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Imagine We Were Interested in the Effect of Supporters Singing \quad

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Imagine we were interested in the effect of supporters singing on the number of goals scored by soccer teams. We took 10 groups of supporters of 10 different soccer teams and asked them to attend three home games, one at which they were instructed to sing in support of their team (e.g., ‘Come on, you Reds!’) , one at which they were instructed to sing negative songs towards the opposition (e.g., ‘You’re getting sacked in the morning!’) and one at which they were instructed to sit quietly. The order of chanting was counterbalanced across groups.
- An ANOVA with a simple contrasts using the last category as a reference was conducted. Looking at the output tables below, what does the first contrast (Level 1 vs. Level 3) compare? Imagine we were interested in the effect of supporters singing on the number of goals scored by soccer teams. We took 10 groups of supporters of 10 different soccer teams and asked them to attend three home games, one at which they were instructed to sing in support of their team (e.g., ‘Come on, you Reds!’) , one at which they were instructed to sing negative songs towards the opposition (e.g., ‘You’re getting sacked in the morning!’)  and one at which they were instructed to sit quietly. The order of chanting was counterbalanced across groups. - An ANOVA with a simple contrasts using the last category as a reference was conducted. Looking at the output tables below, what does the first contrast (Level 1 vs. Level 3)  compare?      \quad    \quad    \quad    \quad    \quad    \quad    \quad    \quad  Tests of Within-Subjects Contrasts Measure: MEASURE_1  \begin{array}{|ll|r|r|r|r|r|} \hline\text { Source } & \text { Sinqing } & \begin{array}{r} \text { Type IIl Sum } \\ \text { of Squares } \end{array} &{\text { df }} & \text { Mean Square } & {\text { F }} & {\text { Sig. }} \\ \hline \text { Singing } & \text { Level 1 vs. Level 3 } & 19.600 & 1 & 19.600 & 7.230 & .025 \\ & \text { Level 2 vs. Level 3 } & 6.400 & 1 & 6.400 & 6.000 & .037 \\ \hline \text { Error(Singing)  } & \text { Level 1 vs. Level 3 } & 24.400 & 9 & 2.711 & & \\ & \text { Level 2 vs. Level 3 } & 9.600 & 9 & 1.067 & &\\ \hline  \end{array}   A) Positive singing vs.no singing B) No singing vs.negative singing C) Negative singing vs.positive singing D) We cannot tell which groups the levels represent from this output.  Imagine we were interested in the effect of supporters singing on the number of goals scored by soccer teams. We took 10 groups of supporters of 10 different soccer teams and asked them to attend three home games, one at which they were instructed to sing in support of their team (e.g., ‘Come on, you Reds!’) , one at which they were instructed to sing negative songs towards the opposition (e.g., ‘You’re getting sacked in the morning!’)  and one at which they were instructed to sit quietly. The order of chanting was counterbalanced across groups. - An ANOVA with a simple contrasts using the last category as a reference was conducted. Looking at the output tables below, what does the first contrast (Level 1 vs. Level 3)  compare?      \quad    \quad    \quad    \quad    \quad    \quad    \quad    \quad  Tests of Within-Subjects Contrasts Measure: MEASURE_1  \begin{array}{|ll|r|r|r|r|r|} \hline\text { Source } & \text { Sinqing } & \begin{array}{r} \text { Type IIl Sum } \\ \text { of Squares } \end{array} &{\text { df }} & \text { Mean Square } & {\text { F }} & {\text { Sig. }} \\ \hline \text { Singing } & \text { Level 1 vs. Level 3 } & 19.600 & 1 & 19.600 & 7.230 & .025 \\ & \text { Level 2 vs. Level 3 } & 6.400 & 1 & 6.400 & 6.000 & .037 \\ \hline \text { Error(Singing)  } & \text { Level 1 vs. Level 3 } & 24.400 & 9 & 2.711 & & \\ & \text { Level 2 vs. Level 3 } & 9.600 & 9 & 1.067 & &\\ \hline  \end{array}   A) Positive singing vs.no singing B) No singing vs.negative singing C) Negative singing vs.positive singing D) We cannot tell which groups the levels represent from this output. \quad \quad \quad \quad \quad \quad \quad \quad Tests of Within-Subjects Contrasts
Measure: MEASURE_1
 Source  Sinqing  Type IIl Sum  of Squares  df  Mean Square  F  Sig.  Singing  Level 1 vs. Level 3 19.600119.6007.230.025 Level 2 vs. Level 3 6.40016.4006.000.037 Error(Singing)   Level 1 vs. Level 3 24.40092.711 Level 2 vs. Level 3 9.60091.067\begin{array}{|ll|r|r|r|r|r|}\hline\text { Source } & \text { Sinqing } & \begin{array}{r}\text { Type IIl Sum } \\\text { of Squares }\end{array} &{\text { df }} & \text { Mean Square } & {\text { F }} & {\text { Sig. }} \\\hline \text { Singing } & \text { Level 1 vs. Level 3 } & 19.600 & 1 & 19.600 & 7.230 & .025 \\& \text { Level 2 vs. Level 3 } & 6.400 & 1 & 6.400 & 6.000 & .037 \\\hline \text { Error(Singing) } & \text { Level 1 vs. Level 3 } & 24.400 & 9 & 2.711 & & \\& \text { Level 2 vs. Level 3 } & 9.600 & 9 & 1.067 & &\\\hline \end{array}


Definitions:

Timing

The selection of an appropriate or opportune moment to execute an action, often critical in contexts such as market entry, product launches, or investments.

Markdowns

Reductions in the selling price of goods, often to clear old stock or boost sales.

Valuable Selling Space

Prime retail or commercial area within a store or market that is strategically used to display and sell products to maximize customer purchases.

Markdown

A reduction from the original or listed price of a product, often to clear inventory or stimulate sales.

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