Question

1.) Explain why there is an inverse relationship between committing a Type I error and committing a Type II error. What is the best way to reduce both kinds of error?

2.) Define the sampling distribution of the mean

3.) A random sample of size 144 is taken from the local population of grade-school children. Each child estimates the number of hours per week spent watching TV. At this point, what can be said about the sampling distribution? (b) Assume that a standard deviation, σ, of 8 hours describes the TV estimates for the local population of schoolchildren. At this point, what can be said about the sampling distribution? (c) Assume that a mean, µ, of 21 hours describes the TV estimates for the local popula-tion of schoolchildren. Now what can be said about the sampling distribution? (d) Roughly speaking, the sample means in the sampling distribution should deviate, on average, about ___ hours from the mean of the sampling distribution and from the mean of the population. (e) About 95 percent of the sample means in this sampling distribution should be between ___ hours and ___ hours.

Answer 1

Answer:

1.

A sort I blunder, otherwise called a bogus positive, happens when a factual test rejects a genuine invalid theory (H0).

Conversely, a sort II mistake, otherwise called a bogus negative, happens when the test neglects to dismiss a bogus invalid theory.

That is, the backwards connection between Type I and Type II mistakes is that their either reject or neglect to dismiss the invalid speculation.

One method for expanding test size is an approach to lessen the two kinds of blunders for a speculation test.

Expanding the example size limits the dissemination since the normal, as opposed to a solitary information point, is inspected.

Another method for diminishing both the sort I and type II blunders is to build the unwavering quality of the information estimations.

2.

Sampling distribution of mean:

Examining circulation of mean is the mean of the populace from which the scores were tested.

Along these lines in the event that a populace has a mean, at that point the mean of the testing appropriation of the mean is too

Testing dissemination of mean is signified by

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