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Let X equal the weight in pounds of a “1-pound” bag of

Probability and Statistical Inference | 9th Edition | ISBN: 9780321923271 | Authors: Robert V. Hogg, Elliot Tanis, Dale Zimmerman ISBN: 9780321923271 41

Solution for problem 7E Chapter 8.4

Probability and Statistical Inference | 9th Edition

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Probability and Statistical Inference | 9th Edition | ISBN: 9780321923271 | Authors: Robert V. Hogg, Elliot Tanis, Dale Zimmerman

Probability and Statistical Inference | 9th Edition

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Problem 7E

PROBLEM 7E

Let X equal the weight in pounds of a “1-pound” bag of carrots. Let m equal the median weight of a population of these bags. Test the null hypothesis H0: m = 1.14 against the alternative hypothesis H1: m > 1.14.

(a)With a sample of size n = 14, use the Wilcoxon statistic to define a critical region. Use α ≈ 0.10.

(b) What would be your conclusion if the observed weights were

(c) What is the p-value of your test?

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CLASS NOTES MARCH 14 , 2016 TH INTELLIGENCE 1. DIFFERENT THEORIES THERE’S MANY DIFFERENCES BETWEEN PERCEPTIONS IN PSYC AND POP CULTURE DEFINITION A. PIAGENT i. PSYC ADAPTATION THROUGH FOUR STAGES. EACH STAGE ASSESSED WITH A PRIAGENTIAN TASK (THE 2/3/4/5 CONSERVATIONALIST) ii. INTELLIGENCE IS NORMATIVE, ALL PEOPLE ACQUIRE IN THE SAME WAY B. BINET i. TASK WAS THE IDENTIFICATION OF SUBNORMAL VERSUS NORMAL IN THE CLASSROOM ii. DEVELOPMED DEFINITION OF INTELLIGENCE ANS ASSESSMENT METHODS. 1. 30 QUESTIONS FOR AGE 5-13 YO 2. EVOLVED INTO THE STANFORD BINET (STILL USED TODAY) iii. SAID INTELLIGENCE WAS THE ABILITY TO JUDGE, COMPREHEND, AND REASON WELL. iv. CURRENT INTELLIGENCE TESTS ARE THE WISC (WEXLER INTELLIGENCE SCALE FOR CHILDREN) AND THE STANFORD BINET 1. IDEOGRAPHIC B/C LOOKING FOR INDIVIDUAL DIFFERENCES 2. APPLIED CONCEPT OF “IQ” TO RATE/COMPARE AND STANDARDIZE INTELLIGENCE 3. USE: DIAGNOSTICS (MENTAL ILLNESS AND COURT, ADD/ADHD, LEARNING DISORDERS, SPECIAL EDUCATION DIAGNOSIS) 4. SAMPLE QUESTIONS: a. VOCAB VERBAL, GENERAL INFO VERBAL, VERBAL COMPREHENSION, SIMILIARTIES (LOOKING AT ABSTRACTS), ARITHMATIC. b. WORKING MEMORY QUESTIONS: DIGIT SPAN (REPITITION FORWARD AND BACKWARDS). HOW MANY OBJECTS CAN SAID PERSON STORE IN WORKING MEMORY ALSO LETTER/NUMBER SEQUENCING c. PROCESSING SPEED: (WORKSHEETS) SYMBOL SEARCHING TO MEASURE SPEED AND ACCURACY. d. PERCEPTUAL AND SPATIAL REASONING: BLOCK DESIGNS TO LOOK LIKE PICTURES AND PICTORAL GROUPING VIA CONCEPTS. ALSO SPATIAL VISUALIZATION: PIC INTO A BOX, LOOKS LIKE WHAT 5. TESTING TAKES 2-6 HRS. INDIVIDUAL MECHANISM. 6. AGE RANGE BINET: 2-85+ YO 7. AGE RANGE WISC: 2-7 YEAR OLDS. DIFFERENNT FOR 7+ YEAR OLDS. 8. IDEALLY MANIPUALTED TO FIT ACROSS CULTURES. C. STERNBERG i. FROM THE CHANGE THEORY OF LOVE (KNOWN FOR) THERE’S THE THEORY OF INTELLIGENCE. ii. TRIARCHIC EMPHASIS. iii. ASSESSMENT WAS RELATIVELY UNKNOWN, AN IDENTIFIED TASK WAS GIVING A CHILD 20 IDENTICAL CIRCLES AND ASKING HER TO CREATE A DIFFERENT THING OUT OF EACH AS FAST AS POSSIBLE. iv. THE GOAL: SUCCESSFUL INTELLIGENCE (THE THREE CORNERS OF TRIANGLE BELOW) 1. ANALYTICAL: SIMILAR TO TRADITIONAL INTELLIGENCE. ACQUIRING, APPLYING, AND ENGANGING IN SELF REGULATION 2. CREATIVE: FINDING NEW STRATEGIES TO SOLVE NEW PROBLEMS, ASPECT OF COMPLEXITY 3. PRACTICAL: ADAPT TO LIFE CHALLENGES, SHAPE TO ENVIRONMENT, SELECT METHOD FOR PERSONAL GOALS AND EVERYDAY WORLD. 4. EXAMPLE: CORY’S COOKIES (DVLPD OWN WAY FOR INCOME AND MOM TO BUY A CAR) v. EVERYONE NEEDS ALL THREE, BUT LEVELS BETWEEN INDIVIDULAS DIFFER. D. GARDNER i. GARDNER’S MULTIPLE INTELLIGENCES ii. SUPER CONTROVERSIAL BETWEEN PSYCOLOGISTS AND AND POP CULTURE. iii. BACKGROUND: CASE STUDY OF BRAIN INJURED PATIENTS: 9 DIFFERENT INTELLIGENCES iv. NO ASSESSMENTS, NOT FIRMLY GROUNDED RESEARCH. GROUNDS FOR HIGH DOUBT IN PSYC. v. WHEN ASSESSMENTS HAVE BEEN CREATED, SHOWS INTELLIGENCES ARE HIGHLY SIMILAR. 2. ON NATURE VS NURTURE IN INTELLIGENCE A. IS INDIVIDUAL DIFFERENCE IN IQ ATTRIBUTED TO INHERITANCE i. ABOUT 50% INHERITABLE, SHOWN BY IDENTICAL TWIN STUDIES. BUT THIS IS NOT GROUP APPLICABLE. WHY IS 50% OVERESTIMATED 1. ADOPTORS OF TWINS RAISED IN SEPARATE HOMES ARE MOSTLY MIDDLE TO HIGH SES, FAMILY BACKGROUND IS PRETTY SIMILAR SO IT CREATES A CONFOUND. ii. GENDER iii. ETHNIC/RACIAL (CONTAINS THE MOST CONTROVERSY) WHY IS IQ LOW IN AFR AMERICANS 1. SES IN AFRICAN AMERICANS VS WHITE POPULATION: WHEN THEY’RE THE SAME, IQ GAP IS LESS DRAMATIC 2. THE COMMUNICATION STYLES BETWEEN CHILDREN AND PARENTS INFLUENCE IQ TESTING: AFRICAN COMMUNICATION IS STYLED TO BE COLLABORATIVE BY TELLING A STORY, MOTHER AND CHILD SPIN OFF OF EACH OTHER IN A CONVERSATIONAL BANTER. WHITE PARENTS ARE MORE HIERARCHAL, SIMILAR 2 TO THE TEACHING STYLE OF THE EDUCATION SYSTEM. BECAUSE AFRICAN AMERICANS ARE LESS USED TO THE STANDARDIZED WAYS OF TESTS, THEY MIGHT UNDERPREFORM DUE TO NEW ENVIRONMENTS/CIRCUMSTANCES 3. STEREOTYPE THREAT: THE FEAR OF JUDGEMENT BY NEGATIVE EXISTING STEREOTYPES. THE ANXIETY FROM SUCH STEREOTYPES INTERFERES WITH THEIR PERFORMANCE 3. HEADING 1 Want to insert a picture from your files or add a shape, text box, or table You got it! On the Insert tab of the ribbon, just tap the option you need. Find even more easy-to-use tools on the Insert tab, such as to add a hyperlink or insert a comment. 3

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Chapter 8.4, Problem 7E is Solved
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Textbook: Probability and Statistical Inference
Edition: 9
Author: Robert V. Hogg, Elliot Tanis, Dale Zimmerman
ISBN: 9780321923271

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Let X equal the weight in pounds of a “1-pound” bag of