In 1974, Loftus and Palmer conducted a classic study demonstrating how the language used to ask a question can influence eyewitness memory. In the study, college students watched a film of an automobile accident and then they were asked questions about what they saw. One group was asked "About how fast were the cars going when they smashed into each other?" Another group was asked the same question except the verb was changed to "hit" instead of "smashed into". The "smashed group reported significantly higher estimates of speed than the "hit" group. Suppose a researcher repeats the study with a sample of today's college students and obtains the following results: For the following set of scores: into" Smashed into n = 15 Mean = 40.8 SS=510 Hit n = 15 Mean = 34.0 SS=414 Do these results indicate a significantly higher estimated speed for the "smashed into" group? What is the effect size?

In 1974, Loftus and Palmer conducted a classic study demonstrating how the language used to ask a question can influence eyewitness memory. In the study, college students watched a film of an automobile accident and then they were asked questions about what they saw. One group was asked "About how fast were the cars going when they smashed into each other?" Another group was asked the same question except the verb was changed to "hit" instead of "smashed into". The "smashed group reported significantly higher estimates of speed than the "hit" group. Suppose a researcher repeats the study with a sample of today's college students and obtains the following results: For the following set of scores: into" Smashed into n = 15 Mean = 40.8 SS=510 Hit n = 15 Mean = 34.0 SS=414 Do these results indicate a significantly higher estimated speed for the "smashed into" group? What is the effect size?

Glencoe Algebra 1, Student Edition, 9780079039897, 0079039898, 2018

18th Edition

ISBN:9780079039897

Author:Carter

Publisher:Carter

Chapter10: Statistics

Section10.6: Summarizing Categorical Data

Problem 13CYU

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