SITUATION 2.

IV ( Age) DV ( Language Proficiecy Score)- Finding the relationship (correlation

analysis or a simple linear regression) relationship (correlation),, both continuous. Small p,
probability of getting wrong. R- strong relationship
Correlation Analysis:Use a Pearson correlation coefficient if both variables (starting age and
proficiency scores) are continuous and approximately normally distributed. Simple Linear
Regression:If the researcher wants to predict language proficiency based on starting age, a
regression analysis is more appropriate. Go to the Regression tab → Correlation or Linear
Regression. For Correlation:Add starting age and language proficiency score to the analysis
box.Check the Pearson correlation coefficient.For Regression:Assign starting age as the
independent variable.Assign language proficiency score as the dependent variable.
Assumptions to Check For Correlation:Normality: Test the normality of both variables using the
Shapiro-Wilk test in the Descriptives tab.Linearity: The relationship between the two variables
should be approximately linear (inspect scatterplots).For Regression:Normality of
residuals.Linearity between the independent and dependent variable.Homoscedasticity (equal
variance of residuals across predicted values).If either variable is not normally distributed, use
the Spearman Rank Correlation (a non-parametric test).
SITUATION 3 IV Type of input: 2 groups (comparison,, difference) if two groups,, t test.Since we
are comparing the means of two independent groups, then we use Independent samples t-test
of which its assumptions are that .The data in both groups are normally distributed as reflected
in its Shapiro Wilk.the p-value of Levene’s test reflects similar variance. Independent Samples T-
test there NO evidence, beyond reasonable doubt, that there is a difference between the
variances, so we can ASSUME homogeneity of variance. The t-test is appropriate, if other
assumptions are also satisfied.
This is a categorical variable with two levels:Experimental group (exposed to Hebrew
television).Control group (not exposed to Hebrew). DV Hebrew proficiency test scores: A
continuous variable representing the number of correct answers on the 100-item
test.Independent Samples t-test. The study compares the means of two independent groups
(experimental vs. control) on a continuous dependent variable (test scores) Select Independent
Samples T-Test.Assign the Hebrew proficiency test scores as the dependent variable.Assign the
type of input (experimental vs. control) as the grouping variable.Check the
assumptions:Normality: Use the Shapiro-Wilk test.Homogeneity of variances: Look at Levene’s
test.If p > 0.05: Fail to reject the null hypothesis (no significant difference between the
groups).If p ≤ 0.05: Reject the null hypothesis (significant difference between the groups).
Violated?Normality Violated: Use a Mann-Whitney U Test (non-parametric alternative). This is
available in the T-Tests tab.Homogeneity of Variances Violated: Use Welch's t-test (also in the
T-Tests tab Calculate the effect size (e.g., Cohen's d) to measure the magnitude of the difference
between the groups.Check descriptive statistics (mean and standard deviation for each group)
to contextualize the results.This analysis will determine if the exposure to Hebrew television
significantly improves Hebrew proficiency compared to no exposure.
SITUATION 4 (comparison,, difference)3 groups,, Independent measures,, since we have only
one IV Similar variance,, since Levene’s p-value is greater than 0.05. ALL NORMAL, therefore
we use ONE WAY ANOVA.There is significance difference,, have post hoc analysis (to know
which group)( IV) Age group: This is a categorical variable with three levels: DV( Hebrew
proficiency test scores): A continuous variable representing the test scores.To examine whether
age influences proficiency across three groups, the appropriate test is a One-Way ANOVA.The
study compares the mean proficiency scores of three independent groups (age groups). ANOVA
determines whether the differences between the group means are statistically significant.Go to
the ANOVA tab → Select One-Way ANOVA.Assign the Hebrew proficiency test scores as the
dependent variable.Assign age group as the independent variable.Check for
assumptions:Normality: Use the Shapiro-Wilk test for each group.Homogeneity of variances:
Use Levene’s test (found in the ANOVA settings).
Post-Hoc Tests If the ANOVA shows a significant result (p ≤ 0.05), it means at least one group
differs from the others. To identify which groups differ, perform post-hoc tests (e.g., Tukey's
HSD). Assumptions of One-Way ANOVA Normality: The distribution of test scores within each
age group should be approximately normal. Homogeneity of Variances: The variance of test
scores should be similar across groups (Levene’s test p > 0.05).Violated?Normality Violated:
Use a Kruskal-Wallis H Test (non-parametric alternative to ANOVA), available under the ANOVA
tab in JASP.Homogeneity of Variances Violated: Use a Welch's ANOVA (also available in
JASP).Interpretation of Results ANOVA p-value:p > 0.05: Fail to reject the null hypothesis (no
significant differences between age groups). p ≤ 0.05: Reject the null hypothesis (age influences
proficiency).
SITUATION 5 Social reinforcement ( IV) Number of marbles placed in the box (DV). An
Independent Samples t-test is appropriate to compare the means of the two groups, provided
the assumptions of normality and homogeneity of variance are met. Select Independent
Samples T-Test.Assign the number of marbles as the dependent variable.Assign social
reinforcement group as the grouping variable. Check for assumptions: Normality: Use the
Shapiro-Wilk test on the number of marbles for each group.Homogeneity of variances: Look at
Levene's test in the t-test output.Interpretation : T-Test Results: p > 0.05: Fail to reject the null
hypothesis (no significant difference between the groups). p ≤ 0.05: Reject the null hypothesis
(significant difference between the groups).Descriptive Statistics:Compare the mean number of
marbles for the two groups to understand the direction of the effect.Violated Normality
violated: Use the non-parametric Mann-Whitney U Test,Homogeneity of variances violated:
Use Welch's t-test instead of the standard Independent Samples t-test.Potential Follow-Up.
Effect size: Compute Cohen's d to measure the strength of the difference between the
groups.Additional analyses: Explore possible confounding variables (e.g., gender, prior motor
skill levels) if available in the dataset.
SITUATION 6 Is there significant interaction?? If greater than 0.05,, there is no , Descriptive
plots,, gender for horizontal axis,, separate Units (Group)The difference between the two is
not significant.
IV Social reinforcement (encouraged vs. not encouraged), as in the original experiment. This is
a between-subjects variable.Gender (boys vs. girls), also a between-subjects variable.DV
(Number of marbles placed in the box) In this case, the researcher would perform a two-way
(2x2) Analysis of Variance (ANOVA), which allows for testing: The main effect of social
reinforcement on performance (does reinforcement affect the number of marbles placed in the
box?).The main effect of gender on performance (do boys and girls perform differently?). The
interaction effect between social reinforcement and gender (does the effect of social
reinforcement depend on whether the child is a boy or a girl?).
The experiment now has two independent variables (social reinforcement and gender), both
with two levels, making it a 2x2 design.A two-way ANOVA can test the impact of both
independent variables simultaneously, including their interaction.
Go to the ANOVA tab → Select Factorial ANOVA.Assign social reinforcement (encouraged vs.
not encouraged) and gender (boys vs. girls) as the factors.Assign number of marbles as the
dependent variable.Ensure that both factors are treated as categorical, and the dependent
variable is continuous.Check the assumptions for ANOVA:Normality: Use Shapiro-Wilk tests for
both groups (within each gender and reinforcement condition).Homogeneity of variances: Use
Levene’s test to check if variances are equal across the groups.
Main Effect of Social Reinforcement:If p ≤ 0.05, it indicates that social reinforcement has a
significant effect on the number of marbles placed in the box.Main Effect of Gender:If p ≤ 0.05,
it indicates that there is a significant difference between boys and girls in their motor task
performance, regardless of reinforcement.Interaction Effect:If p ≤ 0.05, it suggests that the
effect of social reinforcement on motor task performance depends on whether the child is a boy
or a girl.For example, social reinforcement might have a stronger effect on one gender than the
other, or it might not affect one gender at all.Post-hoc Tests (if significant interaction):If there’s
a significant interaction, perform post-hoc tests (e.g., simple main effects analysis) to better
understand how the factors interact.Violated? NormalityUse non-parametric tests like the
Kruskal-Wallis test or Mann-Whitney U test for individual groups, though this would require
testing each group separately. Homogeneity of Variances Violated: Use a Welch’s ANOVA in
case of unequal variances, which is available in JASP.
This revised approach will allow the researcher to determine if social reinforcement affects
motor skills differently based on gender and whether the effect of reinforcement is consistent
across both boys and girls.
SITUATION 7. In this study, the researcher wants to investigate the relationship between active
sports performance and stress levels using a questionnaire. The main goal is to assess whether
there is a connection between being an active sports participant and the level of stress they
experience. Categorical data. Contigency table. chi-square. ROW - ACTIVE IN SPORTS .COLUMN-
STRESS.RELATIONSHIP- scale vs. Scale. 3 groups,, comparison, difference IV (Active sports
participation (Yes/No) DV Stress level (on a 3-point scale) — This is an ordinal variable, with
three possible levels of stress: Since the independent variable is categorical (active sports
participation: Yes or No) and the dependent variable is ordinal (stress level on a 3-point scale),
the appropriate test to use is the Mann-Whitney U Test (a non-parametric test).
Why Mann-Whitney U Test?The Mann-Whitney U Test is used because the dependent variable
(stress level) is ordinal, and the data does not necessarily meet the assumptions for parametric
tests (like normality). The Mann-Whitney U test will compare the distributions of stress scores
between the two groups (active vs. non-active sports participants).
Alternatively, if the researcher prefers a chi-square test, it can be used to examine the
association between two categorical variables, where one variable is the type of sports
participation and the other is the stress level.

Go to the Non-parametric tests tab → Select Mann-Whitney U Test.Assign active sports

participation (Yes/No) as the grouping variable.Assign stress level (1, 2, or 3) as the dependent
variable.Run the test and check the output for the U statistic and p-value.
Interpretation:p > 0.05: Fail to reject the null hypothesis (no significant difference in stress
levels between active and non-active sports participants).p ≤ 0.05: Reject the null hypothesis
(there is a significant difference in stress levels between the two groups).Go to the Frequencies
tab → Select Contingency Tables.Create a 2x3 contingency table with active sports
participation as one variable and stress level as the other.Run the Chi-square test to examine if
there is a significant association between the two categorical variables.Interpretation:p > 0.05:
No significant association between sports participation and stress level.p ≤ 0.05: A significant
association exists between sports participation and stress level.Effect Size: For the Mann-
Whitney U Test, you can compute r to assess the magnitude of the effect.Post-hoc analysis (for
Chi-square test): If the Chi-square test is significant, post-hoc tests or adjustments (like the
adjusted standardized residuals) can provide more details on where the significant differences
lie between the groups.Limitations: The 3-point stress scale is ordinal, meaning that the
distances between the points are not guaranteed to be equal. Therefore, parametric tests (like a
t-test or ANOVA) are not appropriate.Confounding Variables: If possible, control for other
variables that may affect stress levels (e.g., age, gender, social support) to ensure that any
significant findings are related to sports participation.
By using the Mann-Whitney U test or Chi-square test, the researcher can determine whether
there is a significant relationship between active sports participation and the level of stress
experienced by individuals.