/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 14 Movies A sample of students were... [FREE SOLUTION] | 91Ó°ÊÓ

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Movies A sample of students were questioned to determine how much they would be willing to pay to see a movie in a theater that served dinner at the seats. The male students responded (in dollars): \(10,15,15,25\), and \(12 .\) The female students responded: 8,30, 15, and \(15 .\) Write these data as they might appear in (a) stacked format with codes and (b) unstacked format.

Short Answer

Expert verified
The stacked format with codes would look like: \n Gender - Value \n 1 - 10 \n 1 - 15 \n 1 - 15 \n 1 - 25 \n 1 - 12 \n 2 - 8 \n 2 - 30 \n 2 - 15 \n 2 - 15. The unstacked format would look like: \n Males - Females \n 10 - 8 \n 15 - 30 \n 15 - 15 \n 25 - 15 \n 12 - NA.

Step by step solution

01

Understand the Data

The data consists of two main components: gender (male or female) and the amount they are willing to pay for a movie. This will make up the contents of the stacked and unstacked formats.
02

Create Stacked Format with Codes

A stacked format displays all the data in a single column, with another column identifying the category (in this case, the gender). A coding scheme could be as simple as assigning '1' for male and '2' for female. The structure would look like: \n Gender - Value \n 1 - 10 \n 1 - 15 \n 1 - 15 \n 1 - 25 \n 1 - 12 \n 2 - 8 \n 2 - 30 \n 2 - 15 \n 2 - 15.
03

Create Unstacked Format

An unstacked format displays each category in its own column. For this data set, that would mean one column for male students and one for female students. The structure would look like: \n Males - Females \n 10 - 8 \n 15 - 30 \n 15 - 15 \n 25 - 15 \n 12 - NA (because there are fewer data points for females).

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Key Concepts

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

Stacked Format
When we talk about data representation in statistics, especially in a context that involves categorical data like gender, a 'stacked format' is quite useful. This method of organization helps us see all the data points stacked in a single column, making it easier to analyze certain aspects of the data set as a whole.

A stacked format is particularly effective when dealing with survey responses or any data where individuals fall into distinct groups. To use the textbook's problem as an example, wherein students were asked how much they would be willing to pay to see a movie in a special theater, their responses were collected according to gender. Using a stacked format, we would create two columns: the first for the 'Gender' code, and the second for the 'Value', which is the amount each student is willing to pay.

This effective visual representation allows us to quickly assess and compare the distribution of responses between categories. It's essential to establish an easy-to-understand coding scheme for the categorical data, assigning a unique identifier to each category, like '1' for male and '2' for female participants.
Unstacked Format
On the flip side, we have the 'unstacked format' of data representation. Contrary to the stacked format, this method spreads out the data across multiple columns, one for each category or group.

In the context of our example, an unstacked format would mean having one column for the responses from male students and another for those from female students. Each row corresponds to a participant's response, with 'NA' or 'missing values' used when there's an uneven number of responses between categories.

While a stacked format gives us a compact look at all responses, an unstacked format simplifies the comparison within each category. This is particularly helpful when you want to calculate statistics (e.g., mean, median) or create visuals (e.g., bar graphs) that compare categories directly. Hence, understanding when to use each format can significantly streamline the analysis process.
Coding Scheme
When dealing in categorical data, a 'coding scheme' becomes your Rosetta stone for quickly interpreting and segmenting data. This scheme assigns numerical or symbolic codes to the different categories within your data set.

In our exercise, for instance, the responses were coded based on gender: '1' for males and '2' for females. This simple system helps in the transformation of qualitative data into a quantitative format, which can then be easily used in many statistical procedures. The choice of codes should be logical and consistent across the data to maintain clarity and make the data crunching process more straightforward.

Remember, the chosen coding scheme does not impact the intrinsic value of the data, but it does affect how easily a dataset can be queried and analyzed. A clear and well-thought-out coding scheme is thus fundamental for efficient data management and analysis.
Categorical Data
At the heart of these formats and coding schemes lies 'categorical data'. This type of data represents characteristics that can be separated into different categories that are mutually exclusive to each other.

In the example given, gender is a categorical variable because respondents can be grouped into 'male' or 'female'. Categorical data like this are essential in research as they allow us to classify individuals or responses into distinct groups for comparison and analysis. When dealing with categorical data, it's crucial to remember that statistical tests and visualizations used will differ from those utilized for continuous data.

Understanding categorical data and how to handle them with coding schemes, and choosing between stacked or unstacked formats, can profoundly affect the insights gained from a study. Such knowledge is vital in the realm of statistics and guides how we assess and make decisions based on the collected data.

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Most popular questions from this chapter

The Harvard Heart Letter reported on a study that examined the diets of 1226 older women over 15 years. They discovered that the more vegetables the women consumed, the lower their risk of dying of cardiovascular disease. From this study can we conclude that eating a diet high in vegetables prevents cardiovascular disease? Why or why not?

A group of boys is randomly divided into two groups. One group watches violent cartoons for one hour, and the other group watches cartoons without violence for one hour. The boys are then observed to see how many violent actions they take in the next two hours, and the two groups are compared.

A student shared data from the StatCrunch Friend Data Application. Data on gender and number of wall posts for a sample of friends are shown below. (Source: StatCrunch, Facebook Friend Data, posted \(2 / 13 / 14\) ) \begin{tabular}{|c|c|} \hline Male & Wall Posts \\ \hline 1 & 1916 \\ \hline 1 & 183 \\ \hline 1 & 836 \\ \hline 0 & 9802 \\ \hline 1 & 95 \\ \hline 1 & 512 \\ \hline 0 & 153 \\ \hline 0 & 1221 \\ \hline \end{tabular} a. Is the format of this data set stacked or unstacked? b. Explain the coding. What do 1 and 0 represent? c. If you answered "stacked" in part a, then unstack the data into two columns labeled Male and Female. If you answered "unstacked," then stack the data into one column and choose a appropriate name for the stacked variable.

An article by Wakefield et al. in the British medical journal Lancet claimed that autism was caused by the measles, mumps, and rubella (MMR) vaccine. This vaccine is typically given to children twice, at about the age of 1 and again at about 4 years of age. In the article 12 children with autism who had all received the vaccines shortly before developing autism were studied. The article was later retracted by Lancet because the conclusions were not justified by the design of the study. Can you conclude that the MMR vaccine causes Autism from this study? Explain why Lancet might have felt that the conclusions (MMR causes autism) were not justified by listing potential flaws in the study, as described above. (Source: A. J. Wakefield et al., "Ileal lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children." Lancet, vol. 351 (February \(1998): 637-641\) )

The accompanying table gives the 2018 population and area (in square kilometers) of five U.S. cities. See page 39 for guidance. (Source: www.citymayors.com). \begin{tabular}{|l|c|c|} \hline City & Population & Area (square km) \\ \hline Miami & \(4,919,000\) & 2891 \\ \hline Detroit & \(3,903,000\) & 3267 \\ \hline Atlanta & \(3,500,000\) & 5083 \\ \hline Seattle & \(2,712,000\) & 1768 \\ \hline Baltimore & \(2,076,000\) & 1768 \\ \hline \end{tabular} a. Determine and report the ranking of the population density (people per square kilometer) by dividing the population of each city by its area. Use rank 1 for the highest density. b. If you wanted to live in the city (of these six) with the lowest population density, which would you choose? c. If you wanted to live in the city (of these six) with the highest population density, which would you choose?

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