(ch15-EOC-Q7-10) please answer all questions in the images provided.

Note: for Q7, the answer options for some of the missing blanks are: (a) more likely/less likely than/more than 2x likely/about as likely as. For "B" answer options are: "to recall (falsely)"/ "not to recall"/ "to recall (correctly)". For "c" answer options are: "does/doesnt indicate. For "D" answer options are: did have/ didnt have. For answer "E" answer options are: x2 (2,N=150)/ x2/ V/ or x2 (149). For "G", answer options are: P, R, F, or U. For "H", answer options are: >, / or P

Note: for Q8 the answer selections for the missing blanks are basically the same as Q7 but with different numerical values that require computation.

Response to the Question "Did You See Any Broken Glass?" Yes No Verb Used to Ask About the Speed of the "Smashed into" 16 34 Cars "Hit" 7 43 Control (Not 6 44 Asked)Does the proportion of participants who claim to remember broken glass differ significantly from group to group? Test with o = .05. (Note: Do not use the chi-square distribution table, as answer requires 3 decimal places.)7. Gravetter/Wallnau/Forzano, Essentials - Chapter 15 - End-of-chapter question 13 A classic study investigated the relationship between eyewitness memory and the questions witnesses are asked (Loftus and Palmer, 1974). In the study, participants watched a film of an automobile accident and then were questioned about the accident. One group was asked how fast the cars were going when they "smashed into" each other A second group was asked about the speed when the cars "hit" each other, and a third group was not asked any question about the speed of the cars. A week later, the participants returned to answer additional questions about the accident, including whether they recalled seeing any broken glass. Although there was no broken glass in the film, several students claimed to remember seeing it. The following table shows the frequency distribution of responses for each group.Yo-critical (to three decimal places) Complete the following table and compute they' statistic, Use two decimal places.X--critical = Conclusion: O Reject Ho; the proportion of participants who own a computer differ significantly from group to group. (O Fail to reject Ho; the proportion of participants who own a computer does not differ significantly from group to group. ( Fail to reject Ho; the proportion of participants who own a computer differ significantly from group to group. O Reject Ho; the proportion of participants who own a computer does not differ significantly from group to group. Compute Cramer's V to measure the strength of the relationship.Yes No f fexpected x3 term f fexpected x* term Total "Smashed into" 16 34 " Hit" 43 50 Control 44 50 Totals 29 121 121 150 X' = Conclusion: O Reject the null hypothesis. The likelihood of recalling broken glass depends on the question asked. O Reject the null hypothesis. The likelihood of recalling broken glass does not depend on the question asked. O Fail to reject the null hypothesis. The likelihood of recalling broken glass depends on the question asked. O Fail to reject the null hypothesis. The likelihood of recalling broken glass does not depend on the question asked. Compute Cramer's V to measure the size of the treatment effect. V = (to three decimal places) Describe how the phrasing of the question influenced the participants' memories. Participants who were asked about the speed when the cars "smashed into" each other were A participants who were asked about the speed when the cars "hit" each other (or who were not asked) seeing broken glass. Complete the following sentence demonstrating how the outcome of the hypothesis test and the measure of effect size would be reported in a journal article. C The results of the chi-square test that the phrasing of the question a significant effect on the participants recall of the accident, eV = (to three decimal places) Complete the following sentence demonstrating how the outcome of the hypothesis test and the measure of effect size would be reported in a journal article. The chi-square test shows that older adults and younger adults A different frequencies of computer ownership, B8. Gravetter/Wallnau/Forzano, Essentials - Chapter 15 - End-of-chapter question 14 The Internet is rapidly becoming an essential source of information about health, nutrition, finances, and current events. Neunschwander, Abbott, and Mobley (2012) were interested in inequality of access to the Internet as a function of the characteristics of the participant. They recruited a very large sample of participants from the Indiane Supplemental Nutrition Assistance Program and surveyed them about their access to the technology. They observed that racial minorities, older persons, and persons with lower educational attainment were less likely to have a functioning computer at home and, relatedly, were less likely to have access to the Internet. Below are frequencies similar to those observed by the researchers. Owns a Computer Does Not Own a Computer Age: 18-30 378 336 Age: 71 and Older 23 127 Do the data indicate that the proportion of participants who own a computer differ significantly from group to group? Test with o = .05. (Use two decimal places.)10. Gravetter/Wallnau/Forzano, Essentials - Chapter 15 - End-of-chapter question 19 Research indicates that people who volunteer to participate in research studies tend to have higher intelligence than nonvolunteers. To test this phenomenon, a researcher obtains a sample of 200 high school students. The students are given a description of a psychological research study and asked whether they would volunteer to participate. The researcher also obtains an IQ score for each student and classifies the students into high-, medium-, and low-IQ groups. Do the following data indicate a significant relationship between IQ and volunteering? Test at the .05 level of significance. IQ High Medium Low Volunteer 43 73 150 Nonvolunteer 7 27 16 50 50 100 50 Chi-Square Distribution Degrees of Freedom - 18 O O O AAA 8 12 34 5 61 8 9 30 11 12 13 14 15 16 17 18 19 20 21 2 23 24 25 26 27 28 29 30 x2-critical = Conclusion: O Fail to reject the null hypothesis; there is no significant relationship between IQ and volunteering. O Reject the null hypothesis; there is a significant relationship between 1Q and volunteering. O Fail to reject the null hypothesis; there is a significant relationship between IQ and volunteering. O Reject the null hypothesis; there is no significant relationship between IQ and volunteering.Gender differences in dream content are well documented (see Winget and Kramer, 1979). Suppose a researcher studies aggression content in the dreams of men and women. Each participant reports his or her most recent dream. Then each dream is judged by a panel of experts to have low, medium, or high aggression content. The observed frequencies are shown in the following matrix: Aggression Content Low Medium High Gender Female 18 2 Male 17 15 Is there a relationship between gender and the aggression content of dreams? Test with o = .01. Use two decimal places for intermediate and final calculations. Chi-Square Distribution Degrees of Freedom - 18 O O AAA 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 x3-critical = Low Medium High f Texported x* term f fexpected x' term f fexpected x' term Total Female 18 4 2 24 Male 4 17 15 36 Totals 27 22 21 21 17 17 60 X2 Conclusion: O Fail to reject Ho; there is a significant relationship between gender and aggression content in dreams. O Reject Ho; there is no significant relationship between gender and aggression content in dreams. O Reject Ho; there is a significant relationship between gender and aggression content in dreams. O Fail to reject Ho; there is no significant relationship between gender and aggression content in dreams