Solution Manual for Answering Questions With Statistics, 1st Edition

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Chapter 1: IntroductionPractice Problem Answers1.a.number of cases: 253; units of analysis: young persons “hanging out” at a mallb.number of cases: 1500; units of analysis: adult Americansc.number of cases: 50; units of analysis: ruralchurches2.(Answers will vary.)a.theoretical definition: a feeling of assurance in oneself and one’s powers and abilities;operational definition: an ordinal variable with the attributes low, medium, and highmeasured with the single question “People vary when it comes to self-confidence. Somehave only a little, some have a lot. Would you say you have low self-confidence, mediumself-confidence, or high self-confidence?”b.theoretical definition: ; operational definition: an ordinal variable with the attributeslower class, working class, middle class, and upper class measured with the singlequestion “If you were asked to use one of four names for your social class, which wouldyou say you belong in: the lower class, the working class, the middle class, or the upperclass?”3.(Answers will vary.)a.Anthropology, Criminal Justice, Social Work, Sociology, otherb.0%, 1%, 2%, … 98%, 99%, 100%c.0, 1, 2 to 3, 4 to 5, 6 to 9, 10 or mored.very dissatisfied, moderately dissatisfied, slightly dissatisfied, slightly satisfied,moderately satisfied, very satisfied4.a.discreteb.continuousc.discreted.continuous5.a.Do the attributes cover all the possibilities without overlapping? Can the attributes be putin a natural order from low tohigh? Do the attributes form a numeric scale?b.yes, no (3rd question not asked)c.yes, yes, nod.yes, yes, yes6.ordinal

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7.a.interval/ratiob.nominalc.ordinald.ordinale.ordinalf.interval/ratio8.a reliability problem because it is concerned with consistency of measurement9.validity10.a.independent variable: distance; dependent variable: degree of fondnessb.independent variable: number of cooks; dependent variable: quality of the broth11.a.use of fertilizerb.plant growthc.amount of light12.first, that the two variables are statistically related (covariation); second, that changes in theindependent variable preceded changes in the dependent variable (temporal sequence); andthird, that the relationship between the two variables is still present when all other variablesthat might be creating the covariation are controlled (nonspuriousness)13.Covariation and temporal sequence are established. The researcher must also show that therelationship between social class and self-confidence still exists after other variables thatmight be creating the relationship have been controlled (nonspuriousness).14.In a census all elements of a population are measured; in a sample only a subset of theelements in the population are measured.15.a.probabilityb.non-probabilityc.non-probabilityd.probabilitye.non-probability16.a.non-probability sampleb.probability samplec.census

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Chapter 2: Data SetsPractice Problem Answers1.a.rowsb.columns2.a.variable viewb.variable viewc.variable viewd.data viewe.data view3.a variable name4.a.not legitimateb.not legitimatec.not legitimated.legitimate5.Numeric variable values may only contain numbers, decimal points, and positive or negativesigns. String variable values may contain any characters including spaces.6.a.432000b..0432c.−987000000d.−.009877.scale8.a.nominalb.ordinalc.scale (interval/ratio)9.a.a smart choice because it is numeric but outside the valid range of the variableb.not a smart choice because it is a possible valid value for the variablec.not a smart choice because it is not a numeric valued.not a smart choice because a cell might be left blank for other reasons

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10.a.Variable Viewb.Display Data File Information or Variable Viewc.Options (General tab)d.Options (Output Labels tab)e.Help | Topics | Index11.Frequencies12.(Student output should resemble theDisplay Data File Informationoutput and Data Viewprintout that appears in the problem. The Data View printout should contain a sixth linecontaining the student’s stats.)13.(Answers will vary.)

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14.(Answers will vary.)

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Chapter3: Frequency Tables and Univariate ChartsPractice Problem Answers1.Descriptive statistics summarize the cases in your data set and only those cases. Inferentialstatistics are designed to draw conclusions about larger groups for whom youdon’t havecomplete data.2.Univariate statistics tell you about single variables. Relationships between variables arereported by multivariate statistics.3.descriptive univariate4.a.nob.noc.nod.yes5.a.for any level of measurement variablesb.for any level of measurement variablesc.for any level of measurement variablesd.only for interval/ratio variables6.7.a.Valid Percentb.Percentc.Valid Percent

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d.Cumulative Percente.Frequency8.Valid Percent9.a.i.96.7%ii.1.4%iii.1.9%b.(Answers will vary.) Almost all 1980 GSS fiftysomethings belonged to a religion andalmost all who belonged to a religion belonged to a traditional American religion: 96.7%were Protestant, Catholic, or Jewish; 1.4% belonged to a non-traditional Americanreligion, and just 1.9% belonged to no religion.10.a.i.58.2%ii.14.1%iii.27.6%b.(Answers will vary.) The GSS young adults in 2010 were much less traditionallyreligious than the GSS young adults in 1980. While 87.8% of the 1980 GSS young adultswere Protestant, Catholic, or Jewish, only 58.2% of the 2010 GSS young adults were.The 2010 young adults were much more likely to belong to a non-traditional religion orno religion.11.a.i.28.4%ii.42.2%iii.29.4%b.(Answers will vary.) The percent of 2010 GSS twentysomethings who strongly identifiedwith their religion almost perfectly matched the percent with no religious affiliation.While 28.4% strongly identified with their religion, 29.4% reported no religiousaffiliation. The remainder identified but not strongly with their religion.12.a.i.42.6%ii.44.0%iii.13.5%b.(Answers will vary.) The fiftysomething baby boomers in the 2010 GSS were more likelyto strongly identify with their religion than the twentysomething baby boomers in the1980 GSS. Of the 2010 GSS middle-age adults, 42.6% strongly identified with theirreligion compared to 31.9% of the 1980 GSS young adults.

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13.a.i.72.17%ii.14.15%iii.6.60%b.(Answers will vary.)Almost three-fourths of the 1980 GSS fiftysomethings were raisedin families in which both parents were present: 72.17% were raised in families with bothparents present, 14.15% in one-parent households, and 6.60% in a parent and step-parenthousehold.14.a.

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i.53.37%ii.26.98%iii.9.68%b.(Answers will vary.) The 2010 GSS young adults were much less likely than the 1980GSS young adults to have been raised in a two-parent household: 74.0% of the 1980 GSStwentysomethings but only 53.4% of the 2010 GSS twentysomethings lived in a two-parent household. The 2010 GSS twentysomethings were almost twice as likely to beliving with just one parent.15.a.

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i.12.3%ii.87.7%iii.21.4%b.(Answers will vary.) The young adults in the 2010 GSS were more likely to haveearned a bachelor’s degree by the time of the survey than were the young adults in the1980 GSS. While 21.4% of the 2010 GSS young adults had a bachelor’s degree, only14.3% of the 1980 GSS young adults had that degree.16.a.

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i.2 siblingsii.6.2%b.(Answers will vary.) When it comes to the most common number of siblings, the1980 GSS young adults and the 2010 GSS young adults were identical. For both,the mostcommon number was two. Only children (that is, no siblings) were morecommon among the 2010 GSS young adults (6.2%) than among the 1980 GSSyoung adults (1.8%).17.(Answers will vary.)

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Chapter4: Central Tendency and DispersionPractice Problem Answers1.Central tendency refers to what is common, typical, or representative of the values of caseson a variable. Measures of central tendency are the mode, median, and mean.2.Dispersion refers to the variety or differences in the values of cases on a variable. Measuresof dispersion are percent distribution, minimum, maximum, range, percentiles, variance, andstandard deviation.3.a.interval/ratiob.interval/ratioc.interval/ratiod.ordinale.ordinal4.minimum and maximum5.when the distribution of cases on the variable is badly skewed6.a.5 TV showsb.3 TV showsc.10 TV showsd.10 TV showse.0 TV showsf.10 TV shows7.a.3 sistersb.0 years offormal schooling8.99.610.611.median12.a.Canon City

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b.insufficient information to tell13.a.82.3%b.(Answers will vary.) Most of the twentysomethings who took part in the 2010 GSSbelieved in life after death. While 17.7% said they did not believe in life after death,82.3% said they did.14.a.83.1%b.(Answers will vary.) The twentysomething baby boomers who took part in the 1980 GSSand the fiftysomething baby boomers who took part in the 2010 GSS were quite similarin their belief in an afterlife. For the twentysomething baby boomers, 78.2% believed inlife after death; and for the fiftysomething baby boomers, 83.1% believed.15.a.i.bimodal: strong Democrat and independentii.independentiii.34.1%b.(Answerswill vary.) These 2010 GSS middle-age adults were more Democratic thanRepublican but were most often independent. 42.0% self-identified as independent,34.1% as Democrat, and just 23.9% as Republican.16.a.i.bimodal: Democrat but not strong and independentii.independent, nearly Democratiii.34.4%b.(Answers will vary.) The young adults in the 2010 GSS had very similar political partyidentifications to the young adults in the 1980 GSS. 34.2% of the 1980 twentysomethingswere Democrats, 47.7% were independents, and 18.2% were Republicans. For the 2010twentysomethings, the corresponding percents were 34.4%, 48.6%, and 16.9%.17.(Using the text’s definition of badly skewed as a skewness coefficient of −2.00 or lower or+2.00 or higher) none18.a.i.13.50 yearsii.13.00 yearsiii..133iv.2.424 yearsv.6 years and 20 yearsb.(Answers will vary.) The 2010 GSS young adults typically had more schooling than the1980 GSS young adults but there was more dispersion in the educational levels of the

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2010 GSS young adults. The 2010 GSS young adults had a mean of 13.50 years and astandard deviation of 2.424 years compared to a mean of 12.79 years and a standarddeviation of 2.139 years for the 1980 GSS young adults.19.a.i.11.75yearsii.12.00 yearsiii.−.069iv.3.472 yearsv.1 years and 20 yearsb.i.13.50 yearsii.13.00 yearsiii.−.359iv.2.948 yearsv.0 years and 20 yearsc.(Answers will vary.) The fiftysomethings in the 2010 GSS typically had more schoolingthan the fiftysomethings in the 1980 GSS; and there was slightly less variability in theeducational levels of the 2010 GSS fiftysomethings. For the 1980 GSS fiftysomethings,the mean years of schooling was 11.75 years with a standard deviation of 3.472 yearswhile the 2010 GSS fiftysomethings had a mean of 13.50 years and a standard deviationof 2.948 years.20.a.i.2.92 childrenii.3.00 childreniii..681iv.2.107 childrenv.0 children and 8 childrenb.i.2.10 childrenii.2.00 childreniii..965iv.1.562 childrenv.0 children and 8 childrenc.(Answers will vary.) The fiftysomethings in the 2010 GSS had typically fewer childrenthan the fiftysomethings in the 1980 GSS; and there was less variability in the number ofchildren of the 2010 GSS fiftysomethings. The 1980 GSS fiftysomethings had a mean of2.92 children with a standard deviation of 2.107 children. The 2010 GSS fiftysomethingshad a mean of 2.10 children with a standard deviation of 1.562 children.21.(Answers will vary.)

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