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C H A P T E R 8
Paired t Test and

Wilcoxon Test
Solutions to All Exercises
Exercise Page Exercise Page
8.1A 387 8.6A 407
8.1B 389 8.6B 409
8.2A 391 8.7A 411
8.2B 393 8.7B 413
8.3A 395 8.8A 415
8.3B 397 8.8B 417
8.4A 399 8.9A 419
8.4B 401 8.9B 421
8.5A 403 8.10A 423
8.5B 405 8.10B 425
386
Chapter 8 Paired t Test and Wilcoxon Test 387
EXERCISE 8.1, DATA SET A

(a)
H0: Data entry time will not change.
H1: Data entry time will change.
(b)
After computing the difference between the pretest score and posttest score
(Diff = Week1 – Week2), a histogram with normal curve was plotted for this difference
(Diff). The graph below presents a symmetrical (bell-shaped) normal curve for Diff,
thus satisfying this criterion.
388 PART IV: MEASURING DIFFERENCES OVER TIME
(c)
The paired t test revealed the following:
Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Pair 1 Week1 301.89 134 14.550 1.257
Week2 240.91 134 12.636 1.092
Paired Samples Test

Paired Differences
95% Confidence Interval
Std. Std. Error of the Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair Week1 - 60.978 17.453 1.508 57.995 63.960 40.443 133 .000
1 Week2
During week 1, it required a mean of 302 seconds for employees to make their entries
on the website; by week 2, that was down to a mean of 241 seconds. This 61 second
reduction is statistically significant since the p value of < .001 is less than the specified
α level of .05. Based on these findings, we would reject H0, and not reject H1.
(d)
In order to assess the efficiency of a new website for employees to enter their hours,
we gathered data on 134 employees tracking how long it took them to make the nec-
essary entries correctly. In the first week, mean completion time was 302 seconds; by
week 2, that was down to 241 seconds. This 61 second reduction is statistically sig-
nificant (p < .001) suggesting a relatively brief learning curve for this website. Based
on these findings, we reject H0 and accept H1.
EXERCISE 8.1, DATA SET B

(a)
H0: Data entry time will not change.
H1: Data entry time will change.
(b)
(Diff = Week1 – Week2), a histogram with normal curve was plotted for this difference
(c)

Pair 1 Week1 301.78 27 10.282 1.979
Week2 331.26 27 13.008 2.503
Paired Samples Test

Paired Differences
Pair Week1 - -29.481 17.048 3.281 -36.226 -22.737 -8.986 26 .000
1 Week2
During week 1, it required a mean of 302 seconds for employees to make their entries
on the website; by week 2, that was up to a mean of 331 seconds. This 30 second increase
is statistically significant since the p value of < .001 is less than the specified
α level of .05. Based on these findings, we would reject H0, and not reject H1.
(d)
In order to assess the efficiency of a new website for employees to enter their hours,
we gathered data on 27 employees tracking how long it took them to make the
necessary entries correctly. In the first week, mean completion time was 302 seconds;
by week 2, that was up to 331 seconds. This statistically significant 9.6% increase in
data entry time was unexpected (p < .001). We will be reviewing the functionality of
this website and our training protocol to better comprehend and improve this
outcome. Based on these findings, we reject H0 and accept H1.

(a)
H0: The Heart Health lecture will not change elevator/stair usage.
H1: The Heart Health lecture will change elevator/stair usage.
(b)
(Diff = Time1 – Time2), a histogram with normal curve was plotted for this difference
(c)

Pair 1 Time1 2.25 16 1.483 .371
Time2 2.44 16 1.548 .387
Paired Samples Test

Paired Differences
Pair Time1 - -.188 .655 .164 -.537 .162 -1.145 15 .270
1 Time2
Prior to the heart health seminar, attendees reported that they took the stairs
(as opposed to the elevator) an average of 2.25 times per week; a week after the seminar,
that number increased to 2.44, however, using an α level of .05, the observed
p value of .270 suggests that this difference is not statistically significant.
(d)
In an effort to increase healthy behaviors, a heart health seminar was offered to
voluntary participants. Prior to the presentation, each attendee was asked to write
down the number of times that he or she used the stairs instead of the elevator at
work over the course of the last week; a week after the seminar, the same data were
gathered from those who attended. Prior to the seminar, attendees reported using
the stairs an average of 2.25 times per week; a week after the seminar, that figure
increased to 2.44 times per week. This modest increase in stair usage produced a
p value of .270 suggesting that the mean weekly change in stair usage is not
statistically significant (using a traditional .05 α level); as such, we accept H0 and
reject H1. Based on these findings, we are considering retooling this seminar.

(a)
H0: The Heart Health lecture will not change elevator/stair usage.
H1: The Heart Health lecture will change elevator/stair usage.
(b)
(Diff = Time1 – Time2), a histogram with normal curve was plotted for this difference
(c)

Pair 1 Time1 4.54 13 2.367 .656
Time2 7.00 13 2.160 .599
Paired Samples Test

Paired Differences
Pair Time1 - -2.462 3.479 .965 -4.564 -.359 -2.551 12 .025
1 Time2
Prior to the heart health seminar, attendees reported that they took the stairs
(as opposed to the elevator) an average of 4.54 times per week; a week after the
seminar, that number increased to 7.00; using an α level of .05, the observed p value
of .025 suggests that this difference is statistically significant. Based on these
f indings, I would reject H0 and not reject H1.
(d)
In an effort to increase healthy behaviors, a heart health seminar was offered to vol-
untary participants. Prior to the presentation, each attendee was asked to write down
the number of times that he or she used the stairs instead of the elevator at work over
the course of the last week; a week after the seminar, the same data were gathered
from those who attended. Prior to the seminar, attendees reported using the stairs an
average of 4.54 times per week; a week after the seminar, that figure increased to
7.00 times per week (∆% = 54); this increase is statistically significant (p = .025) using
the traditional .05 α level. Per the p value, we reject H0 and accept H1. These findings
suggest that the seminar was useful. It would be interesting to see if these figures are
sustainable over time.

(a)
H0: Short-term therapy is effective in reducing depression.
H1: Short-term therapy is ineffective in reducing depression.
(b)
(Diff = Baseline – Week5), a histogram with normal curve was plotted for this differ-
ence (Diff). The graph below presents a symmetrical (bell-shaped) normal curve for
Diff, thus satisfying this criterion.
(c)

Pair 1 Baseline 53.83 18 8.893 2.096
Week05 52.44 18 10.782 2.541
Paired Samples Test

Paired Differences
Pair Baseline - 1.389 4.217 .994 -.708 3.486 1.397 17 .180
1 Week05
The mean baseline score on the ADI was 53.83; after 5 weeks of therapy, it was 52.44.
This 1.39-point decrease is statistically insignificant (p = .180, α = .05). Based on these
findings, we would not reject H0, and reject H1.
(d)
To determine the effectiveness of short-term therapy to reduce depression, we gath-
ered baseline depression data from 18 participants using the Acme Depression
Inventory (ADI), which renders a score from 0 to 75 (0 = low depression . . . 75 = high
depression). We readministered the ADI after 5 weeks of the therapy. We detected a
statistically insignificant 2.6% drop in mean depression score from 53.83 to 52.44
(p = .180, α = .05). Based on these findings, we would not reject H0, and reject H1.
Considering the depression is moving in the right direction, we will continue to
research this topic and refine our methods in the hope of enhancing the strength of
this treatment protocol.

(a)
H0: Short-term therapy is effective in reducing depression.
H1: Short-term therapy is ineffective in reducing depression.
(b)
(Diff = Baseline – Week5), a histogram with normal curve was plotted for this
difference (Diff). The graph below presents a symmetrical (bell-shaped) normal curve
for Diff, hence this criterion is not satisfied. The Wilcoxon test will be used here.
(c)
Test Statisticsb
Week05 -
Baseline
Z -2.995a
Asymp. Sig. (2-tailed) .003
a. Based on positive ranks.
b. Wilcoxon Signed Ranks Test
NOTE: The Wilcoxon test computed the p value of .003, but the output does not include
the means for the variables. To facilitate the documentation process, run descriptive
statistics for Baseline and Week05:
Statistics
Baseline Week05
N Valid 15 15
Missing 0 0
Mean 69.80 67.00
Median 70.00 66.00
Mode 70 65a
Std. Deviation 2.007 3.485
Variance 4.029 12.143
Range 6 13
Minimum 67 61
Maximum 73 74
a. Multiple modes exist. The smallest value is
shown
The mean baseline score on the ADI was 69.8; after 5 weeks of therapy, it was 67.0.
We found this 2.8-point decrease in ADI to be statistically significant (p = .003, α = .05).
Based on these findings, we would reject H0, and not reject H1.
(d)
To determine the effectiveness of short-term therapy to reduce depression, we
gathered baseline depression data from 15 participants using the Acme Depression
Inventory (ADI), which renders a score from 0 to 75 (0 = low depression . . . 75 = high
depression). We readministered the ADI after 5 weeks of the therapy. We detected a
statistically significant 4% drop in mean depression score from 69.8 to 67.0 (p = .003,
α = .05). Based on these findings, we would reject H0, and not reject H1. We will
continue to research this topic and refine our methods in the hope of enhancing the
strength of this treatment protocol.

(a)
H0: A 15-minute individual session with a bowling coach has no effect on
bowling scores.
H1: A 15-minute individual session with a bowling coach has an effect on
bowling scores.
(b)
(Diff = Game1 – Game2), a histogram with normal curve was plotted for this differ-
diff despite the slightly skewed distribution, thus satisfying this criterion.
(c)

Pair 1 Game1 90.00 20 13.541 3.028
Game2 94.95 20 14.318 3.202
Paired Samples Test

Paired Differences
Pair Game1 - -4.950 13.137 2.937 -11.098 1.198 -1.685 19 .108
1 Game2
Twenty students bowled an initial game and scored an average of 90, then a coach
provided 15 minutes of instructions based on observations made during the student’s
first game. Students’ average score in the second game was 95. This 5-point increase
produced a p level of .108; since this is greater than the α level of .05, this is considered
to be a statistically insignificant difference. Based on these findings, we would accept H0,
and reject H1.
(d)
To assess the effectiveness of short-term coaching, 20 students bowled one game with
a coach observing unobtrusively. Next, the coach provided 15 minutes of individual
coaching, after which, each student bowled a second game. On the average, scores
were 5 points higher in the second game (95, up from 90 in their first game). This
finding is considered to be statistically insignificant (p = .108, α = .05). These findings
suggest that the bowling score is moving in the right direction; we will continue to
investigate and improve this form of coaching.

(a)
H0: A 15-minute individual session with a bowling coach has no effect on
bowling scores.
H1: A 15-minute individual session with a bowling coach has an effect on
bowling scores.
(b)
(Diff = Game1 – Game2), a histogram with normal curve was plotted for this
for Diff thus satisfying this criterion.
(c)

Pair 1 Game1 91.91 22 15.093 3.218
Game2 92.41 22 11.951 2.548
Paired Samples Test

Paired Differences
Pair Game1 - -.500 15.240 3.249 -7.257 6.257 -.154 21 .879
1 Game2
Twenty-two students bowled an initial game and scored an average of 91.91, then a
coach provided 15 minutes of instructions based on observations made during the
student’s first game. Students’ average score in the second game was 92.41. This .5-point
increase produced a p level of .879; since this is greater than the α level of .05, this is
considered to be a statistically insignificant difference. Based on these findings, we
would accept H0, and reject H1.
(d)
To assess the effectiveness of short-term coaching, 22 students bowled one game with
a coach observing unobtrusively. Next, the coach provided 15 minutes of individual
coaching, after which, each student bowled a second game. On the average, scores
were .5 point higher in the second game (91.91 in the first game; 92.41 in the second
game). This finding is considered to be statistically insignificant (p = .879, α = .05).
These findings suggest that this form of coaching requires further refinement.

(a)
H0: Providing free coffee has no effect on productivity.
H1: Providing free coffee has an effect on productivity.
(b)
(Diff = Productivity_1 - Productivity_2), a histogram with normal curve was plotted
for this difference (Diff). The graph below presents a symmetrical (bell-shaped)
normal curve for Diff, thus satisfying this criterion.
(c)

Pair 1 Productivity_1 80.00 10 2.357 .745
Productivity_2 78.80 10 2.974 .940
Paired Samples Test

Paired Differences
Pair Productivity_1 - 1.200 3.967 1.254 -1.637 4.037 .957 9 .364
1 Productivity_2
Before introducing the coffee, mean weekly employee productivity was at 80.0, com-
pared to 78.80 after the coffee. This 1.20 drop in mean productivity is notable, but not
statistically significant (p = .364). Based on these findings, we would accept H0, and
reject H1.
(d)
In an effort to boost weekly productivity, a manger introduced free gourmet coffee
to all (10) employees. Mean productivity went from 80.0 in the week before the cof-
fee to 78.0 in the week after introducing the coffee but it is statistically insignificant
(p = .364, α = .05). These findings suggest that either the coffee was distracting or
perhaps factors other than coffee have more influence over productivity than
expected. Based on this, I would accept H0 and reject H1.

(a)
H0: Providing free coffee has no effect on productivity.
H1: Providing free coffee has an effect on productivity.
(b)
(Diff = Productivity_1 - Productivity_2), a histogram with normal curve was plotted
for this difference (Diff). The graph below presents a symmetrical (bell-shaped)
(c)

Pair 1 Productivity_1 181.00 22 5.674 1.210
Productivity_2 186.68 22 6.806 1.451
Paired Samples Test

Paired Differences
Pair Productivity_1 - -5.682 6.764 1.442 -8.681 -2.683 -3.940 21 .001
1 Productivity_2
Before introducing the coffee, mean weekly employee productivity was at 181.00;
compared to 186.68 after the coffee. This 5.68 increase in productivity is statistically
significant (p = .001). Based on these findings, we would reject H0, and accept H1.
(d)
In an effort to boost weekly productivity, a manger introduced free gourmet coffee to
all (22) employees. Mean productivity went from 181.00 in the week before the coffee
to 186.68 in the week after introducing the coffee. This 3.13% increase is statistically
significant (p = .001, α = .05). Based on this, I would reject H0 and accept H1. Our goal
is to continue offering the free coffee and tracking weekly productivity.

(a)
H0: The Band-Can strategy will not affect the litter problem.
H1: The Band-Can strategy will affect the litter problem.
(b)
(Diff = Monday - Tuesday), a histogram with normal curve was plotted for this differ-
(c)

Pair 1 Monday 26.13 16 3.243 .811
Tuesday 31.13 16 3.030 .758
Paired Samples Test

Paired Differences
Pair Monday - -5.000 3.633 .908 -6.936 -3.064 -5.505 15 .000
1 Tuesday
The average amount of trash in the trashcans increased from 26.13” to 31.13”. Since
the p value is .000, which is less than the .05 α level, this increase is statistically
significant. Based on this, I would reject H0 and not reject H1.
(d)
In response to the chronic litter problem at a middle school lunch area, the student
council placed the name of a popular band name on each of the 16 large trashcans in
the lunch area. On Tuesday morning, it was announced that the “Band-Can” with the
most trash in it at the end of each day wins; music from that band’s latest release will
be played on the school’s public address system in between classes for the next day.
The Band-Cans are 42” tall; at the end of each day, starting on Monday (to gather
baseline data), the members of the student council used a tape measure to record how
full each Band-Can is (0” = empty . . . 42” = full). On Monday, the average amount of
trash was 26.13” per can; on Tuesday, that average increased significantly to 31.13”
(p < .001, α = .05). Based on these findings, we reject H0 and accept H1. This positive
intervention resolved the school’s litter problem at no cost. The winning band was
Area 66 with 36” of trash.
NOTE: The band names in this data set are fictitious.


(a)
H0: The Band-Can strategy will not affect the litter problem.
H1: The Band-Can strategy will affect the litter problem.
(b)
(Diff = Monday - Tuesday), a histogram with normal curve was plotted for this differ-
(c)

Pair 1 Monday 25.38 16 6.965 1.741
Tuesday 30.13 16 2.941 .735
Paired Samples Test

Paired Differences
Pair Monday - -4.750 7.912 1.978 -8.966 -.534 -2.401 15 .030
1 Tuesday
The average amount of trash in the trashcans increased from 25.38” to 30.13”. Since
the p value is .030, which is less than the .05 α level, this increase is statistically
significant. Based on this, I would reject H0 and not reject H1.
(d)
In response to the chronic litter problem at a middle school lunch area, the student
council placed the name of a popular band name on each of the 16 large trashcans in
the lunch area. On Tuesday morning, it was announced that the “Band-Can” with the
most trash in it at the end of each day wins; music from that band’s latest release will
be played on the school’s public address system in between classes for the next day.
The Band-Cans are 42” tall; at the end of each day, starting on Monday (to gather
baseline data), the members of the student council used a tape measure to record how
full each Band-Can is (0” = empty . . . 42” = full). On Monday, the average amount of
trash was 25.38” per can; on Tuesday, that average increased significantly by 18.7% to
30.13” (p = .030, α = .05). Based on these findings, we reject H0 and accept H1. This
positive intervention resolved the school’s litter problem at no cost. The winning band
was All Call 66 with 36” of trash.
NOTE: The band names in this data set are fictitious.


(a)
H0: Media influences voter opinion.
H1: Media does not influence voter opinion.
(b)
(Diff = Opinion1_baseline - Opinion2_audio), a histogram with normal curve was plot-
ted for this difference (Diff). The graph below presents a symmetrical (bell-shaped)
(c)

Pair 1 Opinion1_Baseline 2.64 28 1.311 .248
Opinion2_Audio 3.46 28 1.232 .233
Paired Samples Test

Paired Differences
Pair Opinion1_Baseline -.821 1.565 .296 -1.428 -.215 -2.778 27 .010
1 - Opinion2_Audio
The baseline mean of the focus group is 4.02; after hearing the audio advertisement,
their mean went up to 4.18; since the p value of .010 is less than .05, this is a statistically
significant difference. As such, we would reject H0, and not reject H1.
(d)
A political consultant convened a focus group consisting of 28 registered voters to
evaluate the effectiveness of an audio (radio) commercial promoting a candidate. Prior
to running any media, the participants were asked one question: Do you intend to vote
for Jones in the upcoming election? The participants responded using a 7-point scale
(1 = absolutely will not vote for Jones . . . 7 = absolutely will vote for Jones). The base-
line mean of the focus group is 2.64; after hearing the audio advertisement, their mean
significantly increased by 31% to 3.46 (p = .010, α = .05). As such, we would reject H0,
and not reject H1.

(a)
H0: Media influences voter opinion.
H1: Media does not influence voter opinion.
(b)
(Diff = Opinion1_baseline - Opinion2_audio), a histogram with normal curve was plot-
ted for this difference (Diff). The graph below presents a symmetrical (bell-shaped)
(c)

Pair 1 Opinion1_Baseline 4.02 44 1.607 .242
Opinion2_Audio 4.18 44 1.483 .224
Paired Samples Test

Paired Differences
Pair Opinion1_Baseline -.159 .776 .117 -.395 .077 -1.360 43 .181
1 - Opinion2_Audio
The baseline mean of the focus group is 4.02; after hearing the audio advertisement,
their mean went up to 4.18; since the p value of .181 is greater than .05, this is not a
statistically significant difference. As such, we would not reject H0, and reject H1.
(d)
A political consultant convened a focus group consisting of 44 registered voters to
evaluate the effectiveness of an audio (radio) commercial promoting a candidate.
Prior to running any media, the participants were asked one question: Do you intend
to vote for Jones in the upcoming election? The participants responded using a 7-point
scale (1 = absolutely will not vote for Jones . . . 7 = absolutely will vote for Jones). The
baseline mean of the focus group is 4.02; after hearing the audio advertisement, their
mean increased by 3.98% to 4.18 (p = .181, α = .05). As such, we would not reject H0,
and reject H1.

(a)
H0: Movies do not influence caller satisfaction.
H1: Movies influence caller satisfaction.
(b)
(Diff = Satisfaction1 - Satisfaction2), a histogram with normal curve was plotted for
this difference (Diff). The graph below presents a symmetrical (bell-shaped) normal
curve for Diff, thus satisfying this criterion.
(c) The paired t test revealed the following:

Pair 1 Satisfaction1 5.17 42 2.047 .316
Satisfaction2 7.05 42 1.834 .283
Paired Samples Test

Paired Differences
Pair Satisfaction1 - -1.881 2.716 .419 -2.727 -1.035 -4.488 41 .000
1 Satisfaction2
The baseline mean caller satisfaction was 5.17, followed by 7.05 in the week after
movies began running. The mean increased by 1.88, which is statistically significant
(p < .000). As such, we would reject H0, and not reject H1.
(d)
In an effort to improve customer satisfaction, the manager at the Acme Customer
Support Call Center, which employs 42 associates, installed a large-screen monitor
in the front of the room to run classic movies with the sound off during work
hours. At the conclusion of each call, the caller is routed to respond to an auto-
mated one-question customer satisfaction survey, where the caller is prompted to:
Please use the buttons on your phone to rate your satisfaction with this call on a
scale of 1 to 9 – where 1 is for low satisfaction and 9 is for high satisfaction. In the
week prior to starting the movies, the mean caller satisfaction was 5.17, followed
by 7.05 in the week after movies began running. This 36% increase is statistically
significant (p < .001, α = .05). As such, we would reject H0, and not reject H1.

(a)
H0: Movies do not influence caller satisfaction.
H1: Movies influence caller satisfaction.
(b)
(Diff = Satisfaction1 - Satisfaction2), a histogram with normal curve was plotted for
this difference (Diff). The graph below presents a symmetrical (bell-shaped) normal
curve for Diff, thus satisfying this criterion.

Pair 1 Satisfaction1 5.05 59 2.285 .297
Satisfaction2 5.27 59 1.955 .255
Paired Samples Test

Paired Differences
Pair Satisfaction1 - -.220 2.948 .384 -.989 .548 -.574 58 .568
1 Satisfaction2
The baseline mean caller satisfaction was 5.05, followed by 5.27 in the week after
movies began running. The mean increased by .22, which is statistically insignificant
(p = .568). As such, we would not reject H0, and reject H1.
(d)
In an effort to improve customer satisfaction, the manager at the Acme Customer
Support Call Center, which employs 59 associates, installed a large-screen monitor
in the front of the room to run classic movies with the sound off during work
hours. At the conclusion of each call, the caller is routed to respond to an auto-
mated one-question customer satisfaction survey, where the caller is prompted to:
Please use the buttons on your phone to rate your satisfaction with this call on a
scale of 1 to 9 – where 1 is for low satisfaction and 9 is for high satisfaction. In the
week prior to starting the movies, the mean caller satisfaction was 5.05, followed
by 5.27 in the week after movies began running. This 4.4% increase is statistically
insignificant (p = .568, α = .05). As such, we would not reject H0, and reject H1.
Considering that the increase in customer satisfaction was modestly positive, and
that employees reported they enjoyed the movies, we will retain the movies as they
may be helpful in supporting employee morale.

(a)
H0: Zzzleep Zzzound has no effect on sleep hours.
H1: Zzzleep Zzzound has an effect on sleep hours.
(b)
(Diff = Sleep1 - Sleep2), a histogram with normal curve was plotted for this difference
(c)

Pair 1 Sleep1 7.3050 100 1.21053 .12105
Sleep2 7.3600 100 1.24839 .12484
Paired Samples Test

Paired Differences
Pair Sleep1 - -.05500 1.81380 .18138 -.41490 .30490 -.303 99 .762
1 Sleep2
The mean sleep time during the baseline week was 7.305 hours per night; during the
first week of use, that mean went up to 7.360. Since the p value of .762 is greater than
the α level of .05, this is not a statistically significant increase; hence, we would not reject
H0, and reject H1.
(d)
The Zzzleep Zzzound app provides audio selections (e.g., gentle rain, ocean waves,
soothing music) to help induce peaceful sleep. During the night, the app uses the
camera and motion sensor to gather sleep data. If the user wakes during the night,
the app senses it and plays the selected sound for 10 minutes. For the first week, the
app runs without any audio to gather baseline data. Once a week, the software trans-
mits the mean sleep time per night for that week to the sleep researcher’s database.
Data gathered on 100 subscribers revealed a mean of 7.305 hours of sleep during the
baseline week, followed by 7.360 hours in the next week. This .75% increase is statis-
tically insignificant (p = .792, α = .05). Per these findings, we will review our research
on sleep science, which will inform our next release of the app.

(a)
H0: Zzzleep Zzzound has no effect on sleep hours.
H1: Zzzleep Zzzound has an effect on sleep hours.
(b)
(Diff = Sleep1 - Sleep2), a histogram with normal curve was plotted for this difference
(c)

Pair 1 Sleep1 6.9324 74 1.42825 .16603
Sleep2 7.5338 74 1.39736 .16244
Paired Samples Test

Paired Differences
Pair Sleep1 - -.60135 2.02507 .23541 -1.07052 -.13218 -2.554 73 .013
1 Sleep2
The mean sleep time during the baseline week was 6.9324 hours per night; during the
first week of use, that mean went up to 7.5338. Since the p value of .013 is less than the
α level of .05, this is a statistically significant increase; hence, we would reject H0, and
not reject H1.
(d)
The Zzzleep Zzzound app provides audio selections (e.g., gentle rain, ocean waves,
soothing music) to help induce peaceful sleep. During the night, the app uses the
camera and motion sensor to gather sleep data. If the user wakes during the night,
the app senses it and plays the selected sound for 10 minutes. For the first week, the
app runs without any audio to gather baseline data. Once a week, the software
transmits the mean sleep time per night for that week to the sleep researcher’s
database. Data gathered on 74 subscribers revealed a mean of 6.9324 hours of sleep
during the baseline week, followed by 7.5338 hours in the next week. This 8.7%
increase is statistically significant (p = .013, α = .05).

(a)
H0: Chocolate has no effect on attitude.
H1: Chocolate has an effect on attitude.
(b)
(Diff = Attitude_0 - Attitude_1), a histogram with normal curve was plotted for this
for Diff, thus satisfying this criterion.

Pair 1 Attitude_0 76.57 23 6.381 1.330
Attitude_1 83.87 23 4.994 1.041
Paired Samples Test

Paired Differences
Pair Attitude_0 - -7.304 8.552 1.783 -11.002 -3.606 -4.096 22 .000
1 Attitude_1
Prior to eating the chocolate, the mean attitude score was 76.57, which went up sig-
nificantly to 83.87 (p < .000, α = .05). Based on this, I would reject H0 and not reject H1.
(d)
To assess the effect that chocolate may have on attitude, a researcher recruits
23 participants to complete the Acme Attitude Survey (AAS), which renders a 0 to
100 score (0 = very bad attitude . . . 100 = very good attitude). After giving the pre-
test, the researcher gives each participant a large bar of chocolate. Five minutes after
the participant eats the chocolate, the researcher readministered the AAS. The mean
attitude score rose from 76.57 to 83.87; this 9.5% increase is statistically significant
(p < .001, α = .05) suggesting that, at least in this short period, chocolate has a
positive effect on mood.

(a)
H0: Chocolate has no effect on attitude.
H1: Chocolate has an effect on attitude.
(b)
(Diff = Attitude_0 - Attitude_1), a histogram with normal curve was plotted for this
for Diff, thus satisfying this criterion.

Pair 1 Baseline 69.80 15 2.007 .518
Week05 67.00 15 3.485 .900
Paired Samples Test

Paired Differences
Pair Baseline – 2.800 2.883 .745 1.203 4.397 3.761 14 .002
1 Week05
Prior to eating the chocolate, the mean attitude score was 77.89, which went up sig-
nificantly to 80.67 (p = .009, α = .05). Based on this, I would reject H0 and not reject H1.
(d)
To assess the effect that chocolate may have on attitude, a researcher recruits 18
participants to complete the Acme Attitude Survey (AAS), which renders a 0 to 100
score (0 = very bad attitude . . . 100 = very good attitude). After giving the pretest,
the researcher gives each participant a large bar of chocolate. Five minutes after the
participant eats the chocolate, the researcher readministered the AAS. The mean
attitude score rose from 77.89 to 80.67; this 3.6% increase is statistically significant
(p = .009, α = .05) suggesting that, at least in this short period, chocolate has a
positive effect on mood.
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*** START OF THE PROJECT GUTENBERG EBOOK A HISTORY

OF CRITICISM AND LITERARY TASTE IN EUROPE FROM THE
EARLIEST TEXTS TO THE PRESENT DAY. VOLUME 2 (OF 3),
FROM THE RENAISSANCE TO THE DECLINE OF EIGHTEENTH
CENTURY ORTHODOXY ***
Transcriber’s Note:
Footnotes have been collected at the end of each
chapter, and are linked for ease of reference. Internal
references in the text and index are also linked.
The marginal notes follow the topics enumerated in the
table of contents, and appeared several lines after the
paragraph opening. Here, they usually appear mid-
topic paragraph. On occasion, where the opening
phrase sentence is inordinately lengthy or the
paragraph short, the note will appear adjacent to the
opening line.
There are a number of issues in the Index regarding
misnumbered or missing references. These explanatory
notes are linked from the name of the entry.
Minor errors, attributable to the printer, have been
corrected. Please see the transcriber’s note at the end of
this text for details regarding the handling of any textual
issues encountered during its preparation.
Any corrections are indicated as hyperlinks, which will
navigate the reader to the corresponding entry in the
corrections table in the note at the end of the text.
A HISTORY OF CRITICISM
AND LITERARY TASTE

Ignorantium temeraria plerumque sunt judicia.
—Polycarp Leyser.
A History of Criticism
AND
LITERARY TASTE IN EUROPE

FROM THE EARLIEST TEXTS TO THE PRESENT DAY
BY
GEORGE SAINTSBURY
M.A. Oxon.; Hon. LL.D. Aberd.
PROFESSOR OF RHETORIC AND ENGLISH LITERATURE IN THE

UNIVERSITY OF EDINBURGH
IN THREE VOLUMES
VOL. II.
FROM THE RENAISSANCE TO THE DECLINE OF

EIGHTEENTH CENTURY ORTHODOXY
SECOND EDITION
WILLIAM BLACKWOOD AND SONS

EDINBURGH AND LONDON
MCMV
PREFACE.
In presenting the second volume of this attempt, I feel no

compunction, and offer no apology, for what may seem to some the
surprisingly large space given to English critics. That the book itself
is intended primarily for English readers would be but a poor-spirited
plea; and the greatness of English literature as a whole, though a
worthier, is still an unnecessary argument. For the fact is, that the
positive value and importance of English criticism itself are far
greater than has been usually allowed. Owing very mainly to the not
unintelligible or inexcusable, but unfortunate, initiative of Mr Matthew
Arnold, it has become a fashion to speak of this branch of our
national literature, if not even of the function of the national genius
which it expresses, with bated breath, and with humble
acknowledgment of the superiority of German, and still more of
French, critics. This superiority, I say without the slightest fear, is a
fond thing vainly invented. English criticism was rather late, and for a
long time rather intermittent; nor did it fail, after the manner of the
nation, to derive fresh impulses and new departures in the sixteenth
century from Italian, in the seventeenth and again in the nineteenth
century from French, and at the end of the eighteenth from German.
But it is not true that in so much as one of these cases it was
contented slavishly to imitate; and it is not true that, with the doubtful
exception of Sainte-Beuve, foreign countries have had any critics
greater than our own, while they have, even put together, hardly so
many great ones. In everything but mere superficial consistency
Dryden is a head and shoulders above Boileau as a critic; Coleridge
a head, shoulders, and body above the Schlegels, whom he
followed. Long before Sainte-Beuve, Hazlitt had shown a genius for
real criticism, as distinguished from barren formula-making, which no
critic has surpassed. And Mr Arnold himself, with less range, equity,
and sureness than Sainte-Beuve, has a finer literary taste and touch.
As for that general superiority of French criticism of which we have
heard so much, the unerring voice of actual history will tell us that it
never existed at all, except, perhaps, for a generation before 1660,
and a generation before 1860, the latter being the period which
called forth, but misled, Mr Arnold’s admiration. With this last we do
not here deal; nor with the Romantic revolt, in dealing with which it
will be pertinent to appraise the relative excellence of Lessing and
Goethe as compared with Coleridge and Hazlitt. But we have within
our present range an almost better field of comparison, in that “neo-
classic” period from Boileau to La Harpe, and from Dryden to
Johnson, in which, on the whole, and taking recognised orthodoxy
only, the critics of France and of England worshipped the same idols,
subscribed the same confessions of faith, and to no small extent
even applied their principles to the same texts and subjects. I am,
after careful examination, certain myself, and I hope that the results
of that examination may make it clear to others, that they did not
“order these things better in France,” that they did not order them
nearly so well.
The subject of this volume has more unity than that of the last; and
I have thought it permissible to avail myself of this fact in the
arrangement of the Interchapters. The whole of so-called Classical
or Neo-classic Criticism is so intimately connected that almost any of
its characteristic documents from Vida to La Harpe might be made
the text of a sermon on the entire phenomenon in its complete
development. And in the same way, though with an opposite effect,
all general comment might, without any grave historical or logical
impropriety, have been postponed to the end of the volume. But this
would, in the first place, have broken the uniformity of the book; in
the second, it would have necessitated a final Interchapter (or “inter-
conclusion”) of portentous and disproportionate length; and in the
third, it would have too long withheld from the reader those resting-
places and intermediate views, as from various stations on Pisgah,
which seem to me to be the great advantages and conveniences of
the arrangement. I have therefore, while keeping the historical
character and distribution of the summaries of the three centuries
which happen pretty accurately to coincide with the three stages of
the whole phase, made the logical gist of the first to concern chiefly
the rise of the classical-critical attitude; of the second that constituted
creed or code which was explicitly assented to, or implicitly
accepted, by the entire period except in the case of rebels; while in
the third I have concentrated criticism of this criticism as a whole.
The three Interchapters are thus in manner consecutive and
interdependent; but they will, I hope, serve not less to connect and
illuminate the contents of the several books and of the whole volume
than to conduct the story and the argument of the entire work duly
from the beginning to the end of the appointed stage. They are
perhaps specially important here because of the mass and number
of minor figures with whom I have had to deal. I know that some
excellent judges dislike this numerus and would have attention
concentrated on the chiefs. But that is not my conception of literary
history.
After full consideration of the matter, I have thought it better not to
attempt any comment on criticisms of the first volume of this History
of Criticism. I am much indebted to many of my critics, and perhaps I
may be permitted to say that I was not a little surprised, and, to
speak as a fool, very much pleased, by the generally favourable
reception given to, rather than deserved by, an undoubtedly
audacious undertaking. In cases where those critics obliged me with
a substantive correction (as, for instance, in that relating to Trissino’s
version of the De Vulgari Eloquio, v. infra, p. 40), I have taken
opportunity, wherever it was possible, to acknowledge the obligation,
and I subjoin some corrigenda and addenda in a flyleaf. But beyond
this I do not think it desirable to go. In the case of merely snarling or
carping censure, the conduct of Johnson as regards Kenrick gives
the absolute precedent, even for those who have to acknowledge
how far nearer their censors have come to Kenrick than they
themselves can ever hope to come to Johnson. To those who
pronounce a task impossible the best answer is to go and do it; to
those who object to style and manner one may once more plead
those disabilities of la plus belle fille de France which attach also to
those who are neither French, nor girls, nor beautiful; for those who
hate jokes and literary allusions one can only pray, “God help them!”
And in the case of bona fide misunderstanding the wisest thing for
an author to do is to make his meaning plainer, if he can, in the rest
of his book.
It would probably be still more idle to attempt to anticipate
strictures on the present volume. That its subject might
advantageously have been dealt with in twice or thrice the space is
obvious, and perhaps I may say without impropriety that the writer
could have so treated it with no additional labour except the mere
writing—for the preparation necessitated would have sufficed for
half-a-dozen volumes. But to keep proportion, and observe the plan,
is one of those critical warnings to which Classic and Romantic alike
had much better attend. In the division which I have adopted of
eighteenth-century writers into those who, as adherents of Neo-
Classicism, are to be treated here, and those who, as forerunners or
actual exponents of Modern Criticism, are to be reserved for our
next, there must necessarily be much which invites cavil, and not a
little which excuses objection. I shall only say that the distribution
has not been made hastily; and that it may be possible to make its
principle clearer when the reserved writers have been treated. The
advantage of keeping the subject of the volume as homogeneous as
possible seemed paramount.
In writing Vol. I. it was possible, with rare exceptions, to rely upon
texts in my own possession. This has, of course, here been
impossible: though I possess a fair collection of the Italians of the
Renaissance, while I have long had many of the French and English
writers of the whole time. For the supply of deficiencies I have not
only to make the usual acknowledgment to the authorities of the
British Museum—than which surely no institution ever better
deserved the patronage of its name-giving goddesses—but also to
thank those of the libraries belonging to the Faculty of Advocates
and the Society of Writers to the Signet in Edinburgh, which bodies
admit others besides their own members with remarkable liberality.
In the library of the University of Edinburgh I suppose I may consider
myself at home; but I owe cordial thanks to Bodley’s Librarian, to the
University Librarian at Cambridge, and to the librarian of the John
Rylands collection at Manchester, for information about books which
I have been unable to find elsewhere. There are one or two
mentioned in the notes which I have not been able to get hold of yet;
and I shall be extremely obliged to any reader of this history who
may happen to know their whereabouts, and will take the trouble to
tell me of it.
I am only the Satan of this journey across Chaos, and I daresay I
have been driven out of the best course by the impact of more than
one nitrous cloud. In other words, I not merely daresay, but am pretty
sure, that I have made some blunders, especially in summary of
readings not always controllable by reference to the actual books
when the matter came before me again in print. And I daresay,
further, that these will be obvious enough to specialists. I have found
some such blunders even in the first volume, where the literature of
the subject was far less extensive and, even in proportion to its
extent, far more accessible; and I have thought it best to include
corrections of some of these in the present volume, in order that
those who already possess the first may not be in an inferior position
to those who acquire the new edition of it which is, or will shortly be,
ready. When the work reaches its close (if it ever does so) will be the
proper time to digest and incorporate these alterations as Fortune
may allow. The kindness of Professor Elton, King Alfred Professor of
English in University College, Liverpool, of Professor Ker iterum, and
of my colleague Mr Gregory Smith, has beyond all doubt enabled me
to forestall some part of these corrections in regard to the present
volume. These friends were obliging enough to undertake between
them the reading of the whole; others have assisted me on particular
points, in regard to most of which I have, I think, made due
acknowledgment in the notes. As before, I have taken some trouble
with the Index, and I hope it may be found useful.
GEORGE SAINTSBURY.
Edinburgh, September 1902.
ADDENDA AND CORRIGENDA TO VOLUME II.
P. 23 sq. A reference of Hallam’s (Literature of Europe, iii. 5, 76,

77) to the Miscellanies of Politian has led some critics, who
apparently do not know the book itself, and have not even read
Hallam carefully, to object to its omission here. Their authority might
have saved them; for he very correctly describes these Miscellanies
as “sometimes grammatical, but more frequently relating to obscure
customs and mythological allusions.” In other words, the book—
which I have read—is hardly, in my sense, critical at all.
P. 80, note. When I wrote on Castelvetro I was not aware that the
Commentary on Dante (at least that on Inf., Cantos i.-xxix.) had been
recovered and published by Signor Giovanni Franciosi (Modena,
1886) in a stately royal 4to (which I have now read, and possess),
with the owl and the pitcher, but without the Kekrika, and without the
proper resolution in the owl’s countenance. This may be
metaphysically connected with the fact that the editor is rather
unhappy about his author, and tells us that he was long in two minds
about sending him out at last to the world. He admires Castelvetro’s
boldness, scholarship, intellect; but thinks him sadly destitute of
reverence for Dante, and deplores his “lack of lively and cheerful
sense of the Beautiful.” If it were not that my gratitude to the man
who gives me a text seals my mouth as to everything else, I should
be a little inclined to cry “Fudge!” at this. Nobody would expect from
any Renaissance scholar, and least of all from Castelvetro, “unction,”
mysticism, rapture at the things that give us rapture in Dante. All the
more honour to him that, as in the case of Petrarch, he thought it
worth while to bestow on that vernacular, which too many
Renaissance scholars despised, the same intense desire to
understand, the same pains, the same “taking seriously,” which he
showed towards the ancients. This is the true reverence: the rest is
but “leather and prunella.”
P. 107. Some time after vol. ii. was published I came across (in the
catalogues of Mr Voynich, who might really inscribe on these
documents for motto
“Das Unzulängliche
Hier wird’s Ereignis”)
quite a nest of Zinanos, mostly written about that year 1590, which
seems to have been this curious writer’s most active time; and I
bought two of them as specially appurtenant to our subject. One is a
Discorso della Tragedia, appended (though separately paged and
dedicated) to the author’s tragedy of Almerigo; the other Le Due
Giornate della Ninfa overo del Diletto e delle Muse, all printed by
Bartholi, at Reggio, and the two prose books or booklets dated 1590.
The Discorso is chiefly occupied with an attack on the position that
Tragedy (especially according to Aristotle) ought to be busied with
true subjects only. The Giornate (which contain another reference to
Patrizzi) deal—more or less fancifully, but in a manner following
Boethius, which is interesting at so late a date—with philosophy and
things in general, rather than with literature.
P. 322, bk. IV. chap. i. I ought, perhaps, to have noticed in this
context a book rather widely spread—Sorel’s De La Connaissance
des Bons Livres, Paris, 1671. It contains some not uninteresting
things on literature in general, on novels, poetry, comedy, &c., on the
laws of good speaking and writing, on the “new language of French.”
But it is, on the whole, as anybody acquainted with any part of the
voluminous work of the author of Francion would expect, mainly not
disagreeable nor ignorant chat—newspaper work before the
newspaper.
P. 350. The opposition of the two “doctors” is perhaps too sharply
put.
P. 436. I should like to add as a special “place” for Dennis’s
criticism, his comparatively early Remarks on Prince Arthur and
Virgil (title abbreviated), London, 1696. It is, as it stands, of some
elaboration; but its author tells us that he “meant” to do things which
would have made it an almost complete Poetic from his point of view.
It is pervaded with that refrain of “this ought to be” and “that must
have been” to which I have referred in the text; and bristles with
purely arbitrary preceptist statements, such as that Criticism cannot
be ill-natured because Good Nature in man cannot be contrary to
Justice and Reason; that a man must not like what he ought not to
like—a doctrine underlying, of course, the whole Neo-classic
teaching, and not that only; almost literally cropping up in
Wordsworth; and the very formulation, in categorical-imperative, of
La Harpe’s “monstrous beauty.” The book (in which poet and critic
are very comfortably and equally yoked together) is full of agreeable
things; and may possibly have suggested one of Swift’s most
exquisite pieces of irony in its contention that Mr Blackmore’s
Celestial Machines are directly contrary to the Doctrine of the Church
of England.
P. 546. Denina. This author is a good instance of the things which
the reader sometimes rather reproachfully demands, when the writer
would only too fain have supplied them. I could write more than a
page with satisfaction on Denina’s Discorso sopra le Vicende della
Litteratura, which, rather surprisingly, underwent its second edition in
Glasgow at the Foulis press (1763), and which not only deals at
large with the subject in an interesting manner, but accepts the
religio loci by dealing specially with Scottish literature. But, once
more, this is for a fourth volume—or even a fifth—things belonging to
the Thinkable-Unthinkable.
P. 554, l. 3. For the Paragone see vol. iii. under Conti, Antonio.
CONTENTS.
BOOK IV.
RENAISSANCE CRITICISM.
CHAPTER I.
INTRODUCTORY—ERASMUS.
PAGE PAGE
The Critical starting-point 3 Not necessarily anti- 8
of the Renaissance. mediæval
Influences at work: General 4 But classical 9
Particular 5 And anti-Puritan 9
Weakness of Vernaculars 6 Erasmus 10
Recovery of Ancient 6 The Ciceronianus 11
Criticism The Colloquies 13
Necessity of defence 7 The Letters 15
against Puritanism Distribution of the Book 17
The line of criticism 7
resultant
CHAPTER II.
EARLY ITALIAN CRITICS.

The beginnings 19 Theorists: Daniello 42
Savonarola 20 Fracastoro 44
Pico, &c. 22 Formalists: Mutio. Tolomei 46
Politian 23 and classical metres
The Manto 24 Others: Tomitano, Lionardi, 47
The Ambra and Rusticus 25 B. Tasso, Capriano
The Nutricia 25 Il Lasca 48
Their merits 26 Bembo 49
And danger 26 Caro 49
Petrus Crinitus: his De 27 Varchi 49
Poetis Latinis Minturno 51
Augustinus Olmucensis: his 27 The De Poeta 52
Defence of Poetry The Arte Poetica 55
Paradoxical attacks on it by 28 Their value 57
Cornelius Agrippa, Landi, Giraldi Cinthio’s Discorsi 58
Berni On Romance 58
Vida 29 On Drama 59
Importance of the Poetics 30 Some points in both 59
Analysis of the piece 30 On Satire 61
Essential poverty of its 34 Pigna 62
theory
Lilius Giraldus: his De Poetis 63
Historical and symptomatic 34 Nostrorum Temporum
significance
Its width of range 64
The alleged appeal to 35
reason and Nature But narrowness of view 64
The main stream started 37 Horror at preference of 64
vernacular to Latin
Trissino 38
Yet a real critic in both kinds 65
Division of his Poetic 39
Short précis of the dialogues 66
His critical value 40
Their great historic value 68
Editors, &c., of the Poetics 41
Pazzi 41
Robortello, Segni, Maggi, 42
Vettori
CHAPTER III.
SCALIGER, CASTELVETRO, AND THE LATER ITALIAN CRITICS

OF THE SIXTEENTH CENTURY.
Julius Cæsar Scaliger 69 His exceptional interest and 88
The Poetic 70 importance
Book I.: Historicus 71 Tasso and the controversies 89
Book II.: Hyle 72 over the Gerusalemme
Books III. and IV.: Idea and 73 Tasso’s Critical writings 92
Parasceve And position 93
Books V. and VI.: Criticus 73 Patrizzi: his Poetica 94
and Hypercriticus The Deca Istoriale 95
Book VII.: Epinomis 75 The Deca Disputata 96
General ideas on Unity and 76 The Trimerone on Tasso 100
the like Remarkable position of 101
His Virgil-worship 77 Patrizzi
His solid merits 78 Sed contra mundum 101
Castelvetro 80 The latest group of 102
The Opere Varie 81 sixteenth-century Critics
The Poetica 82 Partenio 102
On Dramatic conditions 83 Viperano 103
On the Three Unities 83 Piccolomini 103
On the freedom of Epic 84 Gilio 104
His eccentric acuteness 84 Mazzoni 105
Examples: Homer’s nodding, 86 Denores 106
prose in tragedy, Virgil, Zinano 107
minor poetry Mazzone da Miglionico, &c. 107
The medium and end of 86 Summo 108
Poetry
Uncompromising 87
championship of Delight
CHAPTER IV.
THE CRITICISM OF THE PLÉIADE.

The Rhetorics of the 109 Vauquelin de la Fresnaye 128
Transition Analysis of his Art Poétique 129
Sibilet 111 The First Book 130
Du Bellay 112 The Second 130
The Défense et Illustration 113 The Third 132
de la Langue Française His exposition of Pléiade 133
Its positive gospel and the 114 criticism
value thereof Outliers: Tory, Fauchet, &c. 134
The Quintil Horatien 116 Pasquier: The Recherches 135
Pelletier’s Art Poétique 117 His knowledge of older 136
Ronsard: his general 119 French literature
importance And criticism of 137
The Abrégé de l’Art 120 contemporary French
Poétique poetry
The Prefaces to the 122 Montaigne: his references to 138
Franciade literature
His critical gospel 125 The Essay On Books 140
Some minors 127
Pierre de Laudun 127
CHAPTER V.
ELIZABETHAN CRITICISM.
Backwardness of English 144 Its minor shortcomings 174
Criticism not implying And major heresies 175
inferiority The excuses of both 175
Its cause 145 And their ample 176
The influence of Rhetoric 146 compensation
and other matters King James’s Reulis and 176
Hawes 146 Cautelis
The first Tudor critics 147 Webbe’s Discourse 178
Wilson: his Art of Rhetoric 149 Slight in knowledge 179
His attack on “Inkhorn 149 But enthusiastic 180
terms” If uncritical 180
His dealing with Figures 150 In appreciation 182
Cheke: his resolute 151 Puttenham’s (?) Art of 182
Anglicism and anti- English Poesie
preciosity
Its erudition 183
Hi iti i f S ll t 152
His criticism of Sallust 152
Systematic arrangement 184
Ascham 153
And exuberant indulgence in 185
His patriotism 154 Figures
His horror of Romance 154 Minors: Harington, Meres, 186
And of the Morte d’Arthur 155 Webster, Bolton, &c.
His general critical attitude 156 Campion and his 187
to Prose Observations
And to Poetry 156 Daniel and his Defence of 189
The craze for Classical 157 Rhyme
Metres Bacon 191
Special wants of English 157 The Essays 192
Prosody The Advancement of 192
Its kinds— Learning
(1) Chaucerian 158 Its denunciation of mere 193
(2) Alliterative 158 word-study
(3) Italianated 159 Its view of Poetry 194
Deficiencies of all three 159 Some obiter dicta 194
The temptations of Criticism 160 The whole of very slight 195
in this respect importance
Its adventurers: Ascham 160 Stirling’s Anacrisis 196
himself Ben Jonson: his equipment 197
Watson and Drant 161 His Prefaces, &c. 198
Gascoigne 162 The Drummond 199
His Notes of Instruction 163 Conversations
Their capital value 164 The Discoveries 200
Spenser and Harvey 165 Form of the book 203
The Puritan attack on Poetry 169 Its date 204
Gosson 169 Mosaic of old and new 204
The School of Abuse 170 The fling at Montaigne 205
Lodge’s Reply 170 At Tamerlane 206
Sidney’s Apology for Poetry 171 The Shakespeare Passage 206
Abstract of it 172 And that on Bacon 206
General character of the 208
book
INTERCHAPTER IV. 211
BOOK V.

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Intermediate Statistics Using SPSS 1st

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Paired t Test and

Exercise Page Exercise Page

8.1A 387 8.6A 407

8.1B 389 8.6B 409

8.2A 391 8.7A 411

8.2B 393 8.7B 413

8.3A 395 8.8A 415

8.3B 397 8.8B 417

8.4A 399 8.9A 419

8.4B 401 8.9B 421

8.5A 403 8.10A 423

8.5B 405 8.10B 425

EXERCISE 8.1, DATA SET A

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EXERCISE 8.1, DATA SET B

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EXERCISE 8.2, DATA SET A

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EXERCISE 8.2, DATA SET B

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EXERCISE 8.3, DATA SET A

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EXERCISE 8.3, DATA SET B

EXERCISE 8.4, DATA SET A

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EXERCISE 8.4, DATA SET B

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EXERCISE 8.5, DATA SET A

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EXERCISE 8.5, DATA SET B

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EXERCISE 8.6, DATA SET A

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NOTE: The band names in this data set are fictitious.

EXERCISE 8.6, DATA SET B

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NOTE: The band names in this data set are fictitious.

EXERCISE 8.7, DATA SET A

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EXERCISE 8.7, DATA SET B

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