Interpreting and Using Statistics in Psychological Research 1St Edition Christopher Test Bank Full Chapter PDF

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Christopher, Interpreting and Using Statistics in Psychological Research
SAGE Publishing, 2017
Chapter 7: Comparing Two Group Means: The Independent Samples t Test
TEST BANK
LEARNING OBJECTIVES:
1. Differentiate between the one-sample t test and the independent samples t test.
2. Summarize the relationship among an independent variable, a dependent variable, and random
assignment.
3. Interpret the conceptual ingredients of the independent samples t test.
4. Interpret an APA style presentation of an independent samples t test.
5. Hand-calculate all ingredients for an independent samples t test.
6. Conduct and interpret an independent samples t test using SPSS.
MULTIPLE CHOICE
1. When using an independent samples t test, the null hypothesis will always be that:
a. there is no difference between the two population means being compared
b. there is no difference between the two sample means being compared
c. the difference between the two population means will be statistically significant
d. the difference between the two sample means will be statistically significant
Ans: A
Learning Objective: 1: Differentiate between the one-sample t test and the independent samples t
test.
Cognitive Domain: Comprehension
Answer Location: Hypothesis from Kasser and Sheldon (2000)
Difficulty Level: Medium
2. What is the null hypothesis for any independent samples t test?

a. Random assignment successfully minimized preexisting differences in the sample.
b. Random assignment did not minimize preexisting differences in the sample.
c. The two groups are from populations with statistically identical means.
d. The two groups are from populations with statistically different means.
Ans: C
test.
3. Which of the following is an appropriate null hypothesis?

a. Creativity in open classrooms is higher than in traditional classrooms.
b. Creativity in open classrooms is the same as it is in traditional classrooms.
c. Open classrooms improve creativity.
d. Open classrooms affect creativity.
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Ans: B
test.
Cognitive Domain: Application
4. Null and alternative hypotheses are statements about:

a. population parameters
b. sample parameters
c. population statistics
d. sample statistics
Ans: A
test.
5. Jerome believes that his health food store’s prices are lower than Jennifer’s. Jerome and
Jennifer construct a list of identical items and purchase them at their respective stores every
week for 2 months. Jerome then wants to know if his hypothesis is supported.
a. Jerome has a directional research hypothesis.
b. Jerome has a nondirectional research hypothesis.
c. Jerome has a directional null hypothesis.
d. Jerome has a nondirectional null hypothesis.
Ans: A
test.
Difficulty Level: Hard
6. Which of the following research situations is most likely to use a between-subjects design?
a. Evaluation of the effectiveness of an exercise program by measuring how much weight is lost
during 6 months of strength training.
b. Evaluation of the effectiveness of a blood pressure medication by comparing blood pressure
before and after the medication.
c. Evaluation of the difference in verbal skills between 3-year-old girls and 3-year-old boys.
d. Evaluation of the development of verbal skills between age 2 and age 3 for a sample of girls.
Ans: C
test.
Cognitive Domain: Analysis
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Answer Location: The Tool

7. For which of the following research situations would it be inappropriate to use an independent
samples t test?
a. Comparing entrance exam scores at College A and College B.
b. Comparing entrance exam scores at a college this year and 5 years ago.
c. Comparing the quality of produce at two farmers markets.
d. Comparing the quality of produce between two produce vendors at the same farmers market.
Ans: B
test.
8. Suppose you test the effects of a drug on rats’ learning by giving them 0, 10, or 20 milligrams
of the drug. This experiment has ______ independent variable(s).
a. four
b. three
c. two
d. one
Ans: D
Learning Objective: 2: Summarize the relationship among an independent variable, a dependent
variable, and random assignment.
Answer Location: The Study
9. In an experiment on group dynamics, participants are placed in a group consisting of either

three or eight people. During the experiment, group members work together to solve a puzzle.
After completing this task, participants report how satisfied they are with the other members of
their group. In this example, the number of people in the group is the ______ variable, and
satisfaction with the other members of their group is the ______ variable.
a. independent; dependent
b. dependent; independent
c. experimental; correlational
d. correlational; experimental
Ans: A
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Instructor Resource
10. Why is random assignment of subjects to groups a crucial element of the experimental
method?
a. It leads to equal group sizes.
b. It increases the construct validity of the dependent variable.
c. It controls for preexisting differences among subjects.
d. It assures that the sample is representative of the population.
Ans: C
11. An independent samples study uses two groups, each with 17 people in it, to compare two
group means. The t statistic for this study will have degrees of freedom equal to:
a. 17
b. 34
c. 32
d. 16
Ans: C
Learning Objective: 3: Interpret the conceptual ingredients of the independent samples t test.
Answer Location: Interpreting the Tool
Difficulty Level: Easy
12. In the t test, the degrees of freedom are a function of:

a. the variance
b. the mean difference
c. the sample size
d. the alpha level
Ans: C
13. Which of these sets of sample characteristics is most likely to produce a statistically
nonsignificant value for the independent samples t test statistic?
a. a small mean difference and small sample variances
b. a large mean difference and small sample variances
c. a small mean difference and large sample variances
d. a large mean difference and large sample variances
Ans: C
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Instructor Resource

Answer Location: Hand-Calculating the Independent Samples t Test
14. Which of these sets of sample characteristics is most likely to produce a statistically
significant value for the independent samples t test statistic?
a. a small mean difference and small sample variances
b. a large mean difference and small sample variances
c. a small mean difference and large sample variances
d. a large mean difference and large sample variances
Ans: B
15. Even a very small mean difference can be statistically significant if:
a. the sample size is big and the sample variance is small
b. the sample size and the sample variance are both big
c. the sample size is small and the sample variance is big
d. the sample size and the sample variance are both small
Ans: A
Answer Location: Step 3: Calculate the standard error of the difference between the means
16. Even a very large mean difference can fail to be statistically significant if:
a. the sample size is big and the sample variance is small
b. the sample size and the sample variance are both big
c. the sample size is small and the sample variance is big
d. the sample size and the sample variance are both small
Ans: C
17. In an independent samples t test, if t = 643 (or some other huge number), then we will likely
conclude that:
a. the two sample means are equal
b. there will be a relatively wide confidence interval
c. there will be a moderate effect size
d. there is a statistically significant effect present
Ans: D
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Instructor Resource
Answer Location: Step 7: Make a decision about the null hypothesis
18. A “statistically significant” result is defined as an outcome that has a ______ probability of
occurring if the ______ hypothesis is true.
a. small; research
b large; research
c. small, null
d. large, null
Ans: C
Cognitive Domain: Knowledge
Answer Location: Testing the null hypothesis
19. The independent samples t test assumes that:

a. the sample is representative of the population
b. the sample variances are approximately the same
c. the samples are randomly drawn from the population
d. we will use an alpha level of .05
Ans: B
Answer Location: Assumptions of the tool
20. On average, what value is expected for the t test statistic if the null hypothesis is true (that is,
we do not reject the null hypothesis)?
a. 0
b. 1
c. less than the alpha level
d. greater than the alpha level
Ans: A
21. If you’re doing an independent samples t test, and you find that t = 0, then:
a. the two sample means must be equal
b. the two sample variances must be equal
c. the two population means must be equal
d. the two sample standard deviations must be equal
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Instructor Resource
Ans: A
22. The confidence level (e.g., 95%) for a confidence interval for a mean difference is the
probability:
a. that individuals in the population have values that fall into the interval
b. the procedure provides an interval that covers the sample mean
c. the procedure provides an interval that covers the population mean
d. of making a Type 1 error if the interval is used to test a null hypothesis about the population
mean
Ans: C
Answer Location: Extending our null hypothesis test
Here is a presentation of an independent samples t test result: t(23) = 14.55, p < .001, d =
1.21, 95% CI [2.22, 5.65]. Use this presentation to answer the following five questions (23
through 27).
23. To what statistic does the 23 in parentheses refer?

a. the t test statistic
b. the critical value
c. degrees of freedom
d. effect size
Ans: C
Learning Objective: 4: Interpret an APA style presentation of an independent samples t test.
24. To what statistic does the 14.55 refer?

d. effect size
Ans: A
Learning Objective: 4: Interpret an APA style presentation of an independent samples t test
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Instructor Resource
25. What does the “p < .001” tell us?

a. There is less than a .001% chance that our mean difference was due to random variation.
b. There is less than a .1% chance that our mean difference was due to random variation.
c. There is less than a .001% chance that would mean difference was due to the independent
variable.
d. There is less than a .1% chance that our mean difference was due to the independent variable.
Ans: B
26. To what statistic does the 1.21 refer?

d. effect size
Ans: D
27. What does the “95% CI [2.22, 5.65]” tell us?

a. There is a 95% chance the means for the groups are 2.22 and 5.65 in the population from
which this sample was drawn.
b. There is a 95% chance that we made a Type I or Type II error.
c. If we sampled the same population repeatedly, 95% of those samples would contain a mean
difference between 2.22 and 5.65.
d. If we sampled the same population repeatedly, 95% of those samples would have group means
of 2.22 and 5.65.
Ans: C
28. Which of the following best captures what is meant by the term “variability” as it pertains to
statistics?
a. The median math test score was an 80.
b. The average math test score was an 82. Some students did worse than that, but many students
did better than the average; one person even got a 100.
c. The mode of all of the math test scores was a 92.
d. Math test scores were positively related to the amount of time students studied for the test.
Those who studied for longer amounts of time tended to score higher on the test.
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Instructor Resource
Ans: B
Learning Objective: 5: Hand-calculate all ingredients for an independent samples t test.
29. Which of the following samples would have the largest standard error of the difference
between the means?
a. 25 scores with a variance of 10
b. 25 scores with a variance of 20
c. 100 scores with a variance of 10
d. 100 scores with a variance of 20
Ans: B
30. Which of the following samples would have the smallest standard error of the difference
between the means?
a. 25 scores with a variance of 10
b. 25 scores with a variance of 20
c. 100 scores with a variance of 10
d. 100 scores with a variance of 20
Ans: C
31. Which of the following sets of information is needed to calculate an independent samples t
test?
a. group means, sample size for each group, variance for each group
b. group means, effect size for each group, variance for each group
c. effect size for each group, confidence interval, degrees of freedom
d. sample size for each group, degrees of freedom, confidence interval
Ans: A
32. Which of the following would most likely cause the confidence interval to become
smaller/narrower?
a. increasing the effect size
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Instructor Resource
b. decreasing the effect size

c. increasing the standard error of the difference between the means
d. decreasing the standard error of the difference between the means
Ans: D
Answer Location: Step 9: Determine the confidence interval
SHORT ANSWERS
1. What is the difference between the one-sample t test and the independent samples t test?
Ans: A one-sample t test is used to compare one group of data to some benchmark, normally the
population mean. An independent samples t test assesses whether the difference in means
between two groups drawn from the same population exists in the population.
test.
Answer Location: Start of chapter
2. Explain why the independent samples t test is an example of an inferential statistical tool.
Ans: Because the purpose of the independent samples t test is to allow us to learn if we can
generalize a result from the sample to its corresponding population.
test.
Answer Location: Start of chapter
3. What is the purpose of the independent samples t test?

Ans: It is used to compare the means of two mutually exclusive groups of people to learn if the
difference between these means can be generalized from the sample to the population.
test.
4. Why is the independent samples t test called “independent”?

Ans: Because the data being analyzed come from people who are in one and only one group.
Their membership in one group means that they are independent from membership in the other
group in the analysis.
test.
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Instructor Resource

5. Give an example of a study whose data would be analyzed using an independent samples t
test. Be sure to describe the independent variable and the dependent variable. Don’t use an
example from this test.
Ans: Wide array of possible responses; must emphasize two orthogonal groups being compared.
test.
6. What is the difference between an independent variable and a dependent variable in an

experiment?
Ans: An independent variable is controlled (manipulated) by the researcher. There will be at
least two groups created by manipulating the independent variable. It is supposed to affect some
outcome. That outcome is the dependent variable. The dependent variable should have different
values depending on the independent variable.
Learning Objective: 2. Summarize the relationship among an independent variable, a dependent
7. What is the purpose of random assignment in an experiment? Stated differently, what does
random assignment allow researchers to do that is impossible with nonexperimental research?
Ans: It minimizes preexisting differences among people in the sample so that we can isolate the
effect of the independent variable on the dependent variable.
8. What are the assumptions of the independent samples t test?

Ans: (1) Homogeneity of variances; (2) each observation is in only one of the two groups; (3)
data are measured using a scale measurement; and (4) distributions of scores for each group are
normally distributed.
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Instructor Resource
9. Explain what is meant by homogeneity of variances in an independent samples t test.

Ans: The variances (or standard deviations) of the two groups being analyzed in the independent
samples t test must be approximately the same
10. Explain the connection between our chosen alpha level for a hypothesis test and the
likelihood of making a Type I error.
Ans: The alpha level is the probability of making a Type I error; that is, the alpha level is the
likelihood of rejecting the null hypothesis when it is true.
11. What is meant by the term critical value? Stated differently, what makes this value/number
“critical” as part of a hypothesis test?
Ans: It is used to compare the test statistic to. If the test statistic exceeds the critical value (i.e.,
falls in the region of null hypothesis rejection), we reject the null hypothesis. If the test statistic is
less than the critical value (i.e., falls outside of the region of null hypothesis rejection), we fail to
reject the null hypothesis.
12. The formula to calculate the degrees of freedom in an independent samples t test is “sample
size – 2.” Why is it “minus 2”?
Ans: Because there is one degree of freedom for each group in the analysis. There are two
groups, each with one degree of freedom, for a total of two degrees of freedom.
13. What information does an effect size provide over and above a hypothesis test? That is, what
additional information does an effect size provide that a hypothesis test does not provide?
Ans: The effect size provides a measurement of how powerful the relationship is between
variables. The hypothesis test tells us whether or not a relationship between the variables exists
in the population, whereas the effect size tells us how strong this relationship is.
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Instructor Resource
14. When we say “95% confidence interval,” what does that “95%” mean?
Ans: 95% of the samples in repeatedly sampling the same population will contain a mean
between the two numbers in that interval.
15. Explain how we can fail to reject the null hypothesis and yet still have a moderate or even
strong effect size.
Ans: Smaller samples make it more difficult to reject the null hypothesis; however, the effect
size could still be moderate or strong with a small sample size because its calculation is less
dependent on sample size than is the test of the null hypothesis.
Learning Objective: 3: Interpret the conceptual ingredients of the independent samples t test;
16. What information does a confidence interval provide over and above a hypothesis test? That
is, what additional information does a confidence interval provide that a hypothesis test does not
provide?
Ans: The confidence interval provides a range of likely mean differences in the population rather
than simply stating whether or not an effect can be generalized from the sample to the
population.
Learning Objective: 3: Interpret the conceptual ingredients of the independent samples t test; and
17. The following APA style report and accompanying questions tap Learning Objective 4:
Interpret an APA style presentation of an independent samples t test
Below is text from a report of a consumer research study that used an independent samples
t test. This research compared taste preferences for two different types of cookies: Brownie
Batter and Chocolate. Consumers were randomly assigned to eat one of the two types of
cookies, after which they rated it on a 1 (did not like it at all) to 5 (liked it a lot) range. Use
this report to answer the questions that follow it.
An independent samples t test suggested that participants who ate brownie

batter cookie (M = 3.73, SD = 1.19) equally as much as participants who ate a
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Instructor Resource
chocolate cookie (M = 4.25, SD = .39), t(18) = -1.32, p = .32, d = 0.59, 95% CI

[-1.36, .31].
a. What was the hypothesis being tested in this statistical analysis?

Ans: There is no difference between liking of the brownie batter cookie and the chocolate
cookie.
b. What was the sample size for this analysis?

Ans: 20
c. What are the means that are being compared in this analysis?
Ans: 3.73 and 4.25
d. What is the likelihood that the mean difference in this sample was due to random variation?
Ans: .32 or 32%
e. Did the researchers reject the null hypothesis or fail to reject the null hypothesis? How do you
know?
Ans: Failed to reject the null hypothesis because the p value is greater than .05.
f. What is the effect size in this analysis? Is it a weak, moderate, or strong effect size?
Ans: 0.59; it is a moderate effect size.
g. Interpret the 95% confidence interval in plain English.

Ans: If we could draw an unlimited number of samples from this population, 95% of those
samples would contain a mean difference between -1.36 and 0.31. Because it contains zero, we
cannot be confident that there is a mean difference on this dependent variable in the population.
FILL IN THE BLANKS
1. A(n) ______ is used to compare one group of data to some benchmark, whereas a(n) ______
is used to compare two groups drawn from the same population.
Ans: one-sample t test; independent samples t test
test.
2. A statistical tool used to compare the means of two mutually exclusive groups is called the
______.
Ans: independent samples t test
test.
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Instructor Resource

3. A variable that the researcher manipulates (changes) to create experimental groups is called
a(n) ______.
Ans: independent variable
4. Using a process to put members of a sample in one of the experimental groups is called
______.
Ans: random assignment
5. To minimize preexisting differences among members of the sample, researchers use ______.
Ans: random assignment
6. The behavior or cognition that results from the manipulated variable is called the ______.
Ans: dependent variable
7. An experimental design in which participants are randomly assigned to one and only one
experimental group is called a(n) ______.
Ans: between-subjects design
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Instructor Resource
8. The standard deviation of a difference between two group means is called the ______.
Ans: standard error of the difference between the means
Answer Location: Ingredients
9. The denominator of the formula for an independent samples t test is called ______.
Ans: standard error of the difference between the means
Answer Location: Ingredients
10. The assumption of the independent samples t test that the variability of each group is
approximately equal is called ______.
Ans: homogeneity of variances
11. A statistical measurement of how powerful the relationship is between variables is called a(n)
______.
Ans: effect size
12. The effect size commonly reported for an independent samples t test is called ______.
Ans: Cohen’s d
13. An interval estimate that contains the population parameter a certain percentage of time,
based on repeated sampling of that population, is called a(n) _____.
Ans: confidence interval
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Instructor Resource
CALCULATIONS – Learning Objective: 5: Hand-calculate all ingredients for an independent

samples t test
1. Use the following data to answer the questions that follow it:
Group 1 Group 2
Sample size = 25 Sample size = 25
Mean = 7 Mean = 9
Variance = 4 Variance = 4
a. What is the null and research hypothesis?

Ans: Null: There is no difference between the two group means
Research: There is a difference between the two group means
b. Calculate your test statistic.

Ans: t = -3.54
c. What is your critical value?
Ans: Between +2.000 and +2.021
d. What is your effect size?
Ans: d = -1.00
e. What is your 95% confidence interval?
Ans: [-3.14, - 0.86]; assumes we used a critical value of 2.01
2. Jorge would like to examine the effects of fatigue on mental alertness. He prepares an
attention test that requires subjects to sit in front of a blank TV screen and press a response
button each time a dot appears on the screen. A total of 110 dots is presented during a 90-minute
period, and Jorge records the number of errors for each subject. Two groups of subjects are
selected. The first group of subjects is tested after they have been kept awake for 24 hours. The
second group is tested in the morning after a full night’s sleep. The data for these two samples
are as follows:
AWAKE 24 HOURS RESTED

Sample size = 10 Sample size = 10
Mean # dots detected: 25 Mean # dots detected: 35
Sum of Squares = 253 Sum of Squares = 310

Ans: Null: There is no difference between fatigued and well-rested people on the number of dots
they detect.
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Instructor Resource
Research (nondirectional): There is a difference between fatigued and well-rested people on the
number of dots they detect.
Research (directional): People who are fatigued detect fewer dots than people who are well-
rested.
Ans: t = -4.00
Ans: + 2.101 (nondirectional); 1.734 (directional)
Ans: d = -1.79
Ans: [-15.25, -4.75] nondirectional; [-14.34, -5.67]
f. What do you conclude? Is there an effect of fatigue on mental alertness? Write your answer in
APA style.
Ans: An independent samples t test suggested that people who were fatigued detected fewer dots
(M = 25.00, SD = 5.30) than people who were well rested (M = 35.00, SD = 5.87), t(18) = -4.00,
p < .05, d = -1.79, 95% CI [-15.25, -4.75]. Therefore, it appears that fatigue is detrimental to
mental alertness.
3. Schara would like to know whether it is worthwhile to require students to do weekly statistics
homework assignments. For one section of the course, homework is assigned, collected, and
graded each week. For another section, the same problems are “suggested” each week, but the
students are not required to turn in their homework. At the end of the semester, all students take
the same final exam. The final grades (in percentages) from the 14 students in the class are as
follows:
No Homework Assigned Homework Assigned

80 75 70 95
80 60 90 80
50 85 90 75
60 95

Ans: Null: There is no difference in final grades between a class with no homework assigned and
a class with homework assigned.
Research (nondirectional): There is a difference in final grades between a class with no
homework assigned and a class with homework assigned.
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Instructor Resource
Research (directional): Grades in a class with homework assigned will be higher than in a class
with no homework assigned.
Ans: 2.39

Ans: +2.179 (nondirectional); 1.782 (directional)

Ans: d = -1.28

Ans: [-28.66, -1.34] nondirectional; [-26.17, -3.83] directional
f. What do you conclude? Is there a relationship between whether or not students did homework
and final exam grades? Write your answer in APA style.
Ans: An independent samples t test suggested that students who were not assigned homework in
the class had lower grades (M = 70%, SD = 13.23%) than students who were assigned homework
in the class (M = 85%, SD = 10%), t(12) = - 2.39, p < .05, d = -1.28, 95% CI [-28.66, -1.34].
Therefore, Schara should require that her students do homework assignments during the
semester.
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classification, 260, 276;
segmentation, 260, 261, 262, 266, 270, 272;
appendages, 263;
habits, 265, 271;
food, 267;
digestive system, 268;
circulatory system, 268;
respiratory system, 269;
excretory system, 270;
nervous system, 270, 272;
eggs and larvae, 274, 275;
ecdysis, 274;
used as food, 275–6;
affinities, 277;
fossil, 277;
L. gigas, 276;
L. hoeveni, 277;
L. longispina, 264, 274;
L. moluccanus, 264, 274, 276, 277;
L. polyphemus, 261, 262, 264, 271;
L. rotundicauda, 275, 277;
L. tridentatus, 276
Lindström, on facial suture of Agnostus and Olenellus, 225;
on eyes of Trilobites, 228 f.;
on blind Trilobites, 231 f.;
on maculae of Trilobites, 233
Lingua, 459
Linguatula, 488 n., 495;
L. pusilla, 496;
L. recurvata, 496;
L. subtriquetra, 496;
L. taenioides, 489, 492, 493, 494, 496;
frequency of, 489;
larvae of, 489, 494;
hosts of, 496
Linnaeus, 408 n., 502
Linyphia, 406;
L. clathrata, 406;
L. marginata, 406;
L. montana, 406;
L. triangularis, 406
Linyphiinae, 405
Liobunum, 447, 450
Liocraninae, 397
Liocranum, 397
Liphistiidae, 386
Liphistioidae, 383
Liphistius, 317, 383, 385, 386;
L. desultor, 386
Liriopsidae, 130
Lispognathus thompsoni, eyes, 149
Lister, M., 341, 342
Lithodes, 181;
L. maia, 176, 177, 178
Lithodidae, 181;
evolution of, 176 f.
Lithodinae, 181;
distribution, 199, 201
Lithoglyptes, 92;
L. varians, 93
Lithotrya, 87;
L. dorsalis, 87
Lithyphantes, 404
Littoral region, of sea, 197;
of lakes, 206
Liver (gastric glands), of Crustacea, 14;
of Branchiopods, 29;
of Limulus, 268;
of Arachnids, 304 f., 331
Lobster, distribution, 199;
Mysis stage, 153;
natural history, 154 f.
Lockwood, on habits of Limulus, 265, 271
Loeb, 525 n.
Loman, 331, 514, 525
Lönnberg, 425
Lophocarenum insanum, 405
Lophogaster, 119
Lophogastridae, 113, 114, 119
Loricata, 165
Lounsbury, 456, 461
Love-dances, among spiders, 381
Lovén, on Trilobites, 226
Loxosceles, 393
Lubbock, 375
Lucas, 364
Lucifer, 162
Lung-books, 297, 308, 336;
origin of, 305
Lupa, 191;
L. hastata, 191;
resemblance to Matuta, 187, 189
Lycosa, 417;
L. arenicola, 357;
L. carolinensis, turret of, 357;
L. fabrilis, 417;
L. ingens, 418;
L. narbonensis, 361, 366;
L. picta, 357, 372, 417;
L. tigrina, 357, 369
Lycosidae, 359, 375, 381, 417
Lydella, 479, 485;
L. dujardini, 477, 486
Lynceidae, 53;
alimentary canal, 43;
winter-eggs, 48;
reproduction, 49
Lyncodaphniidae, 53
Lyonnet, 319, 320
Lyra, 328
Lyriform organs, 325, 422
Lysianassa, 137
Lysianassidae, 137
Lysianax punctatus, commensal with hermit-crab, 172
M‘Cook, 334, 339, 340, 346, 350, 352 n., 365 n., 366, 367 n., 369 n.
M‘Coy, F., on facial suture of Trinucleus, 226;
on free cheek of Trilobites, 227
M‘Leod, 336 n.
Macrobiotus, 480, 485;
M. ambiguus, 487;
M. angusti, 486;
M. annulatus, 486;
M. coronifer, 487;
M. crenulatus, 487;
M. dispar, 487;
M. dubius, 487;
M. echinogenitus, 487;
M. harmsworthi, 487;
M. hastatus, 487;
M. hufelandi, 480, 482, 483, 486;
M. intermedius, 486;
M. islandicus, 487;
M. macronyx, 477, 483, 487;
M. oberhäuseri, 486;
M. orcadensis, 487;
M. ornatus, 487;
M. papillifer, 487;
M. pullari, 487;
M. sattleri, 487;
M. schultzei, 480;
M. tetradactylus, 478;
M. tuberculatus, 487;
M. zetlandicus, 486
Macrocheira kämpferi, 192
Macrohectopus (= Constantia), 138, 212
Macrophthalmus, 196
Macrothele, 390
Macrothrix, 37, 53
Macrura, 153 f.
Macula, 233
Maia, 193;
distribution, 205;
M. squinado, 192;
alimentary canal, 15
Maiidae, 193
Malacostraca, 110 f.;
defined, 6;
classification, 113, 114;
fresh-water, 210 f.
Malaquin, on Monstrilla, 63 n.
Male Spider, devoured by female, 380
Malmignatte, 364, 403
Malpighian tubes or tubules, 12, 257, 311, 331, 427, 434, 460
Mandibles, of Crustacea, 8;
of Arachnida, 319
Mange, 465
Maracaudus, 449
Margaropus, 469
Marine Spiders, 415
Marpissa, 421;
M. muscosa, 420;
M. pomatia, 421
Martins, Fr., 502
Marx, 350
Masteria, 390
Mastigoproctus, 312
Mastobunus, 449
Matthew, G. F., on development of Trilobites, 238
Matuta, 188;
habitat, 198;
M. banksii, 187
Maxilla, 8;
of Decapoda, 152;
of Spiders, 321
Maxillary gland, 13
Maxillipede, 8;
of Copepoda, 55, 78;
of Malacostraca, 113;
of Zoaea, 180, 181, 182
Mecicobothrium, 391
Mecostethi, 443, 447, 448
Mecysmauchenius segmentatus, 411
Meek, 363
Megabunus, 450, 451
Megacorminae, 308
Megacormus granosus, 308
Megalaspis, 222, 249
Megalopa, compared to Glaucothoe, 180;
of Corystes cassivelaunus, 183
Mégnin, 455, 457
Megninia, 466
Meinert, 522 n.
Meisenheimer, 511 n.
Melanophora, 397
Mena-vodi, 362
Menge, 319, 368, 385
Menneus, 410
Mermerus, 449
Merostomata, 258, 259 f.
Mertens, Hugo, 524 n.
Mesochra lilljeborgi, 62
Mesonacis, 247;
M. asaphoides, larva, 240
Mesosoma, of Arachnida, 256;
of Limulus, 260, 263;
of Eurypterus, 288;
of Scorpion, 302
Mesothelae, 386
Meta segmentata, 408
Metamorphosis, of Cirripedia, 80;
of Sacculina, 97;
of Epicarida, 130, 133, 135;
of Squilla, 142, 143;
of Euphausia, 144;
discovery of, in Decapoda, 153;
of Lobster, 156;
of Crayfish, 157;
of Peneus, 159;
primitive nature of, in Macrura, 161;
of Loricata, 165, 166;
of Hermit-crab, 179;
of Brachyura, 181, 182;
of Dromiacea, 182;
of Trilobites, 239;
of Limulus, 275;
of Pseudoscorpions, 435;
of Acarina, 462;
of Pentastomida, 493 f.;
of Pycnogons, 521 f.
Metasoma, of Arachnida, 256;
of Limulus, 260, 263;
of Eurypterus, 289;
of Scorpion, 303
Metastigmata, 467
Metastoma, of Trilobites, 234;
of Eurypterida, 287, 292
Metazoaea, 182
Metopobractus rayi, 405
Metopoctea, 452
Metridia, 59;
M. lucens, distribution, 203
Metronax, 398
Metschnikoff, 435 n.
Miagrammopes, 411
Miagrammopinae, 411
Micaria, 397;
M. pulicaria, 396, 397;
M. scintillans, 372
Micariinae, 397
Micariosoma, 397
Michael, 460, 461, 462, 466 n.
Micrathena, 410
Microdiscus, 225, 231, 245
Microlyda, 486 n.
Micrommata, 414;
M. virescens, 413, 414
Microneta, 406
Microniscidae, 130
Migas, 387
Miginae, 387
Milne-Edwards, 504
Milnesium, 480, 485;
M. alpigenum, 487;
M. tardigradum, 487
Miltia, 396
Mimetidae, 411
Mimetus, 411;
M. interfector, 368
Mimicry, in Spiders, 372
Mimoscorpius, 312
Miopsalis, 448
Misumena, 412;
M. vatia, 371, 373, 412
Mites, = Acarina, q.v.
Moggridge, 354, 355 n.
Moggridgea, 387
Moina, 37, 52;
reproduction, 46, 47, 48, 49;
M. rectirostris, 46, 47, 52
Mole-crab, 170
Monochetus, 465
Monolistra (Sphaeromidae), habitat, 211
Monopsilus, 54
Monostichous eyes, 301
Monstrilla, 64
Moustrillidae, 63
Morgan, 517, 518, 521
Mortimer, Cromwell, on Trilobites, 221
Mosaic vision, 147
Moseley, 523
Moulting (Ecdysis), 154, 155, 225, 338
Mouth, of Trilobites, 234
Mud-mites, 472
Müller, F., on Tanaids, 123
Müller, O. F., on position of Tardigrada, 483
Munidopsis, 170;
eyes, 149;
M. hamata, 168
Munnopsidae, 128
Munnopsis typica, 127
Murray, 455
Murray, J., on British Tardigrada, 485
Muscular system, in Tardigrada, 481;
in Pentastomida, 490
Mygale, 337, 386 n., 389
Mygalidae, = Aviculariidae, q.v.
Myrmarachne formicaria, 421
Myrmecium, 397
Myrtale perroti, 387
Mysidacea, 118
Mysidae, 113, 114, 119;
habitat, 201;
relation to Nebalia, 112
Mysis, 120;
maxillipede, 10, 11;
resemblance to Paranaspides, 117;
M. oculata, var. relicta, 120, 210;
M. vulgaris, 118
Mysis-larva, of Lobster, 156;
of Peneus, 161
Mytilicola, 68
Nanodamon, 313
Nauplius, of Haemocera danae, 64;
of Lepas fascicularis, 81;
of Sacculina, 97;
of Euphausia, 144;
an ancestral larval form, 145;
of Peneus, 159;
compared with Protaspis, 239
Nebalia, 111, 112, 114;
segmentation, 6, 7;
limbs, 10, 11;
relation to Cumacea, 120;
compared with Trilobita, 242;
N. geoffroyi, 111
Nebo, 307
Neck-furrow, 224
Nemastoma, 443, 451;
N. chrysomelas, 452;
N. lugubre, 452
Nemastomatidae, 451
Nematocarcinus, 163
Nemesia, 388;
N. congena, 355, 357
Neolimulus, 278, 279
Neoniphargus, distribution, 216
Neopallene, 537
Nephila, 408;
N. chrysogaster, 380;
N. plumipes, 366
Nephilinae, 408
Nephrops, 154;
N. andamanica, distribution, 205;
N. norwegica, 205
Nephropsidae, 154;
resemblance to Dromiacea, 184
Neptunus, 191;
N. sayi, habitat, 202
Nereicolidae, 73
Nervous system, of Crustacea, 5;
of Branchiopoda, 30;
of Squilla, 142;
of Arachnida, 257;
of Limulus, 270;
of Scorpions, 305;
of Pedipalpi, 311;
of Spiders, 332, 333;
of Solifugae, 428;
of Pseudoscorpions, 434;
of Phalangidea, 445, 446;
of Acarina, 460;
of Tardigrada, 482;
of Pentastomida, 491;
of Pycnogons, 516
Neumann, 470
Nicodaminae, 416
Nicodamus, 416
Nicothoe astaci, 68
Nileus, 229, 249;
N. armadillo, eye, 228
Niobe, 249
Niphargoides, 138
Niphargus, 137, 138;
distribution, 216;
N. forelii, 138;
N. puteanus, habitat, 209, 210
Nogagus, 73
Nops, 315, 336, 395
Norman, A. M., 540
Notaspis, 467
Nothrus, 468
Notodelphys, 66
Notostigmata, 473
Nyctalops, 312
Nycteribia (Diptera), 526
Nymph, 463
Nymphon, 503, 536;
N. brevicaudatum, 507, 536;
N. brevicollum, 511, 521;
N. brevirostre, 503, 504, 506, 508, 509, 541, 542;
N. elegans, 506, 542;
N. femoratum, 541;
N. gallicum, 541;
N. gracile, 511, 541, 542;
N. gracilipes, 542;
N. grossipes, 541;
N. hamatum, 512;
N. hirtipes, 542;
N. horridum, 537;
N. johnstoni, 541;
N. leptocheles, 542;
N. longitarse, 541, 542;
N. macronyx, 542;
N. macrum, 542;
N. minutum, 541;
N. mixtum, 541;
N. pellucidum, 541;
N. rubrum, 541, 542;
N. serratum, 542;
N. simile, 541;
N. sluiteri, 542;
N. spinosum, 541;
N. stenocheir, 542;
N. strömii, 509, 541
Nymphonidae, 536
Nymphopsinae, 535 n.
Nymphopsis, 534, 535 n.;
N. korotnevi, 534;
N. muscosus, 534
Obisiinae, 436, 437

Obisium, 436, 438
Ochyrocera, 393
Octomeridae, 91
Octomeris, 91
Ocyale mirabilis, 416
Ocypoda, 194, 196;
habitat, 198;
distribution, 201
Ocypodidae, 196
Oecobiidae, 386 n., 392
Oecobius, 392;
Oe. maculatus, 392
Oehlert, on facial suture of Trinucleus, 226
Ogovia, 448
Ogygia, 249
Oiceobathes, 535
Oithona, 61;
O. nana, 203;
O. plumifera, 203
Olenelloides, 247;
O. armatus, 247
Olenellus, 225, 227, 232, 236, 247
Olenidae, 247
Olenus, 232, 247;
O. truncatus, 248
Oligolophus, 450;
O. agrestis, 450;
O. spinosus, 441, 450, 451
Olpium, 436, 437;
O. pallipes, 437
Ommatoids, 310, 311, 312
Oncaea, 69;
O. conifera, phosphorescence, 60
Oncaeidae, 69
Oniscoida, 128
Oniscus, 129
Ononis hispanica, Spiders on, 419
Onychium, 324
Oomerus stigmatophorus, 539
Oonopidae, 336, 393
Oonops, 394;
O. pulcher, 366, 394
Oorhynchus, 507, 535;
O. aucklandiae, 535
Oostegites, of Malacostraca, 114
Operculata, 89, 91
Ophiocamptus (Moraria), 62;
O. brevipes, 62
Opilioacarus, 454, 473;
O. arabicus, 473;
O. italicus, 473;

Interpreting and Using Statistics in Psychological Research 1St Edition Christopher Test Bank Full Chapter PDF

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Interpreting and Using Statistics in Psychological Research 1St Edition Christopher Test Bank Full Chapter PDF

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Interpreting and Using Statistics in

Psychological Research 1st Edition

Chapter 7: Comparing Two Group Means: The Independent Samples t Test

2. What is the null hypothesis for any independent samples t test?

3. Which of the following is an appropriate null hypothesis?

4. Null and alternative hypotheses are statements about:

Answer Location: The Tool

9. In an experiment on group dynamics, participants are placed in a group consisting of either

12. In the t test, the degrees of freedom are a function of:

Cognitive Domain: Analysis

19. The independent samples t test assumes that:

23. To what statistic does the 23 in parentheses refer?

24. To what statistic does the 14.55 refer?

25. What does the “p < .001” tell us?

26. To what statistic does the 1.21 refer?

27. What does the “95% CI [2.22, 5.65]” tell us?

b. decreasing the effect size

3. What is the purpose of the independent samples t test?

4. Why is the independent samples t test called “independent”?

Cognitive Domain: Comprehension

6. What is the difference between an independent variable and a dependent variable in an

8. What are the assumptions of the independent samples t test?

9. Explain what is meant by homogeneity of variances in an independent samples t test.

Difficulty Level: Medium

An independent samples t test suggested that participants who ate brownie

chocolate cookie (M = 4.25, SD = .39), t(18) = -1.32, p = .32, d = 0.59, 95% CI

a. What was the hypothesis being tested in this statistical analysis?

b. What was the sample size for this analysis?

g. Interpret the 95% confidence interval in plain English.

FILL IN THE BLANKS

Answer Location: The Tool

CALCULATIONS – Learning Objective: 5: Hand-calculate all ingredients for an independent

a. What is the null and research hypothesis?

b. Calculate your test statistic.

AWAKE 24 HOURS RESTED

a. What is the null and research hypothesis?

No Homework Assigned Homework Assigned

a. What is the null and research hypothesis?

c. What is your critical value?

d. What is your effect size?

e. What is your 95% confidence interval?

Obisiinae, 436, 437

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