Psy 315 Week 5 Team Assignment Software

Week Five Homework Exercise PSYCH/610 Version 1 1 University of Phoenix Material Anne Jinner Week Five Homework Exercise Answer the following questions, covering material from Ch. 11 of the Methods in Behavioral Research text: 1. What are single-case designs and when are they most useful? Single case designs are used when trying to determine a single case study and a single research participant (Cozby, 2009). These types of designs are most used in clinical, counseling, and educational settings because the behavior is measured and manipulated over a period of time (Cozby, 2009). 2. How may a researcher enhance the generalizability of the results of a single case design? When repeating the same design with other subjects, the generalizability of the design can be improved because this shows that other subjects may have the same or similar results (Cozby, 2009). 3. What is the relationship between quasi-experiments and confounding variables? Provide an example Quasi-experiments are often self-selected instead of randomly selected. It is much easier to control the possibility of confounding variables when the subjects are randomly selected (Cozby, 2009). An example of a quasi-experiment with confounding variables is trying to determine the type of punishment for a child. If the household believes in corporal punishment and the other does not, this could cause a confounding variable in the study. 4. Provide examples of: one-group posttest designs and one-group pretest and posttest


c."ominal: d.Ratio scale:e.#ontinuous:f.$iscrete:1%. &ollowing are the speeds of '( cars cloced by radar on a particular road in a )%!mph *one ona particular afternoon:)(+ ),+ '2+ ),+ )(+ %2+ ),+ )'+ ),+ ))+ )(+ )2+ )%+ )2+ )-+ )'+ ),+ )1+ )%+ 2(2'+ ',+ 2)+ )1+ )2+ '%+ )'+ )-+ 2+ '(+ )'+ )+ '(+ %2+ )1+ ))+ 1%+ 2-+ ),+ '(/ae a frequency table and a histogram+ then describe the general shape of the distribution21. Rasausas and 0tolt* 2((- ased a group of ' adolescents about their involvement intraditional and electronic bullying. 3he researchers defined electronic bullying as 45a meansof bullying in which peers use electronics 6such as text messages+ emails+ and defaming 7ebsites8 to taunt+ threaten+ harass+ and9or intimidate a peer p.%,%. 3he table below is afrequency table showing the adolescents; reported incidence of being victims or perpetrators or traditional and electronic bullying. a.<sing this table as an example+ explain the idea of a frequency table to a person who has never had a course in statistics. b.Explain the general meaning of the pattern of results.

=ncidence of 3raditional and Electronic >ullying and?ictimi*ation "@'&orms of >ullying

AElectronic victims'1'.3ext!message victim2-)2.1=nternet victim websites+ chatrooms1)1%.%Picture!phone victimB.%3raditional ?ictims,(-1.'Physical victim)'%.23easing victim%(%B.%Rumors victim)2).,Exclusion victim)(%(Electronic >ullies121.'3ext!message bully121.'

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