This is NOT an essay prompt, the question prompt is just detailed. Use the following prompt and data to answer question 1 and its subquestions 1.a, 1.b, 1.c, 1.d, and 1.e, in detail, thank you! 1) For...



This isNOT an essay prompt, the question prompt is just detailed.


Use the following prompt and data to answer question 1 and its subquestions 1.a, 1.b, 1.c, 1.d, and 1.e, in detail, thank you!



1) For one of the memory assessment experiment, perform a hypothesis test to assess whether there is a difference in completion time, on average, when undergraduate students at UM use their dominant vs. non-dominant hand, using a 5% significance level. Be sure to include:



  • 1.a) Definition of the parameter of interest in context

  • 1.b) Your hypotheses and results of your test. You can include either a screenshot from Rstudio (if available) or a table of important values (test statistic, distribution, and p-value) calculated by hand.

  • 1.c) An evaluation of the p-value and conclusion in context

  • 1.d) Define alpha and powerin context

  • 1.e) Explain two ways in which you could increase the power of this test



Background (Motivation): Recovery curve after concussion for student athletes<br>The (fictitious) Midwest Journal of Medicine recently published a study of the recovery curve after<br>concussions for student athletes. Student athletes complete a computer-based neurocognitive assessment<br>when they first enter their university and are given a baseline concussion score. If a student athlete<br>becomes concussed, they are asked to perform the assessments again and again until their neurocognitive<br>assessment score returns to their baseline score.<br>You believe that hand dominance may have an impact on the study results and observe that this wasn't<br>controlled for in the original study. To show the importance of controlling for hand dominance when<br>performing computer-based evaluations, you decide to conduct your own study among undergraduate<br>students at UM.<br>Your Study: Effects of hand dominance on various computer-based activities for undergraduate students at<br>UM.<br>You have two different datasets available to you coming from a random sample of undergraduate students<br>at UM. Each student was asked to perform a series of two computer-based activities that measure reaction<br>time e and memory 2 . Each student performed each activity twice; fırst using their dominant hand and<br>again using their non dominant hand. You will be using these study results to evaluate if hand dominance<br>has an effect on reaction time and memory when measured through these two computer based activities.<br>Below is a summary of the data collected for each activity:<br>

Extracted text: Background (Motivation): Recovery curve after concussion for student athletes The (fictitious) Midwest Journal of Medicine recently published a study of the recovery curve after concussions for student athletes. Student athletes complete a computer-based neurocognitive assessment when they first enter their university and are given a baseline concussion score. If a student athlete becomes concussed, they are asked to perform the assessments again and again until their neurocognitive assessment score returns to their baseline score. You believe that hand dominance may have an impact on the study results and observe that this wasn't controlled for in the original study. To show the importance of controlling for hand dominance when performing computer-based evaluations, you decide to conduct your own study among undergraduate students at UM. Your Study: Effects of hand dominance on various computer-based activities for undergraduate students at UM. You have two different datasets available to you coming from a random sample of undergraduate students at UM. Each student was asked to perform a series of two computer-based activities that measure reaction time e and memory 2 . Each student performed each activity twice; fırst using their dominant hand and again using their non dominant hand. You will be using these study results to evaluate if hand dominance has an effect on reaction time and memory when measured through these two computer based activities. Below is a summary of the data collected for each activity:
Table 1: Experiment 1- Reaction Time Activity<br>Difference in completion time<br>Completion time<br>(Dominant Hand) | (Non-Dominant Hand) (Dominant - Non-Dominant)<br>Completion time<br>Number of<br>observations<br>1491<br>1491<br>1491<br>Sample mean<br>0.4259<br>0.482<br>-0.056<br>Sample standard<br>deviation<br>0.153<br>0.191<br>0.140<br>Table 2: Experiment 2 - Memory Assessment Activity<br>Completion time<br>|(Dominant Hand) (Non-Dominant Hand)<br>Difference in completion time<br>(Dominant - Non-Dominant)<br>Completion time<br>Number of<br>observations<br>1421<br>1421<br>1421<br>Sample mean<br>41.962<br>52.043<br>-10.080<br>Sample standard<br>deviation<br>10.202<br>14.234<br>12.747<br>

Extracted text: Table 1: Experiment 1- Reaction Time Activity Difference in completion time Completion time (Dominant Hand) | (Non-Dominant Hand) (Dominant - Non-Dominant) Completion time Number of observations 1491 1491 1491 Sample mean 0.4259 0.482 -0.056 Sample standard deviation 0.153 0.191 0.140 Table 2: Experiment 2 - Memory Assessment Activity Completion time |(Dominant Hand) (Non-Dominant Hand) Difference in completion time (Dominant - Non-Dominant) Completion time Number of observations 1421 1421 1421 Sample mean 41.962 52.043 -10.080 Sample standard deviation 10.202 14.234 12.747
Jun 07, 2022
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