In a senior research class, several students decided to see if the perception of the passage of time was inuenced by age. They asked volunteers to participate in a time estimation task. Participants were rst asked their age. Then, they were told that as soon as a green light ashed on the computer monitor in front of them, they were to begin estimating a 27-second time interval, without counting or using any kind of timing device. As soon as the participant felt that the indicated interval had passed, she or he pressed the space bar on the keyboard. The actual duration of the time interval that had passed was then presented on the monitor, followed by a warning tone and the next trial. The table below shows the mean errors (in milliseconds) made by the participants for each time interval. Positive errors indicate an overestimation of the time interval, and negative errors indicate an underestimation of the time interval. Participants in age group 1 were between 10 and 21 years of age. Participants in age group 2 were over the age of 50. Time-estimation errors (in milliseconds) by age 1 1 9.00 11 2 -3.00 2 1 13.00 12 2 3.00 3 1 13.00 13 2 7.00 4 1 1.00 14 2 4.00 5 1 5.00 15 2 5.00 6 1 -11.00 16 2 5.00 7 1 11.00 17 2 10.00 7 1 11.00 17 2 10.00 8 1 1.00 18 2 1.00 9 1 -1.00 19 2 11.00 10 1 -16.00 20 2 14.00 1. Use the data shown in the table above to Construct TWO grouped frequency distributions, one for each Age Group of Data. You'll need to determine how big your intervals should be and where they will start). Include relative and cumulative frequency distributions for each age group. Table 2.31 on p. 56 of the text can be used as an example of what to include in a grouped frequency table. 2. Then, use the data from your grouped frequency distributions to answer the following questions: A. What percentage of over-50-year-olds made errors of 5 milliseconds or less? B. How many of the participants in age group 1 made underestimations of the time interval? C. How many of the over-50-year-olds made underestimations? iv) How many participants (considering both groups) made overestimations? 3. Now, answer the following question (note, this is not related to the question above). What kind of data (nominal, ordinal, interval, or ratio) does each of the following represent AND explain your choice? A. Age group (infant, toddler, school-age) B. Errors (in milliseconds) C. Coffee serving size (short, tall, grande, venti, trenta) D. Score on the Myers-Briggs Personality Inventory (Extroverted/lntroverted, Sensing/lntuiting, Thinking/Feeling, Judging/Perceiving) E. Quality of sleep (from 1 [very poor] to 5 [excellent]