics would be adequate in testing the correlation between the two variables. f. Hypothesis Ho: the frequency of sporting has a significant impact on student academic performance H1: The frequency of sporting does not have any significant impact on student’s academic performance. g. The weakness of this challenge lies in how the confounding factors are dealt with. Here, it is conventional that the levels of brightness differ among students while this study would assume that academic performance is relatively defined and even uniform. 2. A. The dependent variable is the students GPA scores. B. Each group would be subjected to different conditions, say one would be subjected to intense sporting hours while the other would be exempted. The test would be dished at the end of the term and the significance of the GPA score between the two groups would be tested. C. The independent variable is the number of hours to which the two groups are subjected to sporting activities. The IV is single level. D. The number of hours that every student engages in sports would be assessed. E. The student engagement in sports would be categorized as high frequency sports engagement and low frequency sports engagement. F. F statistics would be adequate in testing the correlation between the two groups. G. H0: There is a significant difference in GPA scores between the high frequency sports engagement group and the low frequency sports engagement groups. H1: There is a significant difference in GPA scores between the high frequency sports engagement group and the low frequency sports engagement groups. H. The strength of this study is that it treatments are the blocks, as opposed to individuals. The fact that treatments are block implies increased reliability to overcome the confounding factors. 3. a. The categories of the frequency of student engagement in sports would be increased, creating allowance for high frequency sports engagement, medium frequency engagement and low frequency engagement. b. The groups would be simply divided into groups so that the significance of differences can be checked. c. H0: Sports activities have an impact on student group performance H1: Sports activities do not have an impact on student group performance. d. This design takes into account various confounding factors that could affect the GPA score of the students, if the study had focused on a single variable. It also curbs forms of statistical bias 4. a) The added variables include class absence and variation in study time could be assessed for different groups. b) Each group would be subjected to different academic conditions, say high frequency sports engagement and low participation engagement; high class attendance and low class attendance; and high study time frequency and low study time frequency. c) The engagement in school activities would be categorized into low, medium and high participation levels and the differences in the groups tested for the levels of significance e. Ho: various activities have an impact on student performance H1: Various activities do not have an impact on student academic performance d) The strength of this study is that it gives consideration to all several factors that could have an impact on academic performance and which had been considered as the confounding factors in the previous experimental designs. 5. a. The dependent variable is the GPA scores of students b. Various groups of students would be exposed to varied conditions, say of sporting, with some acting as the control experiment. Examination would be dished out at the end and the significance of differences tested for the hypotheses c. The independent variable is the frequency for the ex post facto treatments d. The treatment would be categorized based on the frequency that characterizes them e. The multivariate F- statistic would be appropriate for analyzing the correlation between the block treatments. f. Ho: various activities have an impact on student performance H1: Various activities do not have an impact on student academic performance g. The strength of this design is that it is well placed to establish the cause-effect relationship of the variables. However, it inherent limitation is its laboriousness. Work Cited Valins, Stuart. Cognitive Effect of False Heart-rate Feedback. Journal of Personality and Social Psychology. 4.4(1966): 400-409 Read More