The data that we are using in this was collected from various statistics classes here at Durham College. The participants were asked to take part in a brief experiment playing the memory game found at https://www.memozor.com/simon-games/simon-game. The game has four coloured buttons that each produce a unique sound when pressed. The game reveals a sequence of the buttons lighting up/making their sound and then asks the played to repeat the sequence. Every time the player does so successfully the sequence is increased by one.

1. How does memory performance compare between male and female students? 2. Do mature students (25 years old or over) perform different on memory tests than the general population of students? 3. Does playing the game with sound have a significant impact on the score achieved by students? That is, is the mean score achieved by playing the game with sound different than playing without sound?

Data:

Part 1- Male/Female Scores (27 MARKS) 1. Use Excel to complete the following table (round your answers to 2 decimal places). [5] Excel Function Female Students Male Students Sample Size COUNT #:#) Mode -MODE: #I Median =MEDIAN #:# Mcan -AVERAGE A # Standard Deviation -STOEV.5(# # Complete the frequency distribution table, and create a frequency histogram for Female Students and Male Students. The Class Limits have been completed for you. [7] Female Male Class Limits Class Boundaries Frequency | Frequency 2 to 3 4 to 5 6 to 7 8 to 9 10 to 11 12 to 1 14 to 15 16 to 17 18 to 19 20 to 21 22 to 23 24 to 25 Female Scores Frequency Histogram Male Scores Frequency Histogram3. Which gender of the two had the largest measures of central tendency (mean, median, and mode)? [1] 4. Consider the sample size from both male and female students. Is It appropriate to say that your answers from the last question are accurate? Why or Why not?' If not, what would need to be done to get data that is more accurate? [2] 5. What is the distribution shape (normal, bimodal, skewed left, skewed right, uniform] of both distributions? What is one similarity and one difference between the graphs?' What could these graphs suggest about short term memory of both males and females? [4] 6. Find a 98% confidence interval for the mean score for the population of Female and Male Students by answering the following questions. a. Find the t, for a 98% confidence level for females and males. [2] b. Find the value of E for both females and males. [21 c. List the 98% confidence for the mean score for the population of Females and Males. [2] d. Is there overlap between the two intervals? If we were to do a confidence interval for the mean score of all students, where would you expect it to be: closer to the female interval, closer to the male interval, between the two, between the two but closer to one? Why?' [2]Part 2 - Mature Students (27 MARKS) For the sake of this project, a mature student will be considered any student that is 25 years old or older. 1. Use Excel to complete the following table (round your answers to 2 decimal places). [31 Expel Function All Students Mature Students Sample Slee COUNT #:#| Mcan =AVERAGE# # Standard Deviation -STOEV.5 8. . For this question only, use the sample mean and sample standard deviation found in Question 1 as the population mean and population standard deviation for all students and mature students. a. What is the probability that a sample of $ random students has a mean score greater than 10 on the memory game?' [21 b. What is the probability that a sample of 5 mature students has a mean score greater than 10 on the memory game?' [2] 3. Find a 98% confidence interval for the mean score for the population of All Students and Mature Students by answering the following questions. a. Find the to for a 98% confidence level for all students and mature students. [21 b. Find the value of E for all students and mature students. [21 C. List the 98% confidence for the mean score for the population of All Students and Mature Students. [214. It is known that the mean score for college students on this particular memory exercise is 9.34. Conduct a single sample t-Test to determine if the mean score obtained by mature students is greater than the mean score obtained by students in general. Use a 0.01 p-level. Recall that the sample mean and standard deviation for mature students was found in Question 1. [13] Step 1: Population 1: Population 2: Step 2: Let An = Let #3 = Step 3: M = Step 4: Step 5: Step 6: 5. Calculate the effect size (Cohen's d) for the single sample t-test conducted above. [1]Bart 3 -Sound ON/OFF (27 MARKS) 1. Use Excel to complete the following table (round your answers to 2 decimal places]. [3] Excel Function Sound ON Sound OFF Sample Size COUNT :# Mcan AVERAGE|: # Variance =VAR.SIA #I 2. Carry out a two-tailed independent samples t-test, at a p level of 0.05 to determine whether there is a difference between the mean score obtained by students playing the game with sound ON and sound OFF. All calculations may be done in Excel with only the final answers required here. [21] Step 1: Population 1(X): Population 2 (Y): Step 2: Ho: Step 3: HY - Ax = MI = MY = S= df. = df = dfratel = Spooled= Saifferenen=Step 4: d fratal = Step 5: Step 6 3. Determine a 95% confidence interval around the true population difference between means (by - My) of score obtained with and without sound. [3]Calibri 11 BI U USA . fx A B C D E F G H I J K L M N O P Q R S T U V Female Scores | Male Scores IN 2 7 W W N Female Male 8 Sample Size Mode Median Mean 6 0 00 Standard Deviation 16 13 13 13 14 14 17 17 17 24 18Q Calibri 11 BIUSA 5 fx A B C D E F G H I J K L M N O P Q R S T U V 73 12 74 12 75 12 76 12 77 12 78 13 79 13 80 13 81 13 82 13 83 13 84 14 85 14 86 16 87 19 88 20 89 24 90 91 92 93 94 95Calibri 11 BIUS fx K L M N O P Q R S T J A B C D E F G H All Students Mature Students 4 8 6 10 11 14 4 All Mature 9 16 Sample Size 14 11 Mean 12 Standard Deviation 11 5 10 12 6 4 12 11 13 18 11 17Calibri 11 BIUS O Q R T P S M N fx J K L F G H C D E 25 13 10 40 43 11 44 45 13 46 10 47 48 24Calibri 11 BIUS fx L M N O P Q R S T E J B F G K A C D H 48 24 49 13 50 7 51 13 11 10 11 71 12Calibri 11 BIUS P Q R S T L N fx K M O G H J F B C D E A 72 4 73 5 74 20 75 76 8 77 12 78 6 19 80 81 16 11 83 8 84 5 4 189 89 87 9 88 13 89 8 90 14 91 21 92 13 93 94 14 95 10Calibri 11 BIUS O P Q R S T L N fx K G H J M C D E F A B 91 21 92 13 93 9 94 14 95 10 96 97 98 18 99 9 100 101 9 102 13 103 104 13 105 17 106 9 107 11 108 10 109 19 110 7 111 11 112 8 113 17 114 17Calibri 11 BIUS A fx A B C D E F G H J K L M N O P Q R S T U Sound O | Sound OF 3 4 24 6 13 7 ON OFF 7 14 Sample Size 13 9 Mean 11 14 Variance 10 12 8 11 12 12 11 6 12 13 7 13 7 3 14 2 11 15 5 14 16 6 21 13 18 5 19 9 10 5 6 JUNOOUT 13Calibri 11 BIUS A R S T U L M N O P Q fx F G H J K B C D E A 25 17 8 26 13 10 10 8 11 9 9 8 12 9 9 9 11 4 10 5 4 8 5 10 36 20 7 13 38 8 9 39 12 14 6 10 41 19 19 5 43 3 44 16 5 45 11 6 46 Co 47 5 48 A 10Calibri 11 BIUS A fx M N O P Q R S T U E F G H J K L A B C D 35 5 10 36 20 7 37 7 13 38 8 9 39 12 14 40 6 10 19 3 19 5 43 4 44 16 5 45 11 6 46 8 9 5 8 10 11 11 13 9 11 18 8 9 17 17 9 4 8 13 58 10