This table reflects the fictional results of a study examining the impact of reinforcement on four groups of participants with different psychological disorders.Table: Between-Groups Source Table Source SS df MS Between 36.95 4 9.24 Within 63.20 20 3.16 Total 100.15 24 The effect-size value, ω2, for these data is:
Read DetailsThe following table reflects the results of a study by Roediger and Karpicke (2006). The authors investigated whether the test-enhanced learning effect (the demonstration that repeated testing improves memory for material) was due merely to repeated exposure to the material. They randomly assigned participants to one of two study conditions (study–study or study–test) and to one of three retention interval conditions (final test at a delay of 5 minutes, 2 days, or 1 week). The dependent variable was the proportion of idea units recalled from an encyclopedia passage.Table: Test-Enhanced Learning 5 minutes 2 days 1 week Mean Study–study 0.80 0.55 0.42 0.59 Study–test 0.75 0.70 0.55 0.67 Mean 0.78 0.63 0.49 Reference: Ref 14-1 (Table: Test-Enhanced Learning) Based on the cells of this study, which effects appear to be present?
Read DetailsMrs. Brewer believes that the man who can read-but doesn’t–has no advantage over the man who can’t read. She also believes that good writing is an important skill to cultivate and always proves useful to those who possess this skill.
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