the treatment effect. 15. In a classic study in the area of problem solving, Katona (1940) compared the effectiveness of two methods of instruction. One group of participants was shown the exact, step-by-step procedure for solving a problem and was required to memorize the solution. 106 16. A re com t(25 а. Participants in a second group were encouraged to study the problem and find the solution on their own. They were given helpful hints and clues, but the exact solution was never explained. The study included the problem in the following figure showing a pattern of five squares made of matchsticks. The problem is to change the pattern into exactly four squares by mov- ing only three matches. (All matches must be used, none can be removed, and all the squares must be the same size.) After 3 weeks, both groups returned to be tested again. The two groups did equally well on the matchstick problem they had learned earlier. But when they were given new problems (similar to the match- stick problem), the memorization group had much lower scores than the group who explored and found the solution on their own. The following data demon- nple b. с. 17. In Ke tt ес bel рa an al f Nu ро ра th t t Re strate this result. п Memorization of the Solution Find a Solution av on Your Own п %3D 8 n = 8 а. М 3 10.50 M 6.16 SS 108 SS 116 a. Is there a significant difference in performance on new problems for these two groups? Use a two- b tailed test with a = .05. b. Construct a 90% confidence interval to estimate 18. D the size of the mean difference. a pendent Samples Incidentally, if you still have not discovered the solution to the matchstick problem, keep trying. According to Katona's results, it would be very poor teaching strategy for us to give you the answer. If still have not discovered the solution, however, check Appendix C at the beginning of the problem solutions for Chapter 10 and we will show you how it is done. 19. you 391 Sast onO wo1 12 T891 Horb Wot o IO gnon 2 r T (A o bed a1 16. A researcher conducts an independent-measures study comparing two treatments and reports the t statistic as 1(25) = 2.071
the treatment effect. 15. In a classic study in the area of problem solving, Katona (1940) compared the effectiveness of two methods of instruction. One group of participants was shown the exact, step-by-step procedure for solving a problem and was required to memorize the solution. 106 16. A re com t(25 а. Participants in a second group were encouraged to study the problem and find the solution on their own. They were given helpful hints and clues, but the exact solution was never explained. The study included the problem in the following figure showing a pattern of five squares made of matchsticks. The problem is to change the pattern into exactly four squares by mov- ing only three matches. (All matches must be used, none can be removed, and all the squares must be the same size.) After 3 weeks, both groups returned to be tested again. The two groups did equally well on the matchstick problem they had learned earlier. But when they were given new problems (similar to the match- stick problem), the memorization group had much lower scores than the group who explored and found the solution on their own. The following data demon- nple b. с. 17. In Ke tt ес bel рa an al f Nu ро ра th t t Re strate this result. п Memorization of the Solution Find a Solution av on Your Own п %3D 8 n = 8 а. М 3 10.50 M 6.16 SS 108 SS 116 a. Is there a significant difference in performance on new problems for these two groups? Use a two- b tailed test with a = .05. b. Construct a 90% confidence interval to estimate 18. D the size of the mean difference. a pendent Samples Incidentally, if you still have not discovered the solution to the matchstick problem, keep trying. According to Katona's results, it would be very poor teaching strategy for us to give you the answer. If still have not discovered the solution, however, check Appendix C at the beginning of the problem solutions for Chapter 10 and we will show you how it is done. 19. you 391 Sast onO wo1 12 T891 Horb Wot o IO gnon 2 r T (A o bed a1 16. A researcher conducts an independent-measures study comparing two treatments and reports the t statistic as 1(25) = 2.071
Holt Mcdougal Larson Pre-algebra: Student Edition 2012
1st Edition
ISBN:9780547587776
Author:HOLT MCDOUGAL
Publisher:HOLT MCDOUGAL
Chapter1: Variables, Expressions, And Integers
Section1.6: Subtracting Integers
Problem 47E
Related questions
Concept explainers
Unitary Method
The word “unitary” comes from the word “unit”, which means a single and complete entity. In this method, we find the value of a unit product from the given number of products, and then we solve for the other number of products.
Speed, Time, and Distance
Imagine you and 3 of your friends are planning to go to the playground at 6 in the evening. Your house is one mile away from the playground and one of your friends named Jim must start at 5 pm to reach the playground by walk. The other two friends are 3 miles away.
Profit and Loss
The amount earned or lost on the sale of one or more items is referred to as the profit or loss on that item.
Units and Measurements
Measurements and comparisons are the foundation of science and engineering. We, therefore, need rules that tell us how things are measured and compared. For these measurements and comparisons, we perform certain experiments, and we will need the experiments to set up the devices.
Topic Video
Question
Number 15
Transcribed Image Text:the
treatment effect.
15. In a classic study in the area of problem solving,
Katona (1940) compared the effectiveness of two
methods of instruction. One group of participants was
shown the exact, step-by-step procedure for solving a
problem and was required to memorize the solution.
106
16. A re
com
t(25
а.
Participants in a second group were encouraged to
study the problem and find the solution on their own.
They were given helpful hints and clues, but the exact
solution was never explained. The study included the
problem in the following figure showing a pattern of
five squares made of matchsticks. The problem is to
change the pattern into exactly four squares by mov-
ing only three matches. (All matches must be used,
none can be removed, and all the squares must be the
same size.) After 3 weeks, both groups returned to be
tested again. The two groups did equally well on the
matchstick problem they had learned earlier. But when
they were given new problems (similar to the match-
stick problem), the memorization group had much
lower scores than the group who explored and found
the solution on their own. The following data demon-
nple
b.
с.
17. In
Ke
tt
ес
bel
рa
an
al f
Nu
ро
ра
th
t t
Re
strate this result.
п
Memorization of
the Solution
Find a Solution
av
on Your Own
п %3D 8
n = 8
а.
М 3 10.50
M 6.16
SS 108
SS 116
a. Is there a significant difference in performance on
new problems for these two groups? Use a two-
b
tailed test with a = .05.
b. Construct a 90% confidence interval to estimate
18. D
the size of the mean difference.
a
Transcribed Image Text:pendent Samples
Incidentally, if you still have not discovered the
solution to the matchstick problem, keep trying.
According to Katona's results, it would be very poor
teaching strategy for us to give you the answer. If
still have not discovered the solution, however, check
Appendix C at the beginning of the problem solutions
for Chapter 10 and we will show you how it is done.
19.
you
391
Sast onO
wo1
12 T891
Horb
Wot o
IO
gnon
2
r
T
(A
o
bed a1
16. A researcher conducts an independent-measures study
comparing two treatments and reports the t statistic as
1(25) = 2.071
Expert Solution
This question has been solved!
Explore an expertly crafted, step-by-step solution for a thorough understanding of key concepts.
This is a popular solution!
Trending now
This is a popular solution!
Step by step
Solved in 2 steps with 2 images
Knowledge Booster
Learn more about
Need a deep-dive on the concept behind this application? Look no further. Learn more about this topic, statistics and related others by exploring similar questions and additional content below.Recommended textbooks for you
Holt Mcdougal Larson Pre-algebra: Student Edition…
Algebra
ISBN:
9780547587776
Author:
HOLT MCDOUGAL
Publisher:
HOLT MCDOUGAL
Algebra & Trigonometry with Analytic Geometry
Algebra
ISBN:
9781133382119
Author:
Swokowski
Publisher:
Cengage
College Algebra
Algebra
ISBN:
9781305115545
Author:
James Stewart, Lothar Redlin, Saleem Watson
Publisher:
Cengage Learning
Holt Mcdougal Larson Pre-algebra: Student Edition…
Algebra
ISBN:
9780547587776
Author:
HOLT MCDOUGAL
Publisher:
HOLT MCDOUGAL
Algebra & Trigonometry with Analytic Geometry
Algebra
ISBN:
9781133382119
Author:
Swokowski
Publisher:
Cengage
College Algebra
Algebra
ISBN:
9781305115545
Author:
James Stewart, Lothar Redlin, Saleem Watson
Publisher:
Cengage Learning
Algebra and Trigonometry (MindTap Course List)
Algebra
ISBN:
9781305071742
Author:
James Stewart, Lothar Redlin, Saleem Watson
Publisher:
Cengage Learning
Algebra: Structure And Method, Book 1
Algebra
ISBN:
9780395977224
Author:
Richard G. Brown, Mary P. Dolciani, Robert H. Sorgenfrey, William L. Cole
Publisher:
McDougal Littell
College Algebra (MindTap Course List)
Algebra
ISBN:
9781305652231
Author:
R. David Gustafson, Jeff Hughes
Publisher:
Cengage Learning