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 10
Ed iti o n
Statistics for the
Behavioral Sciences
© Deborah Batt

Frederick J Gravetter
The College at Brockport, State University of New York

Larry B. WaLLnau
The College at Brockport, State University of New York

Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States

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 Statistics for the Behavioral Sciences,
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 B RiEF Co n tEn t S

CHAPtER 1 Introduction to Statistics 1

CHAPtER 2 Frequency Distributions 33

CHAPtER 3 Central Tendency 67

CHAPtER 4 Variability 99

CHAPtER 5 z-Scores: Location of Scores and Standardized Distributions 131

CHAPtER 6 Probability 159

CHAPtER 7 Probability and Samples: The Distribution of Sample Means 193

CHAPtER 8 Introduction to Hypothesis Testing 223

CHAPtER 9 Introduction to the t Statistic 267

CHAPtER 10 The t Test for Two Independent Samples 299

CHAPtER 11 The t Test for Two Related Samples 335

CHAPtER 12 Introduction to Analysis of Variance 365

CHAPtER 13 Repeated-Measures Analysis of Variance 413

CHAPtER 14 Two-Factor Analysis of Variance (Independent Measures) 447

CHAPtER 15 Correlation 485

CHAPtER 16 Introduction to Regression 529

CHAPtER 17 The Chi-Square Statistic: Tests for Goodness of Fit and Independence 559

CHAPtER 18 The Binomial Test 603

iii
 Co n tEn t S

CHAPtER 1 Introduction to Statistics 1

PREVIEW 2
1.1 Statistics, Science, and Observations 2
1.2 Data Structures, Research Methods, and Statistics 10
1.3 Variables and Measurement 18
1.4 Statistical Notation 25
Summary 29
Focus on Problem Solving 30
Demonstration 1.1 30
Problems 31

CHAPtER 2 Frequency Distributions 33

PREVIEW 34
2.1 Frequency Distributions and Frequency Distribution Tables 35
2.2 Grouped Frequency Distribution Tables 38
2.3 Frequency Distribution Graphs 42
2.4 Percentiles, Percentile Ranks, and Interpolation 49
2.5 Stem and Leaf Displays 56
Summary 58
Focus on Problem Solving 59
Demonstration 2.1 60
Demonstration 2.2 61
Problems 62

v
vi CONTENTS

CHAPtER 3 Central Tendency 67

PREVIEW 68
3.1 Overview 68
3.2 The Mean 70
3.3 The Median 79
3.4 The Mode 83
3.5 Selecting a Measure of Central Tendency 86
3.6 Central Tendency and the Shape of the Distribution 92
Summary 94
Focus on Problem Solving 95
Demonstration 3.1 96
Problems 96

CHAPtER 4 Variability 99
PREVIEW 100
4.1 Introduction to Variability 101
4.2 Defining Standard Deviation and Variance 103
4.3 Measuring Variance and Standard Deviation for a Population 108
4.4 Measuring Standard Deviation and Variance for a Sample 111
4.5 Sample Variance as an Unbiased Statistic 117
4.6 More about Variance and Standard Deviation 119
Summary 125
Focus on Problem Solving 127
Demonstration 4.1 128
Problems 128

z-Scores: Location of Scores

CHAPtER 5 and Standardized Distributions 131
PREVIEW 132
5.1 Introduction to z-Scores 133
5.2 z-Scores and Locations in a Distribution 135
5.3 Other Relationships Between z, X, 𝛍, and 𝛔 138
 CONTENTS vii

5.4 Using z-Scores to Standardize a Distribution 141

5.5 Other Standardized Distributions Based on z-Scores 145
5.6 Computing z-Scores for Samples 148
5.7 Looking Ahead to Inferential Statistics 150
Summary 153
Focus on Problem Solving 154
Demonstration 5.1 155
Demonstration 5.2 155
Problems 156

CHAPtER 6 Probability 159

PREVIEW 160
6.1 Introduction to Probability 160
6.2 Probability and the Normal Distribution 165
6.3 Probabilities and Proportions for Scores
from a Normal Distribution 172
6.4 Probability and the Binomial Distribution 179
6.5 Looking Ahead to Inferential Statistics 184
Summary 186
Focus on Problem Solving 187
Demonstration 6.1 188
Demonstration 6.2 188
Problems 189

Probability and Samples: The Distribution

CHAPtER 7 of Sample Means 193
PREVIEW 194
7.1 Samples, Populations, and the Distribution
of Sample Means 194
7.2 The Distribution of Sample Means for any Population
and any Sample Size 199
7.3 Probability and the Distribution of Sample Means 206
7.4 More about Standard Error 210
7.5 Looking Ahead to Inferential Statistics 215
viii CONTENTS

Summary 219
Focus on Problem Solving 219
Demonstration 7.1 220
Problems 221

CHAPtER 8 Introduction to Hypothesis Testing 223

PREVIEW 224
8.1 The Logic of Hypothesis Testing 225
8.2 Uncertainty and Errors in Hypothesis Testing 236
8.3 More about Hypothesis Tests 240
8.4 Directional (One-Tailed) Hypothesis Tests 245
8.5 Concerns about Hypothesis Testing: Measuring Effect Size 250
8.6 Statistical Power 254
Summary 260
Focus on Problem Solving 261
Demonstration 8.1 262
Demonstration 8.2 263
Problems 263

CHAPtER 9 Introduction to the t Statistic 267

PREVIEW 268
9.1 The t Statistic: An Alternative to z 268
9.2 Hypothesis Tests with the t Statistic 274
9.3 Measuring Effect Size for the t Statistic 279
9.4 Directional Hypotheses and One-Tailed Tests 288
Summary 291
Focus on Problem Solving 293
Demonstration 9.1 293
Demonstration 9.2 294
Problems 295
 CONTENTS ix

CHAPtER 10 The t Test for Two Independent Samples 299

PREVIEW 300
10.1 Introduction to the Independent-Measures Design 300
10.2 The Null Hypothesis and the Independent-Measures t Statistic 302
10.3 Hypothesis Tests with the Independent-Measures t Statistic 310
10.4 Effect Size and Confidence Intervals for the
Independent-Measures t 316
10.5 The Role of Sample Variance and Sample Size in the
Independent-Measures t Test 322
Summary 325
Focus on Problem Solving 327
Demonstration 10.1 328
Demonstration 10.2 329
Problems 329

CHAPtER 11 The t Test for Two Related Samples 335

PREVIEW 336
11.1 Introduction to Repeated-Measures Designs 336
11.2 The t Statistic for a Repeated-Measures Research Design 339
11.3 Hypothesis Tests for the Repeated-Measures Design 343
11.4 Effect Size and Confidence Intervals for the Repeated-Measures t 347
11.5 Comparing Repeated- and Independent-Measures Designs 352
Summary 355
Focus on Problem Solving 358
Demonstration 11.1 358
Demonstration 11.2 359
Problems 360

CHAPtER 12 Introduction to Analysis of Variance 365

PREVIEW 366
12.1 Introduction (An Overview of Analysis of Variance) 366
12.2 The Logic of Analysis of Variance 372
12.3 ANOVA Notation and Formulas 375
x CONTENTS

12.4 Examples of Hypothesis Testing and Effect Size with ANOVA 383
12.5 Post Hoc Tests 393
12.6 More about ANOVA 397
Summary 403
Focus on Problem Solving 406
Demonstration 12.1 406
Demonstration 12.2 408
Problems 408

CHAPtER 13 Repeated-Measures Analysis of Variance 413

PREVIEW 414
13.1 Overview of the Repeated-Measures ANOVA 415
13.2 Hypothesis Testing and Effect Size with the
Repeated-Measures ANOVA 420
13.3 More about the Repeated-Measures Design 429
Summary 436
Focus on Problem Solving 438
Demonstration 13.1 439
Demonstration 13.2 440
Problems 441

Two-Factor Analysis of Variance

CHAPtER 14 (Independent Measures) 447
PREVIEW 448
14.1 An Overview of the Two-Factor, Independent-Measures, ANOVA: Main
Effects and Interactions 448
14.2 An Example of the Two-Factor ANOVA and Effect Size 458
14.3 More about the Two-Factor ANOVA 467
Summary 473
Focus on Problem Solving 475
Demonstration 14.1 476
Demonstration 14.2 478
Problems 479
 CONTENTS xi

CHAPtER 15 Correlation 485

PREVIEW 486
15.1 Introduction 487
15.2 The Pearson Correlation 489
15.3 Using and Interpreting the Pearson Correlation 495
15.4 Hypothesis Tests with the Pearson Correlation 506
15.5 Alternatives to the Pearson Correlation 510
Summary 520
Focus on Problem Solving 522
Demonstration 15.1 523
Problems 524

CHAPtER 16 Introduction to Regression 529

PREVIEW 530
16.1 Introduction to Linear Equations and Regression 530
16.2 The Standard Error of Estimate and Analysis of Regression:
The Significance of the Regression Equation 538
16.3 Introduction to Multiple Regression with Two Predictor Variables 544
Summary 552
Linear and Multiple Regression 554
Focus on Problem Solving 554
Demonstration 16.1 555
Problems 556

The Chi-Square Statistic: Tests for Goodness

CHAPtER 17 of Fit and Independence 559
PREVIEW 560
17.1 Introduction to Chi-Square: The Test for Goodness of Fit 561
17.2 An Example of the Chi-Square Test for Goodness of Fit 567
17.3 The Chi-Square Test for Independence 573
17.4 Effect Size and Assumptions for the Chi-Square Tests 582
17.5 Special Applications of the Chi-Square Tests 587
xii CONTENTS

Summary 591
Focus on Problem Solving 595
Demonstration 17.1 595
Demonstration 17.2 597
Problems 597

CHAPtER 18 The Binomial Test 603

PREVIEW 604
18.1 Introduction to the Binomial Test 604
18.2 An Example of the Binomial Test 608
18.3 More about the Binomial Test: Relationship with Chi-Square
and the Sign Test 612
Summary 617
Focus on Problem Solving 619
Demonstration 18.1 619
Problems 620

A PPE N D IX E S
A Basic Mathematics Review 625
A.1 Symbols and Notation 627
A.2 Proportions: Fractions, Decimals, and Percentages 629
A.3 Negative Numbers 635
A.4 Basic Algebra: Solving Equations 637
A.5 Exponents and Square Roots 640
B Statistical Tables 647
C Solutions for Odd-Numbered Problems in the Text 663
D General Instructions for Using SPSS 683
E Hypothesis Tests for Ordinal Data: Mann-Whitney,
Wilcoxon, Kruskal-Wallis, and Friedman Tests 687

Statistics Organizer: Finding the Right Statistics for Your Data 701
References 717
Name Index 723
Subject Index 725
 PREFACE

M any students in the behavioral sciences view the required statistics course as an
intimidating obstacle that has been placed in the middle of an otherwise interest-
ing curriculum. They want to learn about human behavior—not about math and science.
As a result, the statistics course is seen as irrelevant to their education and career goals.
However, as long as the behavioral sciences are founded in science, knowledge of statistics
will be necessary. Statistical procedures provide researchers with objective and systematic
methods for describing and interpreting their research results. Scientific research is the
system that we use to gather information, and statistics are the tools that we use to distill
the information into sensible and justified conclusions. The goal of this book is not only
to teach the methods of statistics, but also to convey the basic principles of objectivity and
logic that are essential for science and valuable for decision making in everyday life.
Those of you who are familiar with previous editions of Statistics for the Behavioral
Sciences will notice that some changes have been made. These changes are summarized
in the section entitled “To the Instructor.” In revising this text, our students have been
foremost in our minds. Over the years, they have provided honest and useful feedback.
Their hard work and perseverance has made our writing and teaching most rewarding. We
sincerely thank them. Students who are using this edition should please read the section of
the preface entitled “To the Student.”
The book chapters are organized in the sequence that we use for our own statistics
courses. We begin with descriptive statistics, and then examine a variety of statistical pro-
cedures focused on sample means and variance before moving on to correlational methods
and nonparametric statistics. Information about modifying this sequence is presented in the
To The Instructor section for individuals who prefer a different organization. Each chapter
contains numerous examples, many based on actual research studies, learning checks, a
summary and list of key terms, and a set of 20–30 problems.

Ancillaries
Ancillaries for this edition include the following.
■■ MindTap® Psychology: MindTap® Psychology for Gravetter/Wallnau’s Statistics
for The Behavioral Sciences, 10th Edition is the digital learning solution that helps
instructors engage and transform today’s students into critical thinkers. Through paths
of dynamic assignments and applications that you can personalize, real-time course
analytics, and an accessible reader, MindTap helps you turn cookie cutter into cutting
edge, apathy into engagement, and memorizers into higher-level thinkers.
As an instructor using MindTap you have at your fingertips the right content and
unique set of tools curated specifically for your course, such as video tutorials that
walk students through various concepts and interactive problem tutorials that provide
students opportunities to practice what they have learned, all in an interface designed
to improve workflow and save time when planning lessons and course structure. The
control to build and personalize your course is all yours, focusing on the most relevant
xiii
xiv PREFACE

material while also lowering costs for your students. Stay connected and informed in
your course through real time student tracking that provides the opportunity to adjust
the course as needed based on analytics of interactivity in the course.
■■ Online Instructor’s Manual: The manual includes learning objectives, key terms,
a detailed chapter outline, a chapter summary, lesson plans, discussion topics, student
activities, “What If” scenarios, media tools, a sample syllabus and an expanded test
bank. The learning objectives are correlated with the discussion topics, student
activities, and media tools.
■■ Online PowerPoints: Helping you make your lectures more engaging while effec-
tively reaching your visually oriented students, these handy Microsoft PowerPoint®
slides outline the chapters of the main text in a classroom-ready presentation. The
PowerPoint® slides are updated to reflect the content and organization of the new
edition of the text.
■■ Cengage Learning Testing, powered by Cognero®: Cengage Learning Testing,
Powered by Cognero®, is a flexible online system that allows you to author, edit,
and manage test bank content. You can create multiple test versions in an instant and
deliver tests from your LMS in your classroom.

Acknowledgments
It takes a lot of good, hard-working people to produce a book. Our friends at Cengage
have made enormous contributions to this textbook. We thank: Jon-David Hague, Product
Director; Timothy Matray, Product Team Director; Jasmin Tokatlian, Content Develop-
ment Manager; Kimiya Hojjat, Product Assistant; and Vernon Boes, Art Director. Special
thanks go to Stefanie Chase, our Content Developer and to Lynn Lustberg who led us
through production at MPS.
Reviewers play a very important role in the development of a manuscript. Accordingly,
we offer our appreciation to the following colleagues for their assistance: Patricia Case,
University of Toledo; Kevin David, Northeastern State University; Adia Garrett, Univer-
sity of Maryland, Baltimore County; Carrie E. Hall, Miami University; Deletha Hardin,
University of Tampa; Angela Heads, Prairie View A&M University; Roberto Heredia,
Texas A&M International University; Alisha Janowski, University of Central Florida;
Matthew Mulvaney, The College at Brockport (SUNY); Nicholas Von Glahn, California
State Polytechnic University, Pomona; and Ronald Yockey, Fresno State University.

To the Instructor
Those of you familiar with the previous edition of Statistics for the Behavioral Sciences will
notice a number of changes in the 10th edition. Throughout this book, research examples
have been updated, real world examples have been added, and the end-of-chapter problems
have been extensively revised. Major revisions for this edition include the following:
1. Each section of every chapter begins with a list of Learning Objectives for that
specific section.
2. Each section ends with a Learning Check consisting of multiple-choice questions
with at least one question for each Learning Objective.
 PREFACE xv

3. The former Chapter 19, Choosing the Right Statistics, has been eliminated and
an abridged version is now an Appendix replacing the Statistics Organizer, which
appeared in earlier editions.
Other examples of specific and noteworthy revisions include the following.

Chapter 1 The section on data structures and research methods parallels the new
Appendix, Choosing the Right Statistics.

Chapter 2 The chapter opens with a new Preview to introduce the concept and purpose
of frequency distributions.

Chapter 3 Minor editing clarifies and simplifies the discussion the median.

Chapter 4 The chapter opens with a new Preview to introduce the topic of Central
Tendency. The sections on standard deviation and variance have been edited to increase
emphasis on concepts rather than calculations.

Chapter 5 The section discussion relationships between z, X, μ, and σ has been

expanded and includes a new demonstration example.

Chapter 6 The chapter opens with a new Preview to introduce the topic of Probability.
The section, Looking Ahead to Inferential Statistics, has been substantially shortened and
simplified.

Chapter 7 The former Box explaining difference between standard deviation and
standard error was deleted and the content incorporated into Section 7.4 with editing to
emphasize that the standard error is the primary new element introduced in the chapter.
The final section, Looking Ahead to Inferential Statistics, was simplified and shortened to
be consistent with the changes in Chapter 6.

Chapter 8 A redundant example was deleted which shortened and streamlined the
remaining material so that most of the chapter is focused on the same research example.

Chapter 9 The chapter opens with a new Preview to introduce the t statistic and explain
why a new test statistic is needed. The section introducing Confidence Intervals was edited
to clarify the origin of the confidence interval equation and to emphasize that the interval
is constructed at the sample mean.

Chapter 10 The chapter opens with a new Preview introducing the independent-mea-
sures t statistic. The section presenting the estimated standard error of (M1 – M2) has been
simplified and shortened.

Chapter 11 The chapter opens with a new Preview introducing the repeated-measures t
statistic. The section discussing hypothesis testing has been separated from the section on
effect size and confidence intervals to be consistent with the other two chapters on t tests.
The section comparing independent- and repeated-measures designs has been expanded.

Chapter 12 The chapter opens with a new Preview introducing ANOVA and explaining
why a new hypothesis testing procedure is necessary. Sections in the chapter have been
reorganized to allow flow directly from hypothesis tests and effect size to post tests.
xvi PREFACE

Chapter 13 Substantially expanded the section discussing factors that influence the
outcome of a repeated-measures hypothesis test and associated measures of effect size.

Chapter 14 The chapter opens with a new Preview presenting a two-factor research
example and introducing the associated ANOVA. Sections have been reorganized so that
simple main effects and the idea of using a second factor to reduce variance from indi-
vidual differences are now presented as extra material related to the two-factor ANOVA.

Chapter 15 The chapter opens with a new Preview presenting a correlational research
study and the concept of a correlation. A new section introduces the t statistic for evaluat-
ing the significance of a correlation and the section on partial correlations has been simpli-
fied and shortened.

Chapter 16 The chapter opens with a new Preview introducing the concept of regression and
its purpose. A new section demonstrates the equivalence of testing the significance of a correla-
tion and testing the significance of a regression equation with one predictor variable. The sec-
tion on residuals for the multiple-regression equation has been edited to simplify and shorten.

Chapter 17 A new chapter Preview presents an experimental study with data consisting
of frequencies, which are not compatible with computing means and variances. Chi-square
tests are introduced as a solution to this problem. A new section introduces Cohen’s w as
a means of measuring effect size for both chi-square tests.

Chapter 18 Substantial editing clarifies the section explaining how the real limits for
each score can influence the conclusion from a binomial test.
The former Chapter 19 covering the task of matching statistical methods to specific
types of data has been substantially shortened and converted into an Appendix.

■■Matching the Text to Your Syllabus

The book chapters are organized in the sequence that we use for our own statistics courses.
However, different instructors may prefer different organizations and probably will choose
to omit or deemphasize specific topics. We have tried to make separate chapters, and even
sections of chapters, completely self-contained, so they can be deleted or reorganized to fit
the syllabus for nearly any instructor. Some common examples are as follows.
■■ It is common for instructors to choose between emphasizing analysis of variance
(Chapters 12, 13, and 14) or emphasizing correlation/regression (Chapters 15 and 16).
It is rare for a one-semester course to complete coverage of both topics.
■■ Although we choose to complete all the hypothesis tests for means and mean
differences before introducing correlation (Chapter 15), many instructors prefer to
place correlation much earlier in the sequence of course topics. To accommodate
this, Sections 15.1, 15.2, and 15.3 present the calculation and interpretation of
the Pearson correlation and can be introduced immediately following Chapter 4
(variability). Other sections of Chapter 15 refer to hypothesis testing and should be
delayed until the process of hypothesis testing (Chapter 8) has been introduced.
■■ It is also possible for instructors to present the chi-square tests (Chapter 17) much
earlier in the sequence of course topics. Chapter 17, which presents hypothesis tests
for proportions, can be presented immediately after Chapter 8, which introduces the
process of hypothesis testing. If this is done, we also recommend that the Pearson
correlation (Sections 15.1, 15.2, and 15.3) be presented early to provide a foundation
for the chi-square test for independence.
 PREFACE xvii

To the Student
A primary goal of this book is to make the task of learning statistics as easy and painless
as possible. Among other things, you will notice that the book provides you with a number
of opportunities to practice the techniques you will be learning in the form of Learning
Checks, Examples, Demonstrations, and end-of-chapter problems. We encourage you to
take advantage of these opportunities. Read the text rather than just memorizing the for-
mulas. We have taken care to present each statistical procedure in a conceptual context that
explains why the procedure was developed and when it should be used. If you read this
material and gain an understanding of the basic concepts underlying a statistical formula,
you will find that learning the formula and how to use it will be much easier. In the “Study
Hints,” that follow, we provide advice that we give our own students. Ask your instructor
for advice as well; we are sure that other instructors will have ideas of their own.
Over the years, the students in our classes and other students using our book have given
us valuable feedback. If you have any suggestions or comments about this book, you can
write to either Professor Emeritus Frederick Gravetter or Professor Emeritus Larry Wallnau
at the Department of Psychology, SUNY College at Brockport, 350 New Campus Drive,
Brockport, New York 14420. You can also contact Professor Emeritus Gravetter directly at
fgravett@brockport.edu.

■■Study Hints
You may find some of these tips helpful, as our own students have reported.
■■ The key to success in a statistics course is to keep up with the material. Each new
topic builds on previous topics. If you have learned the previous material, then the
new topic is just one small step forward. Without the proper background, however,
the new topic can be a complete mystery. If you find that you are falling behind, get
help immediately.
■■ You will learn (and remember) much more if you study for short periods several
times per week rather than try to condense all of your studying into one long session.
For example, it is far more effective to study half an hour every night than to have
a single 3½-hour study session once a week. We cannot even work on writing this
book without frequent rest breaks.
■■ Do some work before class. Keep a little ahead of the instructor by reading the appro-
priate sections before they are presented in class. Although you may not fully under-
stand what you read, you will have a general idea of the topic, which will make the
lecture easier to follow. Also, you can identify material that is particularly confusing
and then be sure the topic is clarified in class.
■■ Pay attention and think during class. Although this advice seems obvious, often it is
not practiced. Many students spend so much time trying to write down every example
presented or every word spoken by the instructor that they do not actually understand
and process what is being said. Check with your instructor—there may not be a need
to copy every example presented in class, especially if there are many examples like
it in the text. Sometimes, we tell our students to put their pens and pencils down for a
moment and just listen.
■■ Test yourself regularly. Do not wait until the end of the chapter or the end of the
week to check your knowledge. After each lecture, work some of the end-of-chapter
problems and do the Learning Checks. Review the Demonstration Problems, and
be sure you can define the Key Terms. If you are having trouble, get your questions
answered immediately—reread the section, go to your instructor, or ask questions in
class. By doing so, you will be able to move ahead to new material.
xviii PREFACE

■■ Do not kid yourself! Avoid denial. Many students observe their instructor solve
problems in class and think to themselves, “This looks easy, I understand it.” Do
you really understand it? Can you really do the problem on your own without having
to leaf through the pages of a chapter? Although there is nothing wrong with using
examples in the text as models for solving problems, you should try working a prob-
lem with your book closed to test your level of mastery.
■■ We realize that many students are embarrassed to ask for help. It is our biggest chal-
lenge as instructors. You must find a way to overcome this aversion. Perhaps contact-
ing the instructor directly would be a good starting point, if asking questions in class
is too anxiety-provoking. You could be pleasantly surprised to find that your instruc-
tor does not yell, scold, or bite! Also, your instructor might know of another student
who can offer assistance. Peer tutoring can be very helpful.

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