Errors, Power, Effect Size Complete Test Bank Tokunaga Ch.10 - Fundamental Statistics Social Sciences 2e Complete Test Bank by Howard T. Tokunaga. DOCX document preview.
Chapter 10: Errors in Hypothesis Testing, Statistical Power, And Effect Size
Test Bank
Multiple Choice
1. An example of a Type I error is when a researcher concludes ______.
a. an effect does not exist when it actually does
b. an effect exists when it actually doesn’t
c. groups do not differ when they actually do
d. groups are the same when they’re actually different
Cognitive Domain: Knowledge
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis
Difficulty Level: Easy
2. A type I error means that a researcher has ______.
a. correctly concluded that an effect does not exist
b. correctly concluded that an effect exists
c. falsely concluded that an effect does not exist
d. falsely concluded that an effect exists
Cognitive Domain: Knowledge
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis
Difficulty Level: Easy
3. A type I error may occur when a researcher makes the decision to ______.
a. reject the null hypothesis
b. fail to reject the null hypothesis
c. support the alternative hypothesis
d. prove the research hypothesis
Cognitive Domain: Knowledge
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis
Difficulty Level: Easy
4. A type I error occurs when a researcher ______.
a. does not reject the null hypothesis when he should
b. rejects the alternative hypothesis
c. rejects a true null hypothesis
d. concludes an effect does not exists when it does
Cognitive Domain: Knowledge
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis
Difficulty Level: Easy
5. A type I error occurs when researchers make the decision to ______ when they ______.
a. reject the null hypothesis; should
b. reject the null hypothesis; should not
c. reject the alternative hypothesis; should not
d. not reject the null hypothesis; should not
Cognitive Domain: Comprehension
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis
Difficulty Level: Medium
6. A type I error occurs when researchers conclude an effect ______ when it ______.
a. exists; does
b. does not exist; does not
c. exists; does not
d. does not exist; does
Cognitive Domain: Comprehension
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis
Difficulty Level: Medium
7. A type II error means that a researcher has ______.
a. correctly concluded that an effect does not exist
b. correctly concluded that an effect exists
c. falsely concluded that an effect does not exist
d. falsely concluded that an effect exists
Cognitive Domain: Knowledge
Answer Location: Type II Error: The Risk in Not Rejecting the Null Hypothesis
Difficulty Level: Easy
8. A type II error occurs when a researcher ______.
a. correctly rejects the null hypothesis
b. says an effect does not exist when it in fact does
c. falsely concludes that an effect exists
d. rejects the null hypothesis when he should
Cognitive Domain: Knowledge
Answer Location: Type II Error: The Risk in Not Rejecting the Null Hypothesis
Difficulty Level: Easy
9. A type II error occurs when a researcher makes the decision to ______.
a. reject the null hypothesis
b. not reject the null hypothesis
c. accept the alternative hypothesis
d. prove the null hypothesis
Cognitive Domain: Knowledge
Answer Location: Type II Error: The Risk in Not Rejecting the Null Hypothesis
Difficulty Level: Easy
10. A type II error occurs when researchers make the decision to ______ when they ______.
a. not reject the null hypothesis; should
b. reject the null hypothesis; should not
c. reject the alternative hypothesis; should not
d. not reject the null hypothesis; should not
Learning Objective: 10-1
Cognitive Domain: Comprehension
Answer Location: Type II Error: The Risk in Not Rejecting the Null Hypothesis
Difficulty Level: Medium
11. A type II error occurs when a researcher says an effect ______ when it in fact ______.
a. exists; does
b. exists; does not
c. does not exist; does
d. does not exist; does not
Cognitive Domain: Comprehension
Answer Location: Type II Error: The Risk in Not Rejecting the Null Hypothesis
Difficulty Level: Medium
12. A ______ error may be characterized as ______.
a. type I; saying an effect exists when it does not
b. type II; rejecting a true null hypothesis
c. type I; saying an effect does not exist when it does
d. type II; rejecting a false null hypothesis
Cognitive Domain: Comprehension
Answer Location: Type I Error: The Risk in Not Rejecting the Null Hypothesis
Difficulty Level: Medium
13. There exists the possibility of a ______ error whenever a researcher makes the decision to ______.
a. type I; not reject the null hypothesis
b. type I; reject the alternative hypothesis
c. type II; not reject the null hypothesis
d. type II; reject the null hypothesis
Cognitive Domain: Comprehension
Answer Location: Type II Error: The Risk in Not Rejecting the Null Hypothesis
Difficulty Level: Hard
14. A type I error occurs when the researcher ______, while a type II error occurs when the researcher ______.
a. says an effect does not exists when it does; says an effect exists when it does not
b. reject the null when they should not; does not reject the null when the alternative hypothesis is true
c. does not reject the null; does reject the null
d. does not reject the null when the alternative hypothesis is true; rejects the null when they should not have
Cognitive Domain: Comprehension
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis/ Type II Error: The Risk in Not Rejecting the Null Hypothesis
Difficulty Level: Hard
15. In airport security screening, ______ errors occur when the screening device ______ when in fact ______.
a. type I; beeps; it should not
b. type I; does not beep; it should
c. type II; beeps; it should not
d. type II; beeps; it should
Cognitive Domain: Comprehension
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis
Difficulty Level: Hard
16. Within a marriage, a ______ error occurs if someone decides their spouse ______ when in fact he/she ______.
a. type I; has not been unfaithful; has been unfaithful
b. type II; has not been unfaithful; has not been unfaithful
c. type I; has been unfaithful; has not been unfaithful
d. type II; has been unfaithful; has been unfaithful
Cognitive Domain: Comprehension
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis
Difficulty Level: Hard
17. Within a college course, a ______ error occurs if an instructor decides a student ______ when he/she in fact ______.
a. type I; has cheated; did cheat
b. type II; has not cheated; did cheat
c. type II; has cheated; did not cheat
d. type I; has not cheated; did not cheat
Cognitive Domain: Comprehension
Answer Location: Type II Error: The Risk in Not Rejecting the Null Hypothesis
Difficulty Level: Hard
18. If major league baseball players were to be tested for steroids, a ______ error would occur if the test states a player ______ steroids when in reality he ______.
a. type I; uses; does not
b. type I; does not use; does not
c. type II; uses; does not
d. type II; uses; does
Cognitive Domain: Comprehension
Answer Location: Type I Error: The Risk in Rejecting the Null Hypothesis
Difficulty Level: Hard
19. Statistical power is the probability of ______.
a. detecting an effect when it exists
b. detecting an effect when it does not exist
c. not detecting an effect when it exists
d. not detecting an effect when it does not exist
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Not Making a Type II Error?
Difficulty Level: Easy
20. The concept of statistical power relates most directly to ______.
a. type I error
b. type II error
c. effect size
d. t-tests
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Not Making a Type II Error?
Difficulty Level: Medium
21. ______ is defined as the probability of rejecting the null hypothesis when the alternative hypothesis is true.
a. Type I error
b. Error variance
c. Statistical Power
d. Effect size
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Not Making a Type II Error?
Difficulty Level: Easy
22. The probability of making a type I error is typically equal to ______.
a. .01
b. .05
c. .95
d. .99
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type I Error?
Difficulty Level: Easy
23. The probability of making a type I error is typically equal to ______.
a. α
b. β
c. .95
d. μ
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type I Error?
Difficulty Level: Easy
24. The probability of making a type I error may be represented by ______.
b. 1 – t
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type I Error?
Difficulty Level: Easy
25. α is the probability of ______.
a. making a type I error
b. making a type II error
c. not making a type I error
d. not making a type II error
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type I Error?
Difficulty Level: Easy
26. The chances of making a type I error is typically equal to ______.
a. the probability of rejecting the null hypothesis
b. .95
c. the region of non-rejection
d. μ
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type I Error?
Difficulty Level: Medium
27. The probability of making a type II error is typically ______.
a. .01
b. .05
c. .10
d. none of these
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type II Error?
Difficulty Level: Medium
28. The probability of making a type II error is typically equal to ______.
c. μ
d. none of these
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type II Error?
Difficulty Level: Easy
29. The probability of making a type II error is ______.
a. .05
b. 1 – α
c. .95
d. none of these
Cognitive Domain: Knowledge
Answer Location: What is the Probability of making a Type II Error?
Difficulty Level: Easy
30. The probability of making a ______ error may be represented by ______.
a. type I; p = α
b. type II; 1 – α
c. type I; p = β
d. type II; 1 – β
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type I Error?
Difficulty Level: Medium
31. The probability of NOT making a ______ error is equal to ______.
d. type II; 0
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type I Error?
Difficulty Level: Medium
32. The probability of making a ______ error is equal to ______.
a. type I; 1 – β
b. type II; 0
c. type II; α
d. type II; β
Cognitive Domain: Knowledge
Answer Location: What is the Probability of Making a Type II Error?
Difficulty Level: Medium
33. One way to reduce the probability of making a type I error is to ______.
a. make it harder to reject the null hypothesis
b. make it easier to reject the null hypothesis
c. use a one-tailed test instead of a two-tailed test
d. make the region of rejection larger
Cognitive Domain: Knowledge
Answer Location: Controlling Type I Error
Difficulty Level: Medium
34. The MOST commonly used strategy to decrease type I error is to ______.
a. make alpha bigger (i.e., use α = .10 rather than α =.05)
b. collect more data
c. always reject the null hypothesis
d. make it harder to reject the null hypothesis
Cognitive Domain: Knowledge
Answer Location: Controlling Type I Error
Difficulty Level: Medium
35. One way to reduce the probability of making a type I error is to ______.
a. make it easier to reject the null hypothesis
b. increase sample size
c. increase alpha (i.e., use .10 rather than .05)
d. lower alpha (i.e., use .01 rather than .05)
Cognitive Domain: Knowledge
Answer Location: Controlling Type I Error
Difficulty Level: Medium
36. Which of these strategies is MOST commonly used to decrease type I error?
a. using a directional alternative hypothesis
b. lowering alpha (i.e., use .01 rather than .05)
c. increasing sample size
d. increasing alpha (i.e., use .10 rather than .05)
Cognitive Domain: Knowledge
Answer Location: Controlling Type I Error
Difficulty Level: Medium
37. The only way to completely eliminate the possibility of type I error is to ______.
a. never reject the null hypothesis
b. always reject the null hypothesis
c. collect data from the entire population
d. always use non-directional hypotheses
Cognitive Domain: Knowledge
Answer Location: Controlling Type I Error
Difficulty Level: Easy
38. By never rejecting the null hypothesis one has completely eliminated the possibility of ______.
a. a type II error
b. a type I error
c. increasing the statistical power
d. decreasing the statistical power
Cognitive Domain: Knowledge
Answer Location: Controlling Type I Error
Difficulty Level: Easy
39. Reducing the likelihood of making a type II error involves ______.
a. changing the research hypothesis
b. increasing the likelihood of rejecting the null hypothesis
c. decreasing the likelihood of rejecting the null hypothesis
d. never rejecting the null hypothesis
Cognitive Domain: Knowledge
Answer Location: Controlling Type II Error
Difficulty Level: Easy
40. Which of these strategies is most commonly used to reduce the probability of type II error?
a. use a non-directional (two-tailed) instead of a directional (one-tailed) alternative hypothesis
b. never conclude an effect exists regardless of the evidence
c. increase sample size
d. lower alpha (i.e., use .01 rather than .05)
Cognitive Domain: Comprehension
Answer Location: Increasing Sample Size
Difficulty Level: Medium
41. For which of these strategies used to reduce the probability of type II error are pragmatic concerns such as time and cost most relevant?
a. using a directional (one-tailed) rather than non-directional (two-tailed) alternative hypothesis
b. increasing sample size
c. making it harder to reject the null hypothesis
d. changing alpha (i.e., using .10 rather than .05)
Cognitive Domain: Comprehension
Answer Location: Increasing Sample Size
Difficulty Level: Medium
42. Which of these strategies is MOST commonly used to decrease type II error?
a. using a non-directional (two-tailed) alternative hypothesis (H1)
b. using a directional (one-tailed) null hypothesis (H0)
c. increasing sample size
d. lowering alpha (i.e., use .01 rather than .05)
Cognitive Domain: Knowledge
Answer Location: Increasing Sample Size
Difficulty Level: Easy
43. Which of these strategies is MOST commonly used to decrease the probability of making a type II error?
a. never rejecting the null hypothesis
b. increasing the sample size
c. lowering alpha (i.e., using α = .01 rather than .05)
d. increasing the probability of making a type I error
Cognitive Domain: Comprehension
Answer Location: Increasing Sample Size
Difficulty Level: Medium
44. Never making a ______ can be accomplished by always rejecting the null hypothesis.
a. type I error
b. type II error
c. error in sampling
d. decision on effect size
Cognitive Domain: Knowledge
Answer Location: Controlling Type II Error
Difficulty Level: Easy
45. The main concern with lowering the probability of making a type II error is that it ______.
a. increases the probability of making a type I error
b. decreases the probability of making a type II error
c. changes the effect size
d. decreases the likelihood of finding effects when they in fact do not exist
Cognitive Domain: Knowledge
Answer Location: Concerns About Controlling Type I Error
Difficulty Level: Easy
46. The main concern with lowering the probability of making a type I error is that it ______
a. increases the probability of making a type II error
b. decreases the probability of making a type II error
c. requires collecting more data
d. increases the likelihood of finding effects when they in fact do not exist
Cognitive Domain: Knowledge
Answer Location: Concerns About Controlling Type I Error
Difficulty Level: Easy
47. Holding all else constant, increasing sample size ______ the probability of making a type I error and ______ the probability of making a type II error.
a. increases; decreases
b. decreases; increases
c. does not affect; decreases
d. decreases; does not affect
Cognitive Domain: Comprehension
Answer Location: Increasing Sample Size
Difficulty Level: Medium
48. Changing alpha (α) from .05 to .01 ______ the probability of making a type I error and ______ the probability of making a type II error.
a. increases; increases
b. increases; decreases
c. decreases; increases
d. decreases; decreases
Cognitive Domain: Comprehension
Answer Location: Raising Alpha (α)
Difficulty Level: Medium
49. Using a more homogeneous sample is one strategy used by researchers to ______.
a. increase between-group variability
b. decrease between-group variability
c. increase within-group variability
d. decrease within-group variability
Cognitive Domain: Knowledge
Answer Location: Decreasing Within-Group Variability
Difficulty Level: Medium
50. When the within-group variability in a study is small, the likelihood of rejecting the null hypothesis is ______.
a. smaller
b. not changed
c. larger
d. the same
Cognitive Domain: Comprehension
Answer Location: Decreasing Within-Group Variability
Difficulty Level: Medium
51. When the within-group variability increases the value of the t-statistics increases, increasing the likelihood of ______.
a. rejecting the null hypothesis
b. not rejecting the null hypothesis
c. rejecting the alternative hypothesis
d. increasing the between group variability
Cognitive Domain: Comprehension
Answer Location: Decreasing Within-Group Variability
Difficulty Level: Medium
52. Why is the term “highly significant” inappropriate to use when interpreting the probability?
a. because statistical significance is a dichotomy
b. because statistical significance is on a continuum
c. because p < .001 is less significant than p < .01
d. because p < .001 is ‘better’ than p < .01
Cognitive Domain: Knowledge
Answer Location: The Inappropriateness of “Highly Significant”
Difficulty Level: Easy
53. Which statement would be inappropriate to use when interpreting the significance level of a variable?
a. The difference was found to be significant at the p < .001 level.
b. The difference was found to be significant at the p < .001 level, making it highly significant.
c. The difference was found to not be significant with a p value of p > .05.
d. The difference was found to be significant at the p <.05 level.
Cognitive Domain: Knowledge
Answer Location: The Inappropriateness of “Highly Significant”
Difficulty Level: Medium
54. Which of the following is a reason the phrase “highly significant” is improper to use?
a. The level of significance is a direct function of sample size.
b. Statistical significance is a dichotomy.
c. p < .01 is not necessarily ‘better’ than a finding at the p < .05 level.
d. all of these
Cognitive Domain: Comprehension
Answer Location: The Inappropriateness of “Highly Significant”
Difficulty Level: Medium
55. A measure of effect size is a statistic that measures the ______.
a. direction of the relationship between variables
b. nature of the relationship between variables
c. magnitude of the relationship between the sample and population
d. magnitude of the relationship between variables
Cognitive Domain: Knowledge
Difficulty Level: Easy
56. Which of the following is a range of possible values for a measure of effect size?
a. 50%–75%
b. 25%–75%
c. 10%–90%
d. 0%–100%
Cognitive Domain: Comprehension
Answer Location: Effect Size as Variance Accounted for
Difficulty Level: Medium
57. If there is no relationship between two variables, how much of the variance in one variable is explained by the other variable?
a. 0%
b. 25%
c. 50%
d. 100%
Cognitive Domain: Comprehension
Answer Location: Effect size as Variance Accounted for
Difficulty Level: Medium
58. If there is a “perfect” relationship between two variables, how much of the variance in one variable is explained by the other variable?
a. 0%
b. 25%
c. 50%
d. 100%
Cognitive Domain: Comprehension
Answer Location: Effect size as Variance Accounted for
Difficulty Level: Medium
59. The ______ statistic is a measure of effect size that may be calculated when testing the difference between two sample means.
a. r2
b. α
c. t2
d. df
Cognitive Domain: Knowledge
Difficulty Level: Easy
60. When testing the difference between two sample means, one measure of effect size that may be calculated is the ______ statistic.
a. α
b. t2
c. r2
d. df
Cognitive Domain: Knowledge
Difficulty Level: Easy
61. The r squared (r2) statistic may be defined as ______.
a. the variation in one variable
b. the percentage of the standard deviation in one variable that is accounted for by another
c. the percentage of the mean difference in one variable that is accounted for by another variable
d. the percentage of variance in one variable that is accounted for by another variable
Cognitive Domain: Knowledge
Difficulty Level: Medium
62. The percentage of variance in one variable that is accounted for by another variable is ______.
a. r2
b. t2
c. d
d. α
Cognitive Domain: Knowledge
Difficulty Level: Easy
63. Cohen’s d is an estimate of ______.
a. the difference between the mean and the population in standard deviation units
b. the magnitude of the difference between the means of two groups measured in standard deviation units
c. the magnitude of the difference between the means of two groups measured in standard error units
d. the magnitude of the difference between the means of two groups measured in z-score units
Cognitive Domain: Knowledge
Difficulty Level: Medium
64. ______ is an estimate of the magnitude of the difference between the means of two groups measured in standard deviation units.
a. r2
b. t2
c. β
d. Cohen’s d
Cognitive Domain: Knowledge
Answer Location:
Difficulty Level: Easy
65. Which statistic is an estimate of the magnitude of the difference between the means of two groups measured in standard deviation units?
a. r2
b. t2
c. Cohen’s d
d. β
Cognitive Domain: Knowledge
Difficulty Level: Easy
66. A(n) ______ is a statistic that measures the magnitude of the relationship between variables.
a. statistical power
b. error variance
c. measure of effect size
d. within-group variability
Cognitive Domain: Knowledge
Difficulty Level: Easy
67. Calculate the r2 statistic for t = 3.41 and two groups of 20 individuals each.
a. .08
b. .23
c. .37
d. .39
Cognitive Domain: Application
Difficulty Level: Hard
68. Calculate the r2 statistic for t = 2.56 and two groups of 20 individuals each.
a. .06
b. .15
c. .25
d. .27
Cognitive Domain: Application
Difficulty Level: Hard
69. Calculate the r2 statistic for t = 3.11 and two groups of 10 individuals each.
a. .15
b. .35
c. .49
d. .55
Cognitive Domain: Application
Difficulty Level: Hard
70. Calculate the r2 statistic for t = 2.98 and two groups of 15 individuals each.
a. .10
b. .24
c. .37
d. .41
Cognitive Domain: Application
Difficulty Level: Hard
71. Calculate the r2 statistic for t = 4.64 with N = 50 for each of the two groups.
a. .05
b. .18
c. .30
d. .31
Cognitive Domain: Application
Difficulty Level: Hard
72. Calculate the r2 statistic for t = 3.02 with N = 100 for each of the two groups.
a. .02
b. .04
c. .08
d. .09
Cognitive Domain: Application
Difficulty Level: Hard
73. Calculate Cohen’s d for t = 2.12 with N = 25 for each of the two groups.
a. .09
b. .31
c. .61
d. .88
Cognitive Domain: Application
Difficulty Level: Hard
74. Calculate Cohen’s d for t = 3.12 with N = 30 for each of the two groups.
a. .11
b. .41
c. .82
d. 1.18
Cognitive Domain: Application
Difficulty Level: Hard
75. Calculate Cohen’s d for t = 2.35 with N = 30 for each of the two groups.
a. .08
b. .31
c. .62
d. .89
Cognitive Domain: Application
Difficulty Level: Hard
76. Calculate Cohen’s d for t = 2.04 with N = 40 for each of the two groups.
a. .05
b. .23
c. .46
d. .66
Cognitive Domain: Application
Difficulty Level: Hard
77. Calculate Cohen’s d for t = 4.22 with N = 60 for each of the two groups.
a. .07
b. .39
c. .78
d. 1.11
Cognitive Domain: Application
Difficulty Level: Hard
78. Calculate Cohen’s d for t = 2.45 with N = 40 for each of the two groups.
a. .06
b. .28
c. .55
d. .79
Cognitive Domain: Application
Difficulty Level: Hard
79. How could a researcher interpret an r2 value of .35?
a. .35% of the variance in one variable is explained by another variable.
b. 3.5% of the variance in one variable is explained by another variable.
c. 35% of the variance in one variable is explained by another variable.
d. 65% of the variance in one variable is explained by another variable.
Cognitive Domain: Application
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
80. How would a researcher interpret an r2 value of .05?
a. 95% of the variance in one variable is explained by another variable.
b. 5% of the variance in one variable is explained by another variable.
c. .5% of the variance in one variable is explained by another variable.
d. .05% of the variance in one variable is explained by another variable.
Cognitive Domain: Application
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
81. How would a researcher interpret an r2 value of .27?
a. 27% of the variance in one variable is explained by another variable.
b. 73% of the variance in one variable is explained by another variable.
c. 2.7% of the variance in one variable is explained by another variable.
d. .27% of the variance in one variable is explained by another variable.
Cognitive Domain: Application
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
82. How would a researcher interpret an r2 value of .43?
a. 5.7% of the variance in one variable is explained by another variable.
b. 57% of the variance in one variable is explained by another variable.
c. 43% of the variance in one variable is explained by another variable.
d. 4.3% of the variance in one variable is explained by another variable.
Cognitive Domain: Application
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
83. Which of the following would be considered a ‘small’ effect size according to Cohen?
a. r2 = .01
b. r2 = .08
c. r2 = .19
d. r2 = .11
Cognitive Domain: Application
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
84. Which of the following would be considered a ‘large’ effect size according to Cohen?
a. r2 = .21
b. r2 = .02
c. r2 = .05
d. r2 = .12
Cognitive Domain: Application
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
85. Which of the following would be considered a ‘medium’ effect size according to Cohen?
a. r2 = .09
b. r2 = .20
c. r2 = .03
d. r2 = .28
Cognitive Domain: Application
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
86. According to Cohen, an r2 effect size of .24 may be considered to be a ______ effect.
a. small
b. medium
c. large
d. nonsignificant
Cognitive Domain: Application
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
87. According to Cohen, an r2 effect size of .04 may be considered to be a ______ effect.
a. small
b. medium
c. large
d. nonsignificant
Cognitive Domain: Application
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
88. A Cohen’s d value of .25 may be considered to be a ______ effect.
a. small
b. medium
c. large
d. nonsignificant
Cognitive Domain: Application
Difficulty Level: Medium
89. A Cohen’s d value of .60 may be considered to be a ______ effect.
a. small
b. medium
c. large
d. nonsignificant
Cognitive Domain: Application
Difficulty Level: Medium
90. A Cohen’s d value of 1.03 may be considered to be a ______ effect.
a. small
b. medium
c. large
d. nonsignificant
Cognitive Domain: Application
Difficulty Level: Medium
True/False
1. A researcher found that his statistic was significant at the p < .01 level, indicating it was “more” significant than if the significance level was found to be p < .05.
Cognitive Domain: Comprehension
Answer Location: The Inappropriateness of “Highly Significant”
Difficulty Level: Medium
2. A researcher found that his statistic was significant at the p < .001 level, indicating it was “more” significant than if the significance level was found to be p < .01.
Cognitive Domain: Comprehension
Answer Location: The Inappropriateness of “Highly Significant”
Difficulty Level: Medium
3. A significance level of p < .01 is not “highly” significant compared to a significance level of p < .05.
Cognitive Domain: Comprehension
Answer Location: The Inappropriateness of “Highly Significant”
Difficulty Level: Medium
4. An r2 value of .05 indicates that 5% of the variance in one variable is explained by another variable.
Cognitive Domain: Comprehension
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Medium
5. An r2 = .01 is considered a ‘large’ effect size according to Cohen.
Cognitive Domain: Comprehension
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Easy
6. An r2 = .86 is considered a ‘large’ effect size according to Cohen.
Cognitive Domain: Comprehension
Answer Location: Interpreting Measures of Effect Size
Difficulty Level: Easy
7. A Cohen’s d value of .25 may be considered to be a large effect.
Cognitive Domain: Comprehension
Difficulty Level: Easy
8. A type I error only affects the research community.
Cognitive Domain: Comprehension
Answer Location: Why Is Type I Error a Concern?
Difficulty Level: Medium
9. Type I errors occur as the result of chance factors.
Cognitive Domain: Comprehension
Answer Location: Why Does Type I Error Occur?
Difficulty Level: Medium
10. Lowering alpha from α = .05 to α = .01 is a way to reduce type I error.
Cognitive Domain: Comprehension
Answer Location: Controlling Type I Error
Difficulty Level: Medium
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Fundamental Statistics Social Sciences 2e Complete Test Bank
By Howard T. Tokunaga