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11-26 Exercise 11-11 presented data on y chloride concentration in surface streams and x roadway area (a) Test the hypothesis H0: 1 0 versus H1: 1 0 using the analysis of variance procedure with 001 (b) Find the P-value for the test in part (a) (c) Estimate the standard errors of 1 and 0 (d) Test H0: 0 0 versus H1: 0 0 using 001 What conclusions can you draw Does it seem that the model might be a better t to the data if the intercept were removed 11-27 Refer to Exercise 11-12, which gives 20 observations on y shear strength of a propellant and x propellant age (a) Test for signi cance of regression with 001 Find the P-value for this test (b) Estimate the standard errors of 0 and 1 (c) Test H0: 1 30 versus H1: 1 30 using 001.

Practice effect: Small for ages 16 89 (gain of 0.4 scaled-score point) Subtest specificity/Error variance: 34% vs. 18% (ample specificity) Primary Oblimin Factor Loading: Ages 16 74: Working Memory factor = .70 Ages 75 89: Working Memory factor = .62 Most related to: Arithmetic (r = .55) and Digit Span (r = .57) Least related to: Object Assembly (r = .29) Aging Analysis of Letter-Number Sequencing Mean scaled score across the adult age range (controlling for education at ages 20 89):

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What is the P-value for this test (d) Test H0: 0 0 versus H1: 0 0 using 001 What is the P-value for this test (e) Test H0: 0 2500 versus H1: 0 2500 using 001 What is the P-value for this test 11-28 Suppose that each value of xi is multiplied by a positive constant a, and each value of yi is multiplied by another positive constant b Show that the t-statistic for testing H0: 0 versus H1: 1 0 is unchanged in value 1 11-29 Consider the no-intercept model Y x with the s NID(0, 2) The estimate of 2 is s2 n n 2 x 2 2 1n g i 1 1 yi 12 and V 1 2 g i 1 x 2 i i (a) Devise a test statistic for H0: 0 versus H1: 0.

[ACL]

(b) Apply the test in (a) to the model from Exercise 11-17 11-30 The type II error probability for the t-test for H0: 1 1,0 can be computed in a similar manner to the t-tests of 9 If the true value of 1 is 1, the value d 0 1,0 12 Sxx is calculated and used as 1 0 1 11n the horizontal scale factor on the operating characteristic curves for the t-test, (Appendix Charts VIe through VIh) and the type II error probability is read from the vertical scale using the curve for n 2 degrees of freedom Apply this procedure to the football data of Exercise 11-4, using 24 and 0005, where the hypotheses are H0: 1 001 ver1 sus H1: 1 001..

wrong sequence. Short-term memory may be implicated if part of the sequence is correct but some of the numbers or letters are forgotten. Observe the examinee for signs of stimulus overload, which can lead to frustration. Statements such as that is too much to remember at once or how about just the numbers can be indicative of an examinee being overwhelmed with the amount of auditory stimuli. Digits Backward is more conceptually related to Letter-Number Sequencing than Digits Forward. Both the backward span and LNS require the examinee to mentally manipulate or visualize the stimuli. (Some examinees who rely on visualization strategies will close their eyes during the administration of the items and/or during their response.) If strategies were generated to respond to Digits Backward, the examinee may benefit from using those or similar strategies on LNS. As there are three trials for each item, subjects have an opportunity to develop and test strategies. Test the limits or question the examinee after the test is complete to gather information about any strategies that may have been generated to complete the task. Like Digit Span, the skills required for this test are impaired more by state (test) anxiety than by chronic anxiety. Whereas number sequences are automatic for most adolescents and adults, the precise alphabetic sequence has not been adequately overlearned for many individuals. Note whether some examinees consistently make errors on the letters but get all numbers right. Do these individuals have reading problems (e.g., illiteracy or dyslexia) LNS is a novel task, not likely to be encountered in the real world, and requires a good flexible approach to succeed. Adolescents and adults who do poorly may display problems on other tasks that depend on fluid ability (e.g., Matrix Reasoning) or flexibility (e.g., Similarities).

11-6 11-6.1

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