2. Lecturer’s desk Physics- atmospheric Sciences (PAS) - Room 201 s c r e e n Row A Row B Row C Row D Row E Row F Row G Row H 131211109 87 Row A 14131211109 87 Row B 1514131211109 87 Row C 1514131211109 87 Row D 16 1514131211109 87 Row E 17 16 1514131211109 87 Row F 1716 1514131211109 87 Row G 1716 1514131211109 87 Row H 16 18 table Row A Row B Row C Row D Row E Row F Row G Row H 15141716 1819 16 15 18171920 17161918 2021 18172019 2122 19182120 2223 20192221 2324 18172019 2122 19182120 2223 2143 56 2143 56 2143 56 2143 56 2143 56 2143 56 2143 56 2143 56 Row J Row K Row L Row M Row N Row P 2143 5 2143 5 2143 5 2143 5 2143 5 1 5 Row J Row K Row L Row M Row N Row P 27262928 30 25242726 28 24232625 27 23222524 26 25242726 28 27262928 30 6 14 131211109 87 16151817 19 202122 614131211109 87 16 15 18 17 19 20212223 614131211109 87 16 15 18171920 2122 23 6 14 131211109 87 1624181719 20 2122 231525 6 14 131211109 87 1624181719 20 2122 231525 Row Q 2143 5 27262928 30 6 14 131211109 87 242223 21 - 15 25 37363938 40 34 3132 3335 69 87 13 table 14 18 192021

3. MGMT 276: Statistical Inference in Management Fall 2015

4. We’ll be starting this next week

5. Name Major email phone # Announcements

6. By the end of lecture today 9/3/15 Use this as your study guide Nominal, Ordinal, Interval, Ratio Field observation/naturalistic research Surveys and questionnaire design Random versus non-random sampling techniques Questionnaire design and evaluation

7. Talking or whispering to your neighbor can be a problem for us – please consider writing short notes. More information on how to register clicker soon A note on doodling Remember bring your writing assignment forms notebook and clickers to each lecture

8. Homework due- (Thursday, September 10 th ) On class website: please print and complete homework worksheet #2 & 3 We’ll be using this for a writing assignment on Thursday

9. Just for Fun Assignments Go to D2L - Click on “Content” Click on “Interactive Online Just-for-fun Assignments” Complete Assignments 1 – 7 Please note: These are not worth any class points and are different from the required homeworks

10. Schedule of readings Before next exam: Please read Chapters 1 - 4 in OpenStax Supplemental reading (Appendix D) Supplemental reading (Appendix E) Supplemental reading (Appendix F) Please read Chapters 1, 5, 6 and 13 in Plous Chapter 1: Selective Perception Chapter 5: Plasticity Chapter 6: Effects of Question Wording and Framing Chapter 13: Anchoring and Adjustment

11. Measurement: observable actions Theoretical constructs: concepts (like “humor” or “satisfaction”) So far, Operational definitions Validity and reliability Independent and dependent variable Random assignment and Random sampling Within-participant and between-participant design Single blind (placebo) and double blind procedures Discrete versus continuous variables

12. Categorical data (also called qualitative data) - a set of observations where any single observation is a word or a number that represents a class or category Categorical versus Numerical data Numerical data (also called quantitative data) - a set of observations where any single observation is a number that represents an amount or count

13. Gender - male or female Handedness - right handed or left handed Family size Ethnic group Temperature (Fahrenheit) Age (Time since birth) Yearly salary Hair color GPA Breed of dog Categorical data (also called qualitative data) - a set of observations where any single observation is a word or a number that represents a class or category Numerical data (also called quantitative data) - a set of observations where any single observation is a number that represents an amount or count Please note this is a binary variable Temperature (Kelvin)

14. On a the top half of a writing assignment form please generate two examples of categorical data and two examples of numerical data Categorical data (also called qualitative data) - a set of observations where any single observation is a word or a number that represents a class or category Numerical data (also called quantitative data) - a set of observations where any single observation is a number that represents an amount or count Please note we’ll use the bottom half for something else

15. What are the four “levels of measurement”? Interval data - measurable differences in amount, equal intervals Ordinal data - order, rankings, differences in degree Ratio data - measurable differences in amount with a “true zero” Categorical data Numerical data Nominal data - classification, differences in kind, names of categories

16. What are the four “levels of measurement”? Nominal Ordinal Interval Ratio Names Categories Least numeric Weakest Names Categories Intrinsic ordering Approaching Numeric Categories Intrinsic ordering Equal sized intervals Units meaningful Most numeric Absolute zero

17. What are the four “levels of measurement”? Interval data - measurable differences in amount, equal intervals Ordinal data - order, rankings, differences in degree Ratio data - measurable differences in amount with a “true zero” Nominal data - classification, differences in kind, names of categories Gender - male or female Handedness - right handed or left handed Family size Jersey number Place in a foot race (1 st, 2 nd, 3 rd, etc) Categorical data Numerical data

18. What are the four “levels of measurement”? Interval data - measurable differences in amount, equal intervals Ordinal data - order, rankings, differences in degree Ratio data - measurable differences in amount with a “true zero” Nominal data - classification, differences in kind, names of categories Ethnic group Temperature Age Yearly salary Hair color Breed of dog Telephone number Categorical data Numerical data

19. Please note : page 29 in text

21. What are the four “levels of measurement”? Interval data - measurable differences in amount, equal intervals Ordinal data - order, rankings, differences in degree Ratio data - measurable differences in amount with a “true zero” Look at your examples of qualitative and quantitative data. Which levels of measurement are they? Nominal data - classification, differences in kind, names of categories Categorical data Numerical data

23. Homework review You are looking to see if “class standing” affects the “level of sales”. Independent variable (IV):______________ Number of levels of IV: ________________ (how many means?) Quasi or True experiment:______________ Dependent variable: __________________ Between or within participant design: ______________ In this study, what is the operational definition of “class standing”? In this study, what is the operational definition of “level of sales”? Class standing Level of sales 4 Quasi Between Classification based on units earned Number of bags of peanuts sold

24. Homework review You are looking to see whether “type of program” has an effect on “body transformation”. Please identify the following variables: Independent variable (IV):______________ Number of levels of IV: _______________ (how many means?) Quasi or True experiment:______________ Dependent variable: __________________ Between or within participant design: ______________ What is the operational definition of “type of program”? What is the operational definition of “body transformation”? Type of program Body transformation 2 True Between Type of program = type of diet (regular versus programmatic diet) Body transformation = number of pounds lost

25. Homework review You are looking to see which driving choice is most efficient. So you ask each driver to drive each of the three routes and time themselves on how long it takes. Please identify the following variables: Independent variable (IV):______________ (how many means) Number of levels of IV: ________________ Dependent variable: __________________ Between or within participant design: ______________ What is the operational definition of “driving efficiency”? What is the operational definition of “driving choice”? Type of route driving efficiency 3 Within Driving efficiency = travel time (measured in minutes) Driving choice = route taken

26. Homework review

27. Notice that the operational definition of each construct matters

28. Homework review gender 2 quasi salary between nominal ratio

29. Name of City Quasi- experiment 3 Between Temperature Nominal Interval

30. Homework review city 3 quasi temperature between nominal interval Must be complete and must be stapled Will hand in assignment in couple minutes

31. Preview of Questionnaire Homework There are five parts: Statement of Objectives Questionnaire itself (which is the operational definitions of the objectives) Data collection and creation of database Creation of graphs representing results Generate a formal memorandum describing results

32. Preview of Questionnaire Homework There are five parts: Statement of Objectives Questionnaire itself (which is the operational definitions of the objectives) Data collection and creation of database Creation of graphs representing results Generate a formal memorandum describing results

33. Preview of Questionnaire Homework

34. Preview of Questionnaire Homework

35. Preview of Questionnaire Homework

36. Preview of Questionnaire Homework

37. QuestionnaireHomework

38. QuestionnaireHomework Average of these three scores

39. QuestionnaireHomework Average of these two scores

40. QuestionnaireHomework Variable label and scale values

41. QuestionnaireHomework Average of these three scores

42. QuestionnaireHomework Average of these two scores

43. QuestionnaireHomework Variable label and scale values

44. QuestionnaireHomework

45. Preview of Questionnaire Homework There are five parts: Statement of Objectives Questionnaire itself (which is the operational definitions of the objectives) Data collection and creation of database Creation of graphs representing results Generate a formal memorandum describing results

46. Preview of Questionnaire Homework There are five parts: Statement of Objectives Questionnaire itself (which is the operational definitions of the objectives) Data collection and creation of database Creation of graphs representing results Generate a formal memorandum describing results

47. 5 Principles of questionnaire construction 1. Make sure items match research objectives & Identify what constructs you are trying to understand (Be explicit in identifying your constructs) 3. Use appropriate, natural and familiar language 2. Responders have the answers to our questions We are tapping into their attitudes/beliefs/ knowledge Understand your research participants “think like” the responders / consider their sensibilities use appropriate, natural and familiar language (for them)

48. 5 Principles of questionnaire construction 3. Assessment should feel easy and clear, unthreatening Be clear, precise and concise (short questions) Minimize use of contingency questions Start with most friendly (least threatening) questions first then at the end “now a couple questions about you” (foot in the door phenomenon) Avoid double negatives For example: Agree or disagree? Teachers shouldn’t have less contact with parents 4. Avoid ambiguity and bias in your items Avoid “double-barreled” questions - Difficult to interpret answers Avoid leading or loaded questions - Can introduce bias Consider problem of acquiescence – Ask question in different ways (careful with coding)