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| The Proportion and the Percentage |
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Definition
| Two of the most popular and useful methods of standardizing for size and comparing distributions are _____ and ____. |
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| The _____ compares the number of cases in a given category with the total size of the distribution. |
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| We can convert any frequency (f) into a proportion (P) by doing what? |
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| We can convert any frequency (f) into a proportion (P). Therefore 15 out of 50 girls who found an alternative toy can be expressed as the following proportion ______. |
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| Despite the usefulness of the proportion, many people prefer to indicate the relative seize of a series of numbers in terms of the ______. |
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| Despite the usefulness of the proportion, many people prefer to indicate the relative seize of a series of numbers in terms of the percentage. To calculate a percentage, we simply multiply any given proportion by ____. |
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| Despite the usefulness of the proportion, many people prefer to indicate the relative seize of a series of numbers in terms of the percentage. What would the percenatage formula look like? |
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| Ordinal and Interval categories |
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| _____ and ____ categories are always arranged in order, usually from their highest to lowest values but sometimes from their lowest to highest values. |
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| Disturbing the order of ordinal and interval categories reduces the _____ of the researcher's findings. |
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| Each category or group in a grouped distribution is known as a _______, whose size is determined by the number of score values it contains. |
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| The more meaningufl column, particularly if comparisons to other distributions are considered (such as the final examination scores during a different term with a different number of students), is the _____ column. |
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| The more meaningufl column, particularly if comparisons to other distributions are considered (such as the final examination scores during a different term with a different number of students), is the percent column. This colomn is also called teh _______. |
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Definition
| An important characteristic of any class interval is its ______, which we define as the middlemost score value in the class interval. |
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Term
m = (lowest score value + highest score value)divided by 2
For example:
m = (48+52)/2
m = (100)/2
m = 50 |
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Definition
| What is the formula for determing the midpoint of a class interval? |
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Term
(1) It is preferable to make the size of class itervals a whole number rather than a decimal. This tends to simplify calculations in which size is involved.
(2) it is conventional to make th elowest score in a class interval some multiple of its size. Customarily, for example, exam scores are categorized as 90-99, 80-89, and so on, so that the lowest scores (for example, 80 and 90) are multiples of 10. |
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Definition
| After deciding on a number of class intervals, a researcher must then begin constructing the intervals themselves. Two basic guidelines help make this taks easier and should be followed whenver possible. What are they? |
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Term
| Cumulative frequencie (f) |
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Definition
| The total number of cases having any given score of a score that is lower. |
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Term
| frequency in that category to the total frequency for all categories below it. |
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Definition
| The cumulative frequency (cf) for any category (or class interval) is obtained by adding the ______ in that category to the ______ for all categories below it. |
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Definition
| What is the formula for cumulative frequency? |
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Term
| A. presented separately for the categories of a second variable, such as gender, age, or race. |
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Definition
A cross tabulation of serious illnesses is a table in which the distribution of illnesses is ______.
A. Presented separatley for the categories of a second variable, such as gender, age, or race
B. presented in a table
C. presented in a graph
D. presented in a pie chart |
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Definition
| A table that presents the distribution-- frequencies and percents-- of one variable (usually the dependent variable) across the categories of one or more additional variables (usually the independent variable or variables) |
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| There is a rule of thumb to guide our choice between row and column percentages: If the independent variable is on the rows, use row percents; if the independent variable is on the columns, use column percents. |
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Definition
| There is a rule of thumb to guide our choice between row and column percentages: If the independent variable is on the rows, use ___ percents; if the independent variable is on the columns, use ____ percents. |
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| A circular graph whose pieces add up to 100%. |
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| Pie charts are particularly useful for showing the differences in frequencies or percentages among categories of a ______-level variable. |
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| _____ can accommodate any number of categories at any level of measurement and, therefore, is far more widely used in social research to display frequency or percentage disritutions. |
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| The bar graph is constructed following the standard arrangement: A horizonatl base line or _______ axis along which score values or categories are maked off. |
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| The bar graph is constructed following the standard arrangement: A vertical line or _____ axis along the left side of the figure. |
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| ____ are typically used to display the frequency of percentage distribution of variables whose categories do not represent a smooth continuum, especially nominal-level variables. Because of the lack of continuity from category to category, the graph includes space between the bars to emphasize differentness, rather than continuity along a scale. |
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| ____ are used to display more continuous measures, especially at the interval level; the bars are jointed to emphasize continuity of the points along a scale. |
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| Distribution folding the curve at the center creates two identical halves. |
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| Distribution is skewed to the left because it has a much longer tail on the left than the right. |
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| Distribution is skewed to the right. |
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