Grades by code name.

Required	Optional
George, D. & Mallery, P. (2000). SPSS for Windows step by step: A simple guide and reference. Boston: Allyn and Bacon.	Norusis, M. J. (1995). SPSS 6.1 Guide to Data Analysis. Englewood Cliffs, NJ: Prentice-Hall.

Exercise 1
Due: January 25, 2000

Computers and Eudora

1. Explore the computer (Macintosh and/or Windows on a PC).

a) What groups of applications are listed under "Programs" on the Start Menu?

b) What icons are available under the folder called "Most Common Internet Tools" located on the desktop?

2. Send an e-mail to the instructor using Eudora.

a) Create an address book entry for the instructor (Dr. Cutting) either by clicking on the Address Book icon or by selecting "Make Address Book Entry" under "Special" on the Menu Bar.

b) Create a new e-mail message by adding the instructor's address book name (not the whole e-mail address) in the "To:" part of the header. Also send a copy of the message to yourself by typing your own e-mail address in the "Cc:" part of the header. The subject of the message should be called "Exercise 1."

c) In the body of the message, type the following:

Hello Dr. Cutting. This is a really cool class. Goodbye, insert your name here

d) Include the file "grades.sav" as an attachment. This file is on the data disk that came with the SPSS book (George & Mallery, 2000). You can attach this file by either clicking on the Attachments icon or by choosing "Message" and "Attach File" from the Menu Bar.

e) Send the message no later than Tuesday by class time. If you mess up, feel free to send it again.

Please turn in your answers on Tuesday. The answers to #1 can be turned in on paper or by e-mail. Needless to say, #2 has to be sent by e-mail.

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Exercise 2
Due: Feb. 1, 2000

Using the Internet

1. Find the following information on the World Wide Web and indicate the web address at which you found the information in the box. Feel free to use the PSY 345 web site (http://main.psy.ilstu.edu/faculty/cutting/psych345/sp2000syllabus.html)(6 points)
 

Information:	Web address:
The American Psychological Association's Ethical Principles of Psychologists and Code of Conduct
A picture of Sigmund Freud
Dr. Cooper Cutting's campus address
A description of PSY 345 at Illinois State University
Information about SPSS version 9.0
A list of doctoral-level applied psychology programs accredited by the APA

2. Find three abstracts using PsycINFO. Save these abstracts either on disk or on paper, and turn them in with this assignment. (4 points)

a) Find an abstract of an article written by a professor in the Department of Psychology at Illinois State University.

b) Find an abstract of an article written by a professor in the Department of Psychology at University of Illinois, Urbana-Champaign.

c) Find an abstract of an article with "SPSS" in the title.

d) Find an abstract of an article titled "University mental health services in Illinois."

Responses may be e-mailed or turned in on paper by Tuesday.

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Exercise 3
Due: February 8, 2000

Using MS Word and APA style

1. Copy the text for this homework here and paste it into a new MS Word document.

hint:
- open up a "new" document in Word
- go to the text for the homework (click on the "here" above)
- use your mouse to highlight the text on that page
- go to the file menu and "copy" the highlighted material
- go to the Word document and "paste" in the text

2. Begin formating the text in APA style. (7 points)

a. Set the margins to 1 inch on top, bottom, and sides.


b. Make the entire document double spaced.


c. Change the font of the document to Arial.


d. Insert the following as a running head:


the words "Concepts and Theories"
also include page number.
Align the running head against the right margin



e. Pretend that I made a mistake with the spelling of Medin's name. Use the find and replace function to change all instances of "Medin" to "Meding".


f. Indent each reference in the reference section


note:

try using the ruler to do this

g. Insert the picture to the right (the picture of your textbook) at the end of the document.

3. On the page before the inserted picture, insert a table for following set of data (including the data, headings for the table, and a title for the table). (3 points)

note:

Don't just copy and paste this as a picture. Your task is to recreate this table in word using the "Table" functions.

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Exercise 4
Due: February 15, 2000

Using MS Excel

1) Your assignment is to enter the following data into an Excel file. You can decide what way is best for you to do this, copy and paste, enter by hand, etc. (Don't forget to leave room for a title at the top). Note: I've also included this data on a single page so you don't have to print out this whole page (If that's the way that you choose to do things). To get to that page click here.

ID#	 SECT	Last Name	First Name	Q1	Q2	Q3	Q4	Q5	Q6	Q7	Q8	Q9	Q10	MidEx	FinalEX

1027	1	CHOMSKY	Sarah	6	6	4	6	5	4	6	5	6	6	28	31

1234	2	BOROWIEC	Devan	4	3	3	2	3	3	2	3	2	5	23	23

1297	1	AKINS	Jennifer	5	3	3	5	2	4	6	4	3	3	22	36

2114	1	BACKER	Jenifer	6	6	3	4	5	5	4	2	3	4	31	31

2132	1	BECKHAM	Cameron	6	6	6	6	2	5	6	6	6	6	37	35

3123	1	BAILEY	Allison	5	5	4	6	4	5	4	2	2	5	27	25

3200	2	BLAIR	Renee	5	4	3	3	0	4	5	3	3	4	28	25

3294	1	CONNER	John	3	2	2	4	4	5	4	3	3	3	30	25

3524	2	BOHNSTADT	Katherine	6	3	5	5	6	5	5	5	6	5	30	31

3773	2	BORJA	Keri	6	4	2	2	1	1	2	2	0	3	20	20

4564	1	CLARK	Linda	6	6	6	6	6	6	5	6	5	6	38	38

4892	1	COLLINS	Karen	6	6	6	4	5	5	5	5	2	6	33	36

5152	2	CASSIDY	Jennifer	6	3	3	6	4	5	3	6	5	3	28	22

5762	2	BONSU	Sara	6	1	5	6	4	2	2	2	4	6	20	19

5826	2	BUTLER	Carrie	6	5	5	6	6	5	6	4	5	6	32	33

6412	2	CHAPLIN	Edward	4	3	3	5	3	4	5	4	3	4	21	25

7654	2	BERNKNOPF	Allison	4	1	0	5	0	0	2	2	1	5	23	19

8321	1	ATKINSON	Edwand	6	4	2	5	5	5	5	5	2	6	30	32

9541	2	CANNON	Stephanie	5	4	3	4	5	3	6	5	5	4	30	27

2) After entering in the raw data, do the following (6 points).

a) Make a column that adds together all 10 quizzes, and both exams for each person (call it "total").
b) Make a column that converts the "total" scores into a percentage (hint: the total possible points in the class is 140 [60 from quizzes & 40 from each exam]).
c) Make a "final grade" column and assign letter grades to each student. Use a straight scale: A=90-100, B=80-89, etc.
d) Along the bottom make a row that computes the average for each quiz, each exam, & total.
e) Along the bottom make a row that computes the standard deviation (STDEV) for each quiz, each exam, & total.
f) Sort the file: first by section, and then within section by last name (in ascending order for both).

3) Now format the file so that it is easy to read (4 points).

a) Make headings in bold.
b) Make all computed cells italics.
c) Underline the top row of headings.
d) Insert the following title, make it bold, and font size =18:
Psychology of Language: Sections 1 & 2

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Exercise 5
Due: February 22, 2000

Using MS Powerpoint

For this homework I'd like you to make a powerpoint presentation of the syllabus for this class. I'll outline some of the specifics that I'm looking for below, but most of the details will be left up to you. As you make up the presentation, be thinking along the lines of the presentation suggestions that we discussed in class. You want to be brief, but clear. Identify the key points that you would want your students to remember from the syllabus.

1) Be sure to include the following:

a) a title slide
b) my contact information
c) the general course information

Note: here is a point where you'll want to be brief, but include enough of the important details to get the points across

d) pictures of the required and optional textbooks
e) include a Word table that has the topic calendar (if you can't fit it on one slide feel free to break it up)

Note: don't bother to include a table for the lab hours

2) Make sure that you use the following:

a) Use transitions between the slides.
b) Where appropriate use some kind of animation (e.g., when using bullet points).
c) Select a background and color scheme that is easy to see
d) make sure that your font is big enough to see from the back row (try not to use anthing smaller than 28 point font), and is an easy to read font (stay away from fancy fonts).

A couple of hints/suggestions:
- Remember that you can cut and paste (somethings at least) from the web syllabus page right into your power point presentation.
-If you are having trouble copying the picture, click here for some other pictures to try (they are saved as different formats).

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Exercise 6
Due: March 7, 2000

This homework is ready. Feel free to do it now (note: for Part 2 you'll need to get a datafile from me, I'll e-mail it as an attachment).

SPSS: Creating and Manipulating Data

Create an SPSS data file based on the following fake data. Your name should be in the title of the file. Either e-mail the file to me as an attachment or bring it to me Tuesday on a floppy disk.

Your file will need to contain the following:

• your name in the file name (1 point)
• 6 clearly titled variables (2 points)
• variable labels for all variables (2 points)
• value labels for "gender" (1 point)
• "name" should be a string variable (1 point)
• 8 cases of data completely entered (leave cell blank if data are missing) (3 points)

Part 2:

For this part of the assignment you will need the datafile exercise6.por. Click on the link and then select "save to disk". This should save the SPSS file onto you disk. After saving the file to disk now you should open it up in SPSS (under the file menu select 'open', find the a:drive and open your file). If you have trouble using this file, then you need to bring me a disk at class or at an office hour and I will put the file on your disk.

This file contains data (N = 50) from the Social Provisions Scale (SPS; Cutrona & Russell, 1987) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). Unfortunately, these data are not yet ready to be analyzed. Your assignment is to prepare the data to be analyzed by performing transformations and computing new variables. Each question is worth (2 points).

1. Reverse score the items SPS4 and SPS7 by using Recode Into Same Variable. Be sure that high scores for the SPS and Rosenberg items reflect either high social support or high self-esteem (as opposed to low social support or low self-esteem). For observation #1, what are the values for sps1, sps2, esteem3, and esteem4?

2. Compute a new variable called spstotal that reflects overall social support. Do this by using the "sum" function. In other words, add the 24 SPS items together. What is the value of spstotal for the observation #26?

3. Compute a new variable called rosenbrg that reflects overall self-esteem. Do this by using the "mean" function and multiplying it by 10 (because there are 10 items). What is the value of rosenbrg for observation #48? Why isn't it a whole number?

4. Compute a new variable called suppcat. This categorical variable will reflect people high or low in social support. Make a value of 0 reflect people with spstotal scores of 88 or less. Make a value of 1 reflect people with spstotal scores of more than 88. Be sure to label this variable and label the two values. What is the value of suppcat for observation #1? What does this suggest about this person's level of social support?

5. Print the contents of the SPSS data editor. Do this by choosing File, Print. Make sure "All" is selected. Then click "OK."

Turn in the copy of the data and your answers by Tuesday.

Exercise 7
Due March 21, 2000

This homework is ready. Feel free to do it now.

Using SPSS with Distributions

For this homework you will need to use the grades.sav file from your disk. On all of the graphs you should provide a title and a subtitle. The subtitle should list the number of cases that the graph is based on. The exercise will involve using material from chapters 5 and 6. The include the text answers for the questions in either your email in which you turn in this homework, or in a Word file that you turn in with it (make sure that your name is included in the Word filename).

1)

a) Make a historgram of previous gpa that includes all of the students in the class (all three sections).
b) Compute the first and thrid quartiles (25th and 75th percentiles). Then plot these two quartiles as reference lines on your histogram.
c) Overlay a normal curve on your histogram. Is the normal curve a good approximation of this distribution?

a) Make a bar char that plots the mean percentage against section (on the X-axis). Also use clustered bars to include whether the student attended the review session or not.
b) Change the colors of the bars. Make the "attended review session" bars blue, and the "didn't attend" bars yellow.
c) Based on these data, was going to the review session helpful?

3)

a) Make a scatterplot of previous gpa versus percent. Plot percent on the Y-axis.
b) What is the case the corresponds to the outlier in the bottom right corner of the scatterplot?
c) Do you think that there is a relationship between percent and gpa? If so, is it positive or negative (in correlational terms)?

4)

a) Make three bar graphs, one for sophomores, one for juniors, and one for seniors (not enough freshmen to make a separate graph worthwhile). Hint: You may have to use the select case feature for this question. Each plot should plot mean total against ethnicity. And there should be bars for men and women. Since we will make comparisons across these three graphs make sure that you adjust the axes accordingly.
b) Which group had the highest mean total?
c) Which group had a higher mean totals, Asian sophomore males or American Indian females?

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Exercise 8
Due March Friday, Mar. 28, 2000

Using SPSS for Crosstabs and Chi-square

Get exercise8.por.

This file contains data from 262 college students regarding their likelihood of seeking counseling for various issues. A study like this could be helpful to university counseling centers because they like to know how to maximize students' use of the counseling center.

The variables in this file include:

• Gender of participant (gender)
• Whether the student would seek counseling if having trouble choosing a major (major)
• Whether the student would seek counseling if having relationship troubles (relation)
• Whether the student would seek counseling if having sleep troubles (sleep)
• Whether the student would seek counseling if having procrastination problems (procrast)
• The one problem for which the student would be most likely to seek counseling (problem)
• The student's own problem-solving effectiveness (psolving)

1. Compute a crosstab to determine what percent of women are effective problem solvers. What is this percentage? How does this compare to the percent of men that are effective problem solvers? Based on the marginal percentages, how many women and men would you expect to be effective problem solvers? (2 points)

2. Would you hypothesize that there would be gender differences in one's likelihood of seeking help for relationship problems? What about for procrastination problems? Explain the rationale for your hypotheses? (1 point)

3. Test the two hypotheses from #2. What are the chi-square values? Are they significant? What do these chi-square tests suggest about the nature of the gender differences and your hypotheses? (2 points)

4. Is the gender difference for seeking counseling for relationship problems still present when controlling for problem-solving ability? How can you tell? (2 points)

5. Test whether effective and ineffective problem solvers differ on the most likely reason they would seek counseling. What are the findings? How many ineffective male problem solvers would be most likely to seek counseling for loneliness? Why should this number cause you concern about using the chi-square test? (3 points)

Turn in your answers by Tuesday (on paper).

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Exercise 9
Due Friday, April 4, 2000

Using SPSS with Descriptive Statistics

Get exercise9.por.

This file contains data from 262 college students regarding their attitudes toward seeking counseling and their likelihood of seeking counseling.

The variables in this file include:

• Age of participant (age)
• Gender of participant (gender)
• The student's problem-solving effectiveness (psolving)
• The student's attitudes toward seeking counseling (attitude)
• The student's likelihood of seeking counseling (seek)

1. Compute and report two measures of central tendency and two measures of variability for attitude. Of the two central tendency measures you chose, which is the most appropriate for this variable and why? (1 1/2 points)

2. Compute and report the mean of gender. What does this value represent? (1 point)

3. Does either attitude or seek have problems with skew or kurtosis (use data to support your answer)? If so, what type of skew and what type of kurtosis? For the variable with the worst skew, print a histogram that also shows the normal curve. (To print a chart, select the chart by clicking on it; then Choose File, Print; then choose Selection for Print range.) (2 points)

4. Compute two new variables that represent z-scores for attitude and seek. What are the means and standard deviations of these new standard scores (note-your results may be given in scientific notation)? Has the skew and kurtosis you calculated in #3 changed? Why or why not? (2 points)

5. Do effective problem-solvers have more positive (higher) or more negative (lower) attitudes toward seeking help than ineffective problem-solvers? How about for likelihood of seeking help for problems? Use data to support your answers. Do you think these results are large enough to be "significant"? (2 points)

6. For ineffective problem-solvers, do men and women have similar attitudes toward seeking help? Print a bar chart that illustrates the results from your analysis. (1½ points)

Turn in your answers by Tuesday (on paper).

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Exercise 10
Due Friday, April 11, 2000

Using SPSS with T-tests

Get exercise10.por.

This file contains data from 262 college students regarding their attitudes toward seeking counseling and their likelihood of seeking counseling.

The variables in this file include:

• Gender of participant (gender)
• The student's attitudes toward seeking counseling (attitude)
• The student's likelihood of seeking help for interpersonal problems, that is, problems that are primarily about relationships with others (inter)
• The student's likelihood of seeking help for intrapersonal problems, that is, problems that are primarily about the person, such as depression and anxiety (intra)
• The student's problem-solving effectiveness (psolving)

1. Suppose that the average score on attitudes toward seeking counseling in the population is 50. Compute a one-sample t test to determine whether the mean score on attitude is significantly different from 50. What is the t value and the significance level? What do you conclude about the level of attitudes toward seeking counseling in this sample? (3 points)

2. Related to #1, what is the 95% confidence interval of the difference? What is the 99% confidence interval of the difference (you may have to report your answer in scientific notation)? (2 points)

3. Conduct a test of the null hypothesis that participants would be equally willing to seek help for intrapersonal problems as they are for intrapersonal problems by using the one-sample t-test. Do this by computing a difference score between inter and intra. What is the mean difference between the two? Report the t value and significance level of this test. (3 points)

4. Conduct a test of the null hypothesis that participants would be equally willing to seek help for intrapersonal problems as they are for intrapersonal problems by using the paired-samples t-test. Report the t value and significance level of this test. Explain why these results are similar to what you found in #3. (2 points)

Turn in your answers by Tuesday (on paper).

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Exercise 11
Due Friday, April 18, 2000

Using SPSS for One-way ANOVAs

Get exercise11.por.

This file contains data from 194 college students regarding some mental health variables.

The variables in this file include:

• Gender of participant (gender)
• The student's year in school (yrschool)
• The student's score on a social support (Social Provisions Scale) measure (socsupp)
• The student's score on a self-esteem (Rosenberg) measure (esteem)
• The student's score on a measure of psychiatric symptoms, such as depression and anxiety (symptoms)

1. Compare women and men on self-esteem and psychiatric symptoms.

a. What are the means, standard deviations, and ns (sample size) for men and women on self-esteem? How about psychiatric symptoms? Do these look large enough to be significant? (2 points)

b. Conduct an independent-samples t-test to test the null hypothesis that women and men have similar levels of self-esteem and psychiatric symptoms. What are the results of Levene's tests? Should you assume equal variances for self-esteem? How about for psychiatric symptoms? (2 points)

c. Report the appropriate T statistic and significance level for each test. Should you reject the null hypothesis for self-esteem? How about for psychiatric symptoms? (2 points)

d. Print a bar chart that displays the gender differences for self-esteem (e-mails will not be accepted). Make sure the y-axis ranges from 45 to 65. (1 point)

2.Do an analysis of Variance to compare women and men on self-esteem and psychiatric symptoms. How do these results compare with those in question 1?

3. Test the hypothesis that freshmen, sophomores, juniors, and seniors have equal levels of psychiatric symptoms. Do the same for self-esteem.

a) Report the appropriate F statistic and significance level. What are the findings? (2 points)
b> Use means contrasts to test whether underclassmen (freshmen and sophomores) differ from upper classmen (juniors and seniors) for level of psychiatric symptoms. Also look for differences in self-esteem. (2 points)

4. Suppose you were interested in whether students with high social support have more psychiatric symptoms than those with low social support. What is it about the data in its current form that would make the t-test an inappropriate method of testing this hypothesis? (1 point)

Turn in your answers by Tuesday (on paper).

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Exercise 12
Due Tuesday, April 25, 2000

Using SPSS for Two-way ANOVAs

Get exercise12.por.

This file contains data from 108 college students that participated in an experiment designed to investigate the extent to people hide or reveal their distress to others. All of the students completed a measure of psychiatric symptoms. Some of the students were told that a peer would review their responses (audience = 1); some were told that a counselor would review their responses (audience = 2); some were told that their responses would remain confidential (audience = 3).

The variables in this file include:

• The audience to whom the participant was presenting their responses (audience)
• The student's gender (gender)
• The student's score on a measure of psychiatric symptoms (symptoms)

Conduct a two-way ANOVA with gender and audience as the factors and symptoms as the dependent variable.

1. Report the results of the hypothesis test (F statistic and significance level) that no differences exist in reports of symptoms across the three types of audience, irrespective of gender. Should you reject the null hypothesis? (2 points)

2. Report the symptoms means of the three audience groups using the Compare Means, Means procedure. What are the symptom means of the "peer," "counselor," and "private" groups? (1 point)

3. Report the results of the hypothesis test (F statistic and significance level) that no differences existed in reports of symptoms between women and men, irrespective of audience. Should you reject the null hypothesis? As in #2, report the symptom means by gender. (3 points)

4. Report the results of the hypothesis test (F statistic and significance level) that the relationship between audience and symptoms does not differ as a function of gender. In other words, is there an interaction? Should you reject the null hypothesis? (2 points)

5. Attach a bar chart that describes the relationship between audience and symptoms; cluster the bars by gender. On this chart, draw a new bar for "male" that would indicate the presence of a significant interaction (just do this by hand, you don't need to use SPSS). This new bar should not be based on real data, but rather make up new means for audience that would indicate an interaction. (2 points)

Turn in your answers by Tuesday (on paper).

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Exercise 13
Due Tuesday, May 2, 2000

Using SPSS for Correlation and Regression

Get exercise13.por.

This file contains data from 662 college students that completed measures of (a) extroversion, (b) depression, (c) satisfaction with life, and (d) social support.

1. Explore the relationship between depression and satisfaction with life using a scatterplot. Print a copy of this scatterplot and attach it to your answers. (1 point)

2. Compute the correlations among the four variables. (3 points)

(a) Which two variables have the best positive relationship? Describe in words what this correlation suggests about these two variables.

(b) Which two variables have the best negative relationship? Describe in words what this correlation suggests about these two variables.

(c) Which two variables have the weakest relationship? Describe in words what this correlation suggests about these two variables.

3. Conduct a linear regression using social support to predict depression. (3 points)

(a) Is the slope positive of negative?

(b) Is the slope significantly different from 0 (use data to back up your answer)?

(c) What depression score would someone have if she or he had a score of 2 on the social support measure?

4. Conduct a linear regression using extroversion to predict depression. (3 points)

(a) What percent of variance in depression is explained by extroversion?

(b) Is this percentage of variance a significant percentage (report data to support your answer)?

(c) Significance level aside, do you personally think the percentage is variance in depression explained by extroversion is very large? Explain your answer.

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If you have any questions, please feel free to contact me at psych345@hotmail.com.