![]() 15 - 17 However, the effect of gender on DS score is controversial. 12 - 14 Educational level is also known to have a positive effect on DS performance. The relationship between older age and reduced performance has been consistently reported. 10, 11ĭS performance has been found to be influenced by demographic factors. 7 - 9 The DS also can be applied to assess people handicapped by illiteracy. The DS is very useful in clinical settings to differentiate, monitor, and describe various neuropsychiatric or cognitive disorders including dementia, depression, and malingered neurocognitive dysfunction. Although specific cognitive components contributing to each part of the DS performance are not well-defined, the DS forward is regarded to be more related to attention and the DS backward is to working memory. Each part is considered to assess somewhat different cognitive processes. 1 - 5 The DS consists of forward recall part and backward recall part for digit sequences. You may find it helpful to sort the sample means: In Observations view click the arrow below the column heading Sample Means.The Digit Span test (DS) is a widely used neuropsychological measure, known as a test of attention and working memory. (Hint: The worst- luck sample is the sample whose mean is farthest from the true mean. Standard Normal Distribution Mean = 0.0 Standard Deviation = 1.0 o -1 ΛΑ z The probability of obtaining a sample mean greater than the mean of Sample 158 is If the sample you select for your statistical study is 1 of the 200 samples you drew in your repeated sampling, the worst-luck sample you could draw is. Use the Distributions tool that follows to determine the probability of obtaining a mean number of digits successfully repeated greater than the mean of Sample 158. The Z-score corresponding to the mean of Sample 158 is The standard deviation for Sample 158 is Using the distribution of sample means, calculate the z-score corresponding to the mean of Sample 158. The samples are numbered in the first column, and you can use the scroll bar on the right side to scroll to the sample you want.) Use the DataView tool to find the mean and the standard deviation for Sample 158. (Hint: see a particular sample, click the Observations button on the left-hand side of the DataView tool. Observations Values Missing Variable Type v Form Sample Quantitative Numeric 200 0 Means Sample SD Quantitative Numeric 200 0 Suppose this professor happens to select Sample 158. = 2 20servations = Variables > Vari observations Var Correlation Correlation Statistics for 200 Random Samples (n = 36) drawn from a normal distribution of Digit Span Scores R was used to generate the samples. (Hint: Use the population mean and/or standard deviation just given to calculate the standard error.) The DataView tool that follows displays a data set consisting of 200 potential samples (each sample has 36 observations). ![]() (Hint: Use the population mean and/or standard deviation just given to calculate the expected value of M.) The standard error of Mis. The expected value of the mean of the 36 randomly selected students, M, is. The professor knows that the distribution of scores is normal, but she does not know that the true average number of digits successfully repeated on the digit span task among college students is 7.06 digits with a standard deviation of 1.610 digits. She measures the number of digits successfully repeated for 36 randomly selected students. A professor of cognitive psychology is interested in the number of digits successfully repeated on the digit span task among college students. The participant's score is the longest string of digits she can successfully repeat. For instance, if the participant repeats four digits successfully, she will hear five random digits on the next trial. If the participant is successful, the length of the next string is increased by one. The participant must then repeat the digits in the correct order. On each trial of a digit span memory task, the participant is asked to read aloud a string of random digits.
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