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The following MINITAB output presents the | Ch 6.4 - 13E

Statistics for Engineers and Scientists | 4th Edition | ISBN: 9780073401331 | Authors: William Navidi ISBN: 9780073401331 38

Solution for problem 13E Chapter 6.4

Statistics for Engineers and Scientists | 4th Edition

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Statistics for Engineers and Scientists | 4th Edition | ISBN: 9780073401331 | Authors: William Navidi

Statistics for Engineers and Scientists | 4th Edition

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Problem 13E

Problem 13E

The following MINITAB output presents the results of a hypothesis test for a population mean µ. Some of the numbers are missing Fill them in

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Chapter 7 cont. Encoding – initial storage into memory Storage/consolidation – maintaining stored memory Retrieval – reactivating the memory for further processing Encoding/currency studies Craik & Tulving – proposed that the more deeply you process info, the better its encoded - memorize list of words w/ different depths of processing - Pronounce: low level processing, images: high level processing, imaged words remembered better later Depth of processing effect Godden & Baddely study: same context group performed significantly better Transfer­appropriate processing – retrieval works best when conditions are similar to encoding conditions (study the way you’ll be tested) Cued recall – question + prompt free recall – question Ebbinghaus memory studies – exponential forgetting curve: large amount forgotten early, nothing later Forgetting curve Memory failures – multiple possible failure points / 4 common problems: forgetting, interference, misattribution, and false memory Interference – similar/overlapping info can interfere w/ memory, producing storage and retrieval errors Proactive interference – old info interferes w/ new info retroactive interference – new info interferes w/ old source amnesia – when info is correctly remembered but mistakenly associated w/ an incorrect source ex. John told me the party was here (when its actually here) cryptomnesia/Reagan/Harrison – mistakenly remembering someone else’s ideas as one’s own false memories Loftus & Palmer study ­ memories can be modified and manipulated after encoding > false memory Source Misattribution: memory failure / source error Misinformation Acceptance: impairment in memory for past that arises after exposure to misleading info Implanted memories ­ researchers make people believe that they remember an event that actually never happened Imagination inflation – finding that imagining an event which never happened can increase confidence that it actually occurred Overconfidence in memory – overestimate our knowledge and ability to predict Memory distortion effects – fabricated recollection of events Legal implications Repressed memories – memories that have been unconsciously blocked due to memory being associated w/ high levels of stress or trauma Types of amnesia – ­ Functional: most likely due to psychological trauma Anterograde­ forward/retrograde – moving backward Ribot gradient – during incidents of retrograde amnesia, recent memories are more likely to be lost than more remote memories > time dependent process of memory reorganization Brain substrates/hippocampi Beth's story/semantic memory – ideas and concepts not drawn form personal experience Memory consolidation – strengthening the stability of stored information Reconsolidation – keep it permanently ECT Standard consolidation theory – Multiple Memory Trace Theory – memory consolidation model: each time some info is presented to a person, it is neurally encoded in a unique memory trace composed of a combo of its attributes Confabulation – memory disturbance, due to fabricated or misinterpreted memories about oneself or the world Korsakoff’s disease – chronic memory disorder caused by severe deficiency of vitamin b­1 > most commonly caused by alcohol misuse Chapter 8 Skill memory – difficult to convey except by direct demonstration, may be acquired w/o awareness, require several repetitions, procedural learning Memory for events and facts – easily communicated in different formats, content is consciously accessible, can be acquired in singly exposure Types of skill memory/qualities – one can demonstrate an ability, one can learn something w/o awareness, may require several repetitions to learn Procedural memory/non­declarative – observation and practice > operant conditioning: lever pressing ability improves w/ practice / can be long lasting Perceptual motor skills – dancing, playing instrument, typing on keyboard Cognitive skills – reasoning, solving calculus problems, working a puzzle Closed skills – learning a predefined sequence of movements > ex. Choreographed dances Open skills – responses based on predictions about changing demands in the environment ex. Dances that allow for varied movements – salsa, swing dancing Expert – perform skill better than most others gifted differences – master a skill w/ ease Twins and the rotary task – twins w/ same talent and practice effects except one becomes concert pianist and other doesn’t > due to effort alone b/c genetically identical Genetic and sex differences in learning – males found to score higher in math > interests, motivation Practice Power of Learning Law – states that learning occurs rapidly at first, then levels off Improving an acquired skill Implicit learning: learning w/o conscious effort explicit learning: learning w/ conscious effort Serial reaction time – present visual cue and subjects learn to press appropriate key > begin to anticipate sequence and become faster > no idea sequences repeated ­ results: learned w/o realizing Skill decay – if you don’t use it, you lose it Transfer of training – generalization of a skill from one context to another > baseball player trying to play softball / baseball playing trying to play cricket Transfer specificity – skills don’t transfer well > concert pianist can be a lousy dancer Identical elements theory Motor programs Model of Skill Acquisition - cognitive stage: active thinking part required to encode a skill - associative stage: practicing the skill w/o having to think about every move or step - autonomous stage: skill and all of the components to perform it have become interconnected > well learned Brain substrates/basal ganglia – basal ganglia sends output signals to thalamus then to brainstem > coordinating physical movement between motor control circuits Cortical representations – regions of the cortex involved in performing a skill expand w/ practice, while regions not involved show fewer changes ­ violin players vs. non­violin players: showed more cortical activation in somatosensory cortex when using their playing fingers Non­human animals/cerebellum Timing Mirror tracing Apraxia – damage to cerebral cortex can cause poor coordination of purposeful, skilled movements Huntington’s disease – inherited; causes damage to the brain neurons (BG and cerebral cortex) Parkinson's disease ­ disrupts normal functioning of the basal ganglia and progressive deterioration of motor control and skill learning abilities Deep brain stimulation

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Chapter 6.4, Problem 13E is Solved
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Textbook: Statistics for Engineers and Scientists
Edition: 4
Author: William Navidi
ISBN: 9780073401331

The full step-by-step solution to problem: 13E from chapter: 6.4 was answered by , our top Statistics solution expert on 06/28/17, 11:15AM. This full solution covers the following key subjects: fill, hypothesis, mean, minitab, missing. This expansive textbook survival guide covers 153 chapters, and 2440 solutions. Since the solution to 13E from 6.4 chapter was answered, more than 328 students have viewed the full step-by-step answer. Statistics for Engineers and Scientists was written by and is associated to the ISBN: 9780073401331. This textbook survival guide was created for the textbook: Statistics for Engineers and Scientists , edition: 4. The answer to “The following MINITAB output presents the results of a hypothesis test for a population mean µ. Some of the numbers are missing Fill them in” is broken down into a number of easy to follow steps, and 25 words.

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The following MINITAB output presents the | Ch 6.4 - 13E