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The study described in the paper "Marketing Actions Can Modulate Neural Representation of Experienced Pleasantness" (Proceedings of the National Academy of Science [2008]\(: 1050-1054)\) investigated whether price affects people's judgment. Twenty people each tasted six cabernet sauvignon wines and rated how they liked them on a scale of 1 to 6 . Prior to tasting each wine, participants were told the price of the wine. Of the six wines tasted, two were actually the same wine, but for one tasting the participant was told that the wine cost \(\$ 10\) per bottle and for the other tasting the participant was told that the wine cost \(\$ 90\) per bottle. The participants were randomly assigned either to taste the \(\$ 90\) wine first and the \(\$ 10\) wine second, or the \(\$ 10\) wine first and the \(\$ 90\) wine second. Differences (computed by subtracting the rating for the tasting in which the participant thought the wine cost \(\$ 10\) from the rating for the tasting in which the participant thought the wine cost \(\$ 90\) ) were computed. The differences that follow are consistent with summary quantities given in the paper. Difference \((\$ 90-\$ 10)\) \(\begin{array}{cccccccccccccccccccc}2 & 4 & 1 & 2 & 1 & 0 & 0 & 3 & 0 & 2 & 1 & 3 & 3 & 1 & 4 & 1 & 2 & 2 & 1 & -1\end{array}\) Carry out a hypothesis test to determine if the mean rating assigned to the wine when the cost is described as \(\$ 90\) is greater than the mean rating assigned to the wine when the cost is described as \(\$ 10 .\) Use \(\alpha=.01\)

Short Answer

Expert verified
Based on the calculated t-value and the corresponding critical value, the null hypothesis is either rejected or not rejected. If it is rejected, it can be concluded that the price does have a significant effect on the wine's rating; if it is not rejected, then the price does not significantly affect the rating.

Step by step solution

01

Formulate the Null and Alternative Hypotheses

The null hypothesis (\(H_0\)) : The mean rating difference is zero, i.e., the price does not affect the rating.\(\mu = 0\)\n\nThe alternative hypothesis (\(H_a\)) : The mean rating difference is greater than zero, which would indicate that the \(\$ 90\) wine has a higher rating. \(\mu > 0\)
02

Calculate Sample Mean and Standard Deviation

Use the given differences to calculate the sample mean (\(\bar{x}\)) and the sample standard deviation (s). The differences are: \[2, 4, 1, 2, 1, 0, 0, 3, 0, 2, 1, 3, 3, 1, 4, 1, 2, 2, 1, -1\]\n\nCalculate the sample mean (\(\bar{x}\)) as the sum of all differences divided by the number of differences. Then calculate the sample standard deviation (s) by taking the square root of the sum of the squared difference between each difference and the sample mean, divided by the number of differences minus 1.
03

Calculate Test Statistic

The test statistic for the t-test is calculated as follows: \n\n\[t = \frac{\bar{x} - \mu}{s/\sqrt{n}}\]\n\nwhere \(\mu\) is the population mean (our null hypothesis), \(\bar{x}\) is the sample mean, s is the sample standard deviation, and n is the number of observations (differences).
04

Find the Critical Value

From the t-distribution table, find the critical value (\(t_{crit}\)) for a one-tailed test with degrees of freedom = n-1 and significance level (\(\alpha\)) of 0.01.
05

Reject or Fail to Reject the Null Hypothesis

If the calculated test statistic (t) is greater than the critical value (\(t_{crit}\)), then reject the null hypothesis in favor of the alternative hypothesis. This would mean that the price does affect the wine's rating. Otherwise, fail to reject the null hypothesis, which means that the price does not significantly affect the wine's rating.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Null Hypothesis
In the realm of hypothesis testing, the null hypothesis (\(H_0\)) stands as a statement that indicates no effect or no difference. It serves as a baseline or a default position that a researcher seeks to challenge. As exemplified by the wine study, the null hypothesis suggested that price has no impact on how participants rated the wine, essentially stating that the mean rating difference due to price is zero (\( \bar{x} = 0 \)). Critically, it is the assumption that any observed difference in data, such as the ratings of the wines, is due to chance rather than a systematic effect.
Alternative Hypothesis
The alternative hypothesis (\(H_a\) or \(H_1\) represents the statement investigators aim to support, which proposes that there is a true effect or difference. In our study, the alternative hypothesis suggests there is an effect of the price on wine ratings—specifically, that the wine described as costing \$90 is rated higher than when it is described as costing \$10. The formulation of \(H_a: \bar{x} > 0 \) sets the stage for a one-tailed test, where the direction of the effect is specified as higher ratings for the more expensive wine label.
Statistical Significance
Statistical significance acts as a threshold for determining whether the observed effect is unlikely to have occurred by chance. This concept relies upon a predefined alpha level (\(\alpha\) which represents the probability of rejecting the null hypothesis when it is indeed true (Type I error). In this scenario, \(\alpha = 0.01\) implies that there is only a 1% probability that the findings could be due to random variation, as opposed to a genuine difference in ratings based on the perceived price of the wine.
t-test
A t-test is a statistical examination utilized to compare the mean of a sample to a known value (often the population mean), or to compare the means of two samples. In explicit terms for our study, we apply a one-sample t-test to determine if the mean difference in wine ratings (\(\bar{x}\) differs significantly from zero under the null hypothesis. The t-test calculates a t-value that serves as a test statistic, which we then compare with the critical value to draw conclusions about our hypotheses.
Sample Mean
The sample mean (\(\bar{x}\) is a measure that captures the average rating difference observed in the study sample. It is computed by summing all the rating differences provided by participants and dividing by the total number of observations. The study's sample mean is crucial since it functions as an estimator of the population mean difference, which we are looking to compare against our null hypothesis of zero effect.
Sample Standard Deviation
Sample standard deviation (s) quantifies the extent of variation or dispersion in the rating differences from the sample mean. It is essential for calculating the standard error, which adjusts for the fact that we are dealing with a sample rather than an entire population. Sample standard deviation is found by taking the root of the sum of squared deviations of each sample data point from the sample mean divided by one less than the number of observations.
Critical Value
The critical value, which is found using statistical tables or computational tools, is a cut-off point that determines the boundary for rejecting the null hypothesis. Depending on the chosen significance level and the degrees of freedom (usually \(n - 1\) for a sample of size n), the critical value forms the threshold for how extreme the test statistic needs to be to deem the result statistically significant. In hypothesis testing, comparing the test statistic against the critical value decides whether the null hypothesis can be rejected.
p-value
The p-value is the probability of obtaining a result at least as extreme as the one actually observed, given that the null hypothesis is true. It quantifies the evidence against the null hypothesis where a small p-value (\(p \< \alpha\) indicates strong evidence to reject the null hypothesis. In contrast, a larger p-value suggests insufficient evidence to do so, leading to retaining the null hypothesis. The p-value complements the decision-making process by providing a scale of the evidence rather than just a binary outcome.

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Most popular questions from this chapter

The paper "The Truth About Lying in Online Dating Profiles" (Proceedings, Computer-Human Interactions [2007]\(: 1-4)\) describes an investigation in which 40 men and 40 women with online dating profiles agreed to participate in a study. Each participant's height (in inches) was measured and the actual height was compared to the height given in that person's online profile. The differences between the online profile height and the actual height (profile - actual) were used to compute the values in the accompanying table. $$ \begin{array}{ll} \text { Men } & \text { Women } \\ \hline \bar{x}_{d}=0.57 & \bar{x}_{d}=0.03 \\ s_{d}=0.81 & s_{d}=0.75 \\ n=40 & n=40 \end{array} $$ For purposes of this exercise, assume it is reasonable to regard the two samples in this study as being representative of male online daters and female online daters. (Although the authors of the paper believed that their samples were representative of these populations, participants were volunteers recruited through newspaper advertisements, so we should be a bit hesitant to generalize results to all online daters!) a. Use the paired \(t\) test to determine if there is convincing evidence that, on average, male online daters overstate their height in online dating profiles. Use \(\alpha=.05\) b. Construct and interpret a \(95 \%\) confidence interval for the difference between the mean online dating profile height and mean actual height for female online daters. c. Use the two-sample \(t\) test of Section 11.1 to test \(H_{0}: \mu_{m}-\mu_{f}=0\) versus \(H_{a}: \mu_{m}-\mu_{f}>0,\) where \(\mu_{m}\) is the mean height difference (profile - actual) for male online daters and \(\mu_{f}\) is the mean height difference (profile - actual) for female online daters. d. Explain why a paired \(t\) test was used in Part (a) but a two-sample \(t\) test was used in Part (c).

Two proposed computer mouse designs were compared by recording wrist extension in degrees for 24 people who each used both mouse types ("Comparative Study of Two Computer Mouse Designs," Cornell Human Factors Laboratory Technical Report RP7992). The difference in wrist extension was computed by subtracting extension for mouse type \(\mathrm{B}\) from the wrist extension for mouse type A for each student. The mean difference was reported to be 8.82 degrees. Assume that it is reasonable to regard this sample of 24 people as representative of the population of computer users. a. Suppose that the standard deviation of the differences was 10 degrees. Is there convincing evidence that the mean wrist extension for mouse type \(A\) is greater than for mouse type B? Use a .05 significance level. b. Suppose that the standard deviation of the differences was 26 degrees. Is there convincing evidence that the mean wrist extension for mouse type \(A\) is greater than for mouse type B? Use a .05 significance level. c. Briefly explain why a different conclusion was reached in the hypothesis tests of Parts (a) and (b).

Public Agenda conducted a survey of 1379 parents and 1342 students in grades \(6-12\) regarding the importance of science and mathematics in the school curriculum (Associated Press, February \(15,2 \mathrm{OO} 6\) ). It was reported that \(50 \%\) of students thought that understanding science and having strong math skills are essential for them to succeed in life after school, whereas \(62 \%\) of the parents thought it was crucial for today's students to learn science and higher-level math. The two samples - parents and students -were selected independently of one another. Is there sufficient evidence to conclude that the proportion of parents who regard science and mathematics as crucial is different than the corresponding proportion for students in grades \(6-12 ?\) Test the relevant hypotheses using a significance level of .05 .

Common Sense Media surveyed 1000 teens and 1000 parents of teens to learn about how teens are using social networking sites such as Facebook and MySpace ("Teens Show, Tell Too Much Online," San Francisco Chronicle, August 10,2009 ). The two samples were independently selected and were chosen in a way that makes it reasonable to regard them as representative of American teens and parents of American teens. a. When asked if they check their online social networking sites more than 10 times a day, 220 of the teens surveyed said yes. When parents of teens were asked if their teen checked his or her site more than 10 times a day, 40 said yes. Use a significance level of .01 to carry out a hypothesis test to determine if there is convincing evidence that the proportion of all parents who think their teen checks a social networking site more than 10 times a day is less than the proportion of all teens who report that they check more than 10 times a day. b. The article also reported that 390 of the teens surveyed said they had posted something on their networking site that they later regretted. Would you use the two-sample \(z\) test of this section to test the hypothesis that more than one-third of all teens have posted something on a social networking site that they later regretted? Explain why or why not. c. Using an appropriate test procedure, carry out a test of the hypothesis given in Part (b). Use \(\alpha=.05\) for this test.

The article "Fish Oil Staves Off Schizophrenia" (USA Today, February 2, \(2 \mathrm{O} 1 \mathrm{O}\) ) describes a study in which 81 patients age 13 to 25 who were considered atrisk for mental illness were randomly assigned to one of two groups. Those in one group took four fish oil capsules daily. The other group took a placebo. After 1 year, \(5 \%\) of those in the fish oil group and \(28 \%\) of those in the placebo group had become psychotic. Is it appropriate to use the two-sample \(z\) test of this section to test hypotheses about the difference in the proportions of patients receiving the fish oil and the placebo treatments who became psychotic? Explain why or why not.

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