...Statistics for Psychology Mary Hale 7/8/2013 PSY 315 Dr. Ellis-Morris Prepare a written response to the following assignments located in the text: Ch. 1, Practice Problems: 12, 15, 19, 20, 21, & 22 (12) Explain and give an example for each of the following types of variables: A) equal interval- A variable whose value is not known and can take on different values. For example 0 degrees Celsius or Fahrenheit (0 degrees Celsius does not mean there is no temperature but it is different from 0 degrees Fahrenheit.) B) rank order- variables that are individual observations that can be put into order from smallest to largest, even though the exact values are unknown. An example of this would be shirts, small, medium and large shirts. C) Nominal- variables which are also called categorical variables. They classify observations into a small number of categories. Examples are 1) "types of property" can include houses, condos, Co-ops, or bungalows. Another example 2) Gender or race D) Ratio Scale- is measured data with a zero point and provides information relative to an absolute zero. An example of this is a person's weight. The scale starts at 0 and when you step on it, the amount goes up starting from 0 to the amount of weight on it. (It has to start at 0). E) Continuous- variables that are numeric and can be any number (positive or negative). Examples of...
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...Week 4 Individual Assignment Erwin O. Raymer III PSY/315 Jan. 13th 2014 Jennifer Lapin Week 4 Individual Assignment The five steps of hypothesis testing consist of the following. Restate the question as a research hypothesis and a null hypothesis. This is where an individual would make a research hypothesis, which is basically a prediction intended to be tested in a research study. This prediction is usually based on the researcher’s theory. A null hypothesis is the opposite of the research hypothesis. If the null hypothesis is found to be true then it is not possible for the research hypothesis to be relevant. Same goes for if the research hypothesis is true then the null hypothesis is unable to be relevant as well. Determine the characteristics of the comparison distribution. In the hypothesis testing process you want to find out the probability that you could have a sample score as extreme as what you got if your sample was from a population with a distribution of the sort you would have if the null hypothesis were true. That is in the hypothesis testing process, you compare the actual samples score to this comparison distribution. Determine the cut off sample score on the comparison distribution at which the null hypothesis should be rejected. (Critical value) Ideally, before conducting a study, researchers set a target against which they will compare their results. How extreme a sample score they would need to decide against...
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...BELHAVEN UNIVERSITY Jackson, Mississippi A CHRISTIAN UNIVERSITY OF LIBERAL ARTS AND SCIENCES FOUNDED IN 1883 CATALOGUE 2014-2015 EFFECTIVE JUNE 1, 2014 Directory of Communication Mailing Address: Belhaven University 1500 Peachtree St. Jackson, MS 39202 Belhaven University 535 Chestnut St. Suite 100 Chattanooga, TN 37402 Belhaven University 7111 South Crest Parkway Southaven, MS 38671 Belhaven University – LeFleur 4780 I-55 North Suite 125 Jackson, MS 39211 Belhaven University 15115 Park Row Suite 175 Houston, TX 77084 Belhaven University Online 1500 Peachtree St. Box 279 Jackson, MS 39202 Belhaven University 1790 Kirby Parkway Suite 100 Memphis, TN 38138 Belhaven University 4151 Ashford Dunwoody Rd. Suite 130 Atlanta, GA 30319 Belhaven University 5200 Vineland Rd. Suite 100 Orlando, FL 32811 Traditional Admission Adult and Graduate Studies Admission – Jackson Atlanta Chattanooga Desoto Houston Memphis Orlando Alumni Relations/Development Belhaven Fax Business Office Campus Operations Integrated Marketing Registrar Student Life Security Student Financial Planning Student Development Online Admission Online Student Services (601) 968-5940 or (800) 960-5940 (601) 968-5988 or Fax (601) 352-7640 (404) 425-5590 or Fax (404) 425-5869 (423) 265-7784 or Fax (423) 265-2703 (622) 469-5387 (281) 579-9977 or Fax (281) 579-0275 (901) 896-0184 or Fax (901) 888-0771 (407) 804-1424 or Fax (407) 367-3333 (601) 968-5980 (601) 968-9998 (601) 968-5901 (601) 968-5904 (601) 968-5930 (601) 968-5922...
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...ALLIED AMERICAN UNIVERSITY Personalized. Flexible. Dedicated. Online Programs – Individual Support – Open Enrollment – Ease of Transfer Credits UNIVERSITY CATALOG 2013 Seventh Edition 22952 Alcalde Drive, Laguna Hills, CA 92653 Phone: (888) 384-0849 ∼ Fax: (949) 707-2978 7:00 A.M. – 5:00 P.M. (Monday – Friday) Email: info@allied.edu Website: www.allied.edu KEY STAFF AND FACULTY Charlotte Hislop, Ph.D. Candidate, President/CEO Bonny Nickle, Ed.D., Provost Eric Sharkey, M.Ed., Director of Education Bill Luton, Ph.D., Director of Assessment and Dean of Business Carlo Tannoury, Ph.D. Candidate, Dean of Computer Information Systems Patricia Drown, Ph.D., Dean of Criminal Justice and General Studies C.J. Bishop, M.B.A., Institutional Research Frank Vazquez, Operations Director Parrish Nicholls, J.D., Director of Compliance Lindsay Oglesby, Admissions Director Abby Dolan, B.A., Registrar Sasha Heard, M.B.A., Student Services Manager Barbara Jobin, B.S.B.A., Career Center Manager Hugo Aguilar, B.A., Chief Financial Officer Richard Madrigal, B.A., Financial Aid Officer As a prospective student at Allied American University, you are encouraged to review this catalog prior to signing an enrollment agreement. You are also encouraged to review the student performance fact sheet which must be provided to you prior to signing an enrollment agreement. This catalog is not a contract between the student, AAU, or any party or parties. Reasonable effort was made at the time this document...
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...How Human Resource Management Practices affects Employee Performance. Principle Author: ALI SADIQ Ali.sadiq.ch@live.com MS Student Other Authors: TAHIRA JABEEN, HASHIR KHAN, ABDUL BASIT, WAQAS ASLAM MS Students COMSATS INSTITUTE OF INFORMATION TECHNOLOGY, LAHORE CAMPUS CHAPERT 1 Abstract Human Resource is the most important asset for any organization and it is the resource of achieving competitive advantage. Managing human resources is very challenging as compared to managing technology or capital and for its effective management, organization requires effective HRM system. HRM system should be backed up by strong HRM practices. HRM practices refer to organizational activities directed at managing the group of human resources and ensuring that the resources are employed towards the fulfillment of organizational goals. The purpose of this study is to explore contribution of Human Resource Management (HRM) practices including selection, training, career planning, compensation, performance appraisal, job definition and employee participation on perceived employee performance. We describe why human resource management (HRM) decisions are likely to have an important and unique influence on organizational performance. Our hope is that this research forum will help advance research on the link between HRM and organizational performance. We identify key unresolved questions in need of future study and make several suggestions intended to help researchers...
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...Journal of Economic Literature Vol. XXXIV (March 1996), pp. 97-114 The Standard Error of Regressions By D E I R D R E N . M C C L O S K E Y and STEPHEN T. ZILIAK University of Iowa Suggestions by two anonymous and patient referees greatly improved the paper. Our thanks also to seminars at Clark, Iowa State, Harvard, Houston, Indiana, and Kansas State universities, at Williatns College, and at the universities of Virginia and Iowa. A colleague at Iowa, Calvin Siehert, was materially helpful. T cant for science or policy and yet be insignificant statistically, ignored by the less thoughtful researchers. In the 1930s Jerzy Neyman and Egon S. Pearson, and then more explicitly Abraham Wald, argued that actual investigations should depend on substantive not merely statistical significance. In 1933 Neyman and Pearson wrote of type I and type II errors: HE IDEA OF Statistical significance is old, as old as Cicero writing on forecasts (Cicero, De Divinatione, 1. xiii. 23). In 1773 Laplace used it to test whether comets came from outside the solar system (Elizabeth Scott 1953, p. 20). The first use of the very word "significance" in a statistical context seems to be John Venn's, in 1888, speaking of differences expressed in units of probable error; Is it more serious to convict an innocent man or to acquit a guilty? That will depend on the consequences of the error; is the punishment death or fine; what is the danger to the community of released...
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...A SECOND COURSE IN STATISTICS REGRESSION ANALYISIS Seventh Edition William Mendenhall University of Florida Terry Sincich University of South Florida Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Toronto Madrid Delhi Milan Mexico Munich City Sao Paris Paulo Montreal Sydney Hong Kong Seoul Singapore Taipei Tokyo Editor in Chief: Deirdre Lynch Acquisitions Editor: Marianne Stepanian Associate Content Editor: Dana Jones Bettez Senior Managing Editor: Karen Wernholm Associate Managing Editor: Tamela Ambush Senior Production Project Manager: Peggy McMahon Senior Design Supervisor: Andrea Nix Cover Design: Christina Gleason Interior Design: Tamara Newnam Marketing Manager: Alex Gay Marketing Assistant: Kathleen DeChavez Associate Media Producer: Jean Choe Senior Author Support/Technology Specialist: Joe Vetere Manufacturing Manager: Evelyn Beaton Senior Manufacturing Buyer: Carol Melville Production Coordination, Technical Illustrations, and Composition: Laserwords Maine Cover Photo Credit: Abstract green flow, ©Oriontrail/Shutterstock Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and Pearson was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Mendenhall, William. A second course in...
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...THE B L A C K SWAN The HIGHLY I mpact IM of the PROBABLE Nassim Nicholas Taleb U.S.A. $26.95 Canada $34.95 is a highly improbable event with three principal characteristics: It is unpre dictable; it carries a massive impact; and, after the fact, we concoct an explanation that makes it appear less random, and more predictable, than it was. The astonishing success of Google was a black swan; so was 9 / 1 1 . For Nassim Nicholas Taleb, black swans underlie almost everything about our world, from the rise of religions to events in our own personal lives. A BLACK SWAN Why do we not acknowledge the phenomenon of black swans until after they occur? Part of the answer, according to Taleb, is that humans are hardwired to learn specifics when they should be focused on generalities. We concentrate on things we already know and time and time again fail to take into consideration what we don't know. We are, therefore, unable to truly estimate oppor tunities, too vulnerable to the impulse to simplify, narrate, and categorize, and not open enough to rewarding those who can imagine the "impossible." For years, Taleb has studied how we fool our selves into thinking we know more than we actually do. We restrict our thinking to the irrelevant and inconsequential, while large events continue to surprise us and shape our world. Now, in this reve latory book, Taleb explains everything we know about what we don't know. He offers...
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...with our flexible, year-round full-time schedule of classes. If you really want to attend a school where your needs (your real needs) come first, consider Sullivan University. I believe we can help you exceed your expectations. Since words cannot fully describe the atmosphere at Sullivan University, please accept my personal invitation to visit and experience our campus for yourself. Sincerely, Glenn D. Sullivan President MESSAGE FROM THE PRESIDENT 1 Table of Contents Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Sullivan University Success Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...THIRD EDITI ----- --·-- --·-- - - -- - O N -- SU PP LY CH AI N MA NA GE ME NT Stra tegy , Plan ning , and Ope ratio n Sunil Chopra Kellogg Schoo l of Manag ement Northwestern University Peter Meindl Stanfo rd University --------Prentice I-I all Uppe r Saddl e River , New Jersey ·--· PEAR SON -- · - · - - - "ibrary of Congress Cataloging-in-Publication Data :::hopra, Sunil Supply chain management: strategy, planning, and operation I Sunil Chopra, >eter Meind!.-3rd ed. p. em. Includes bibliographical references and index. ISBN: 0-13-208608-5 1. Marketing channels-Managemen t. 2. Delivery of goods-Management. i. Physical distribution of goods-Management. 4. Customer servicesvfanagement. 5. Industrial procurement. 6. Materials management. I. vfeindl, Peter II. Title. HF5415.13.C533 2007 658.7-dc22 2006004948 \VP/Executive Editor: Mark Pfaltzgraff ii:ditorial Director: Jeff Shelstad ;enior Project Manager: Alana Bradley E:ditorial Assistant: Barbara Witmer Vledia Product Development Manager: Nancy Welcher \VP/Executive Marketing Manager: Debbie Clare Vlarketing Assistant: Joanna Sabella ;enior Managing Editor (Production): Cynthia Regan flroduction Editor: Melissa Feimer flermissions Supervisor: Charles Morris Vlanufacturing Buyer: Michelle Klein Vlanager, Print Production: Christy Mahon Composition/Full-Service Project Management: Karen Ettinger, TechBooks, Inc. flrinter/Binder: Hamilton Printing Company Inc. fypeface: 10/12 Times Ten Roman :::redits...
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...Introduction Chapter 1 - Priming Chapter 2 - Confabulation Chapter 3 - Confirmation Bias Chapter 4 - Hindsight Bias Chapter 5 - The Texas Sharpshooter Fallacy Chapter 6 - Procrastination Chapter 7 - Normalcy Bias Chapter 8 - Introspection Chapter 9 - The Availability Heuristic Chapter 10 - The Bystander Effect Chapter 11 - The Dunning-Kruger Effect Chapter 12 - Apophenia Chapter 13 - Brand Loyalty Chapter 14 - The Argument from Authority Chapter 15 - The Argument from Ignorance Chapter 16 - The Straw Man Fallacy Chapter 17 - The Ad Hominem Fallacy Chapter 18 - The Just-World Fallacy Chapter 19 - The Public Goods Game Chapter 20 - The Ultimatum Game Chapter 21 - Subjective Validation Chapter 22 - Cult Indoctrination Chapter 23 - Groupthink Chapter 24 - Supernormal Releasers Chapter 25 - The Affect Heuristic Chapter 26 - Dunbar’s Number Chapter 27 - Selling Out Chapter 28 - Self-Serving Bias Chapter 29 - The Spotlight Effect Chapter 30 - The Third Person Effect Chapter 31 - Catharsis Chapter 32 - The Misinformation Effect Chapter 33 - Conformity Chapter 34 - Extinction Burst Chapter 35 - Social Loafing Chapter 36 - The Illusion of Transparency Chapter 37 - Learned Helplessness Chapter 38 - Embodied Cognition Chapter 39 - The Anchoring Effect Chapter 40 - Attention Chapter 41 - Self-Handicapping Chapter 42 - Self-Fulfilling Prophecies Chapter 43 - The Moment Chapter 44 - Consistency Bias Chapter 45 - The Representativeness Heuristic Chapter 46 -...
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