1. Participants are randomly assigned to 6 levels of exercise. Participants' moods are then measured.

Is this an experiment? Why or why not?

Is this exercise study a factorial experiment? Why or why not?

2. Look at the table below.

A1 | A2 | |
---|---|---|

B1 | 20 | 20 |

B2 | 30 | 30 |

a. Is there a main effect for A? Why or why not?

b. Is there a main effect for B? Why or why not?

c. Is there an interaction? Why or why not?

3. Consider the table below.

A1 | A2 | |
---|---|---|

B1 | 20 | 30 |

B2 | 30 | 40 |

a. Is there a main effect for A? Why or why not?

b. Is there a main effect for B? Why or why not?

c. Is there an interaction? Why or why not?

4. Examine the table below.

A1 | A2 | |
---|---|---|

B1 | 20 | 30 |

B2 | 30 | 20 |

a. Is there a main effect for A? Why or why not?

b. Is there a main effect for B? Why or why not?

c. Is there an interaction? Why or why not?

5. Make an ANOVA summary table for a between subjects design, having seven levels of exercise, five levels of meditation, and 700 participants.

Source | SS | df | MS | F |
---|---|---|---|---|

Exercise | 600 | |||

Meditation | 200 | |||

E X M interaction | 48 | |||

Error | 6650 | |||

Total |

6.

Math | Verbal | |
---|---|---|

No Training | 100 | 20 |

Training | 100 | 80 |

What can we say about the effects of training for math relative to verbal ability?

Why might we distrust the observed interaction?

7.

Children | Adult | |
---|---|---|

Reward | 20 | 30 |

Punishment | 30 | 20 |

What can we conclude about the overall effectiveness of rewards as compared to punishments? Why?

What can we conclude about the effects of age? Why?