Testing for Mediation Between Two Key Variables

Testing for Mediation Between Two Key Variables

Instructions/Descriptions

Testing for Mediation Between Two Key Variables

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Review the datasets provided.

Construct a research question based on one of those datasets.

https://class.waldenu.edu/bbcswebdav/institution/USW1/201750_27/XX_RSCH/RSCH_8260_WC/artifacts/USW1_RSCH_8260_BRFSS_2015_AdvQuant.sav

Here are the dataset links, please choose the CDC 2016 Behavioral Risk

http://quantpsy.org/sobel/sobel.htm

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The Assignment

Based on the research question you created, complete the following tasks:

Fit a multiple regression model, using two or more independent variables. Think about whether or not the model will meet assumptions.

Fit the model, testing for mediation between two key variables.

Analyze the output, determining whether mediation was significant and how to interpret that result.

Reflect on possible implications of social change.

Write a 1- to 2-paragraph analysis in APA format that includes your data output and addresses each of the tasks listed above.

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PSYC502 Tests and Measurements on Intelligence Testing

Unit 2 Exam: Intelligence Testing

Instructions:  Save a copy of this test on your hard drive. Answer two of the three short answer questions below for each Unit 1 chapter with one or two substantially detailed paragraphs with each answer between a half and a whole page.

Only answer two questions per chapter set inserting answers below the questions.  If more than two are answered the first two answers will be graded for each chapter.

All published material on which answers are based must be paraphrased (restated in your own words with no quoting permitted), properly APA format source credited, including within-answer citations and a list of references attached to the end of each.

Answers should succinct, thorough, articulated in well organized, complete thought paragraphs (lists, sentence fragments and bulleted items are not permitted) and more substantive than definitions of terms, procedures or issues.

Chapter 6

Answer two questions. Points possible = 12.5 pts ea.

Define intelligence and state why the components of the definition are, in and of themselves, not sufficient.

Compare the Wechsler tests with the older and newer editions of the Stanford-Binet in terms of age range, types of abilities measured, fairness of the tests to physically or culturally disadvantaged people, and other relevant features.

Describe three special-purpose tests and explain why they would be most appropriate to use.

Chapter 7

Answer two questions. Points possible = 12.5 pts ea.

Pretend you are a psychologist evaluating a person suspected of having learning disabilities.  Identify four important things you would consider and name three tests you might use.  Why would these tests be appropriate?

List and explain seven major finding related to intelligence and demographics (e.g., birth order, occupational status, etc.).

List and explain the physiological reasons that help to explain sex differences in mental abilities.

Chapter 8

Answer two questions. Points possible = 12.5 pts ea.

Define neuropsychological assessment and discuss three typical questions that neuropsychological assessment might be used to answer.

Why do infant and preschool tests have a difficult time predicting later child abilities?

Describe Luria’s PASS model.

Chapter 9

Answer two questions. Points possible = 12.5 pts ea.

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What is accountability in education?  How is accountability related to performance contracting?  List arguments supporting and opposing performance contracting at schools.

How does formative evaluation differ from summative evaluation?  How do the two approaches to evaluation conflict with or complement each other?  In what way is formative evaluation related to criterion-referenced measurement?

At what grade levels and for what purposes are standardized achievement tests most valid and useful?

Testing for Mediation Between Two Key Variables

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