| 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?