THA_1_Fall
Psych 226 Fall 2021 Instructor: Karyna Pryiomka
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Take-home Assignment 1
(56 points)
(due September 26th via Blackboard)
Submission notes and instructions:
1. you may complete this homework by hand and upload a picture(s) of your work to Blackboard or you may type your answers and create tables and graphs in Word or Excel and upload them to Blackboard.
2. to avoid losing points, make sure to answer each question in full.
3. read questions carefully.
4. round all answers to 4 decimal points.
Some research (ex: Rowe, 2008) in developmental psychology demonstrates that children whose parents engage in child-directed speech have better vocabulary than their peers whose parents may not engage in child-directed speech as often. To test this theory, Mia recruited a sample of 24 families with 3-year-old children. After recording each child’s biological sex and ethnicity, as well as the family’s household income, Mia randomly assigned her participants to two group. One group (n = 12) was instructed to engage in child-directed speech (Child-directed speech = Yes) for a total of at least 4 hours a day for two weeks. The other group (n= 12) served as a control (Child-directed speech = No), where parents engaged in child-directed speech for less than 4 hours a day. At the end of this two-week period, Mia measured how many new words did the children learn. Below is a hypothetical dataset for this sample. Use this dataset to complete the following tasks:
0. Identify the scale of measurement for each variable in the dataset (Note: there are 6 variables in this dataset). (12 points)
0. Construct a frequency distribution table, including proportion (round to 4 decimal points) and percent columns, for child’s biological sex. (4 points)
0. Sketch an appropriate frequency distribution graph for ethnicity. (4 points)
0. Sketch an appropriate graph showing the frequency distribution of the number of new words learned for children in the child-directed speech group (child-directed speech = Yes). In the same graph, sketch the frequency distribution of the number of new words learned for children in the control group (child-directed speech = No). Use two different colors or use a solid line for one graph and a dashed line for the other). (hint: see problems 20 and 21 in Chapter 2 and homework chapters 1 and 2) (8 points)
0. Calculate the measures of central tendency (all 3) and variability (range and sd) for the number of new words learned by children whose parents engaged in child-directed speech. (10 points)
0. Calculate the measures of central tendency (all 3) and variability (range and sd) for the number of new words learned by children whose parents did not engage in child-directed speech. (10 points)
0. Using your answers for d, e, and f, write a short paragraph comparing the two groups. Does it appear that children’s vocabulary improves when parents engage in child-directed speech for at least 4 hours a day for two weeks? Make sure to report and discuss the distribution shape, the measures of central tendency and the measures of variability for these data in your answer. (8 points)
Participant ID
Child’s biological sex
Ethnicity
Household Income in USD
Child-directed Speech
The number of new words learned
1
Male
Caucasian
95,674
Yes
7
2
Female
Latinx
75,271
Yes
6
3
Female
Asian
85,429
Yes
7
4
Female
Asian
62,823
Yes
3
5
Male
Latinx
141,644
Yes
7
6
Female
Multiracial
73,911
Yes
4
7
Male
Multiracial
144,892
Yes
7
8
Male
African American
71,458
Yes
3
9
Male
African American
63,849
Yes
6
10
Male
Latinx
140,341
Yes
4
11
Male
Asian
118,068
Yes
3
12
Male
Multiracial
93,984
Yes
5
13
Female
African American
101,722
No
6
14
Male
Caucasian
140,449
No
10
15
Male
Multiracial
57,738
No
7
16
Female
Latinx
95,039
No
10
17
Male
Latinx
72,083
No
9
18
Female
Multiracial
70,416
No
6
19
Male
African American
114,927
No
6
20
Female
Caucasian
103,270
No
6
21
Female
African American
84,880
No
9
22
Male
African American
101,978
No
9
23
Female
Latinx
147,217
No
8
24
Female
Multiracial
57,666
No
10
References
Rowe, M. L. 2008. Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language 35 (01), 185-205.
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