MARYVILLE SOSC341 2022 July Assignment - Frequency Tables & Grouped Frequency Tables Latest

SOSC341 Understanding Statistical Inference

Assignment   Frequency Tables & Grouped Frequency Tables

Complete the following problems using what we have learned in class to this point. You may complete these problems on a sheet of paper and submit of picture of your work or using a tablet or computer (writing out the problems that require math). The task is not to use computer software or applications to answer the questions but to complete them by hand. You will be graded based on completing each problem (or attempting to do so) but also the accuracy of your responses. If you have questions pertaining to these questions or anything in the class, please contact me and ask.

Review the videos in your Module Resources and Tutorials 1 before completing this assignment.

Assignment

In a senior research class, several students decided to see if the perception of the passage of time was influenced by age. They asked volunteers to participate in a time estimation task. Participants were first asked their age. Then, they were told that as soon as a green light flashed 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

ID            Age Group          Error      ID            Age Group          Error

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

8              1              1.00        18           2              1.00

9              1              -1.00      19           2              11.00

10           1              -16.00    20           2              14.00

 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. 

Then, use the data from your grouped frequency distributions to answer the following questions:

What percentage of over-50-year-olds made errors of 5 milliseconds or less?

How many of the participants in age group 1 made underestimations of the time interval?

How many of the over-50-year-olds made underestimations? iv)    How many participants (considering both groups) made overestimations?

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?

Age group (infant, toddler, school-age)

Errors (in milliseconds)

Coffee serving size (short, tall, grande, venti, trenta)

Score on the Myers-Briggs Personality Inventory (Extroverted/Introverted, Sensing/Intuiting, Thinking/Feeling, Judging/Perceiving)

Quality of sleep (from 1 [very poor] to 5 [excellent].