Single sample One-tailed versus two-tailed tests One-tailed versus two-tailed tests t-test: t-test:Use Significance level (type I and II errors) Degrees of freedom (df)

Two samples Unpaired or independent samples t-test Unpaired or independent samples t-test Paired or dependent samples t-test Paired or dependent samples t-test

Non-parametric statistics Chi-square Test (χ 2 ): Used with nominal variables in two independent categories Chi-square Test (χ 2 ): Used with nominal variables in two independent categories Works by comparing the actual scores to probability estimates Works by comparing the actual scores to probability estimates Rank-order methods: Scores transformed into ranks Rank-order methods: Scores transformed into ranks Wilcoxon matched-pairs signed ranks test: For dependent samples Wilcoxon matched-pairs signed ranks test: For dependent samples Mann-Whitney U test: For independent samples Mann-Whitney U test: For independent samples

Multigroup statistical methods ANOVA (Analysis of Variance) ANOVA (Analysis of Variance) Saves time Saves time Reduces probability of significance by chance Reduces probability of significance by chance Rationale: Between group and within group variance Rationale: Between group and within group variance Is variability between groups > variability within groups Is variability between groups > variability within groups Statistic: F ratio and df Statistic: F ratio and df

One-way ANOVA: Similar to independent samples t-test One-way ANOVA: Similar to independent samples t-test Two-way ANOVA: Two independent variables Two-way ANOVA: Two independent variables Two main effects and one interaction Two main effects and one interaction Multiple comparison methods: Post-hoc tests Multiple comparison methods: Post-hoc tests Scheffe (unequal sample size) Scheffe (unequal sample size) Tukey (equal sample size) Tukey (equal sample size)

Randomized blocks ANOVA (RBANOVA): For repeated measures designs Randomized blocks ANOVA (RBANOVA): For repeated measures designs Analysis of covariance (ANCOVA): Controls for variables that might affect data Analysis of covariance (ANCOVA): Controls for variables that might affect data Non-parametric multigroup tests Non-parametric multigroup tests Friedman two-way analysis of variance Friedman two-way analysis of variance Kruskal-Wallis one-way analysis of variance Kruskal-Wallis one-way analysis of variance

Complex statistical methods Multivariate ANOVA (MANOVA): More than one dependent variable Multivariate ANOVA (MANOVA): More than one dependent variable Discriminant analysis: Estimates the contribution of each dependent variable in separating groups. Discriminant analysis: Estimates the contribution of each dependent variable in separating groups. Factor analysis: Organize observations into underlying constructs Factor analysis: Organize observations into underlying constructs

Research proposal outline Title Title Abstract Abstract Table of contents, budget, resources, biographical sketches Table of contents, budget, resources, biographical sketches Research protocol Research protocol Specific aims Specific aims Background and significance Background and significance Methods Methods Ethical issues: IRB Ethical issues: IRB References References

Title page Title: Short, succint, unambiguous. Title: Short, succint, unambiguous. “A study to investigate physiological measures of anxiety and their relation to stuttering adaptation during oral reading trials under two levels of audience complexity” “A study to investigate physiological measures of anxiety and their relation to stuttering adaptation during oral reading trials under two levels of audience complexity” Investigator details (degree, affiliation, contact) Investigator details (degree, affiliation, contact) Agency to which being submitted Agency to which being submitted

Abstract Abstract words words Summary of proposed research Summary of proposed research Budget: Equipment, subject payments, salaries, travel, consultants, administrative costs. Budget: Equipment, subject payments, salaries, travel, consultants, administrative costs. Biography: Education, skills, abilities. Resume, pilot studies, completed investigations, existing grants. Biography: Education, skills, abilities. Resume, pilot studies, completed investigations, existing grants.

Research protocol Specific aims: Objectives, rationale Specific aims: Objectives, rationale Background and significance: Existing knowledge, Priliminary work, Theoretical and practical consequences, Clinical applications. Background and significance: Existing knowledge, Priliminary work, Theoretical and practical consequences, Clinical applications. Methods: Sampling, subjects, measurements, procedures, data analysis. Methods: Sampling, subjects, measurements, procedures, data analysis. Ethical issues: IRB, human/animal subjects protection Ethical issues: IRB, human/animal subjects protection

References Appropriate citations Appropriate citations Watson, Jensen, Smith, and Kelly (1987) Watson, Jensen, Smith, and Kelly (1987) Watson et al. (1987) Watson et al. (1987) (Miller, 1991) (Miller, 1991) (Miller, 1991; Killion, 1992) (Miller, 1991; Killion, 1992) Complete references. Complete references. Author (year). Title. Ear and Hearing, 36, Author (year). Title. Ear and Hearing, 36,

Writing Concise, clear, efficient, effective Concise, clear, efficient, effective “ The results of the study indicated that when faced with hyperactive children with short attention spans (AD-HD) who were clearly unmotivated and who eventually became unresponsive to test stimuli because of their distractibility, clinicians were prone to modify their instructional techniques by terminating reinforcement followed by the introduction of a “time out” phase, during which time the training program was suspended for a period of few minutes or more.” “ The results of the study indicated that when faced with hyperactive children with short attention spans (AD-HD) who were clearly unmotivated and who eventually became unresponsive to test stimuli because of their distractibility, clinicians were prone to modify their instructional techniques by terminating reinforcement followed by the introduction of a “time out” phase, during which time the training program was suspended for a period of few minutes or more.” When the rate of the response being trained decreased by 10%, the clinicians suspended the training program for 5 to 10 minutes. When the rate of the response being trained decreased by 10%, the clinicians suspended the training program for 5 to 10 minutes. Resources: APA, AIP Resources: APA, AIPAPAAIPAPAAIP