How are results for morris water maze interpreted and analysed?What do they mean?
411340
The earliest and classic measure of learning is latency, which is the time it takes to find the platform. However, rats can cheat. They might guess an area and swim a search pattern, getting to the platform quite quickly. There are several analyses that can tease out true spatial learning, many of which use the same swim but require a video tracker. Professional systems come with a suite of analysis features to extract measures such as time and path in quadrants, near platform, in any specified area. The Gallagher measure looks for average distance to platform. The Whishaw corridor test measures time and path in a strip from swim-start to platform.
1098077
First Student A stays out all night partying (first step), Student A then goes to class the next morning and gets a mind cramp due to pop quiz (compaction factor).  Student A then, totally fried and unable to pull anything out of his cramped brain, slumps down in his seat (slump factor) which causes him to nod off. \n \nResults of the sieve analysis show that  Step 1 (partying all night) leads to mind cramping (thus, losing all facts relevant to test leak out of mind like water through a sieve) resulting in total slump in posture and responsiveness of Student A.
385750
I did one in Year 6 in Australia.  The test was done by a psychologist, and there wasn't anything I could study for.  I remember there being some card with pictures on them that I had to put in order and tell a coherent story about.  There was some word association, and some inkblots.  Mostly, though, we talked, and he tried to get answers out of me.  Lots of looking at pictures, and him saying 'what do you see there?  what do you tihnk they're doing?'
902875
It sounds like random sampling... why?\nI am not sure what you mean, if it were simply, say, the first 100 names in the Manchester telephone system's number data base, then it would not be random because only a relatively few people whose last name began with an A would be included.\nNow, if all those numbers were mixed up in a hat, and the first 100 drawn were to be used, then the sample is random because anyone in the number data base could theoretically been chosen.\nLet's have a little fun with this. \nIt is impossible to sample, say all 110,000 chocolate bars made by a company in one month. However, quaity control wants to make sure each has a certain number of nuts in them\nSo as the bars are completed at end of the assembly line, once a week, a quality control person randomly grabs 100 bars and counts the nuts in it. Again, any of the 110,000 could have been chosen, but the person merely grabs 100 of them.\nThrough inferential statistics the company can estimate with high accuracy if all the candy bars produced have the right amount of nuts by merely counting nuts in 100 bars. The key: ALL bars had an equal chance of being selected; this is what made the sampling random.
353290
You are close.\n\nIn the T-test, you are evaluating the difference of the means between two samples normalized to the pooled standard errors of the two samples.\n\nIf mc is your control mean and mt is your test mean, then the T-value is the number of pooled standard errors difference mt is away from mc.\n\nYou can then look up this value in a table of T-values to find the probability of difference as a p-value for assessing the significance.  The "rote" significance level is 95% or a p-value of 0.05 (100% - 95%) which is a absolute T-value of 1.96 or more.
336426
The output should show you the p-value and significance.  It is the level of significance that is important-it should be at least below 0.05.   This information is found in a box at the bottom of the report-ther rest of it is just analysis of individual variance, but the really important info is the overall significance.  Tukey's test is one of the post-hoc tests, along with Bonferonni's, Scheffe's, etc.  These tell you the strength of the effect and where it's coming from, but are again not as important as that magic number, the significance of the Anova.  The post-hoc tests are up to individual choice, so you could use any of them.
671970
here is a link 4 u\n\nhttp://www.harperchildrens.com/hch/picture/features/stuartlittle/maze.asp
913451
A box and whisker plot!? No problem! \n\nThe Box is from Quartile 1(25th percentile) to Quartile 3(75th percentile),.\n\nThe Whiskers are Q1 minus 1.5 Interquartile ranges and Q3 plus 1.5 Inter Quartile ranges.\n\nIQR (Interquartile ranges) is defined as Q3-Q1\n\nWell say that Q1 is 12 and Q3 is 25 then the IQR is 13, and 1.5IQR is 19.5\n\nTherefore, Anything below -7.5 (12-19.5) and above 44.5 would be considered an outlier. \n\nAs far as drawing the damn thing, just draw a box with the outside edges being Q1 adn Q3, and then draw the whiskers 1.5IQR long.\n\nAdditional info:\n\nThe box and whisker is only 1 criterion for outliers, + or - 3 standard deviations from the mean is another common way, which can get other results.\n\nHope that helps.
117941
Go to the Quest Diagnostics site, and type in Bun.\nhttp://www.questdiagnostics.com/kbase/topic/medtest/hw4322/results.htm
197973
Yes, that is correct.\n\nThe first round has 2^32 outcomes.  For each of those outcomes, you have 2^16 outcomes.  For each of those you have 2^8, followed by 2^4, 2^2, and finaly 2^1 outcomes.  So multiply that all out and you get 2^63.
231717
I haven't heard of it. My attitude toward it, however, is to find out WHAT the actual tests consisted of. Though people test products all the time, it does not mean that they tested in a way that could possibly be accurate.
287369
Broadly, it means that the hypothesis was not sufficiently proven (or disproven). This could be because of flawed experimental design, weak or improper statistics, or incorrect interpretation of results.
396715
Took it last quarter, looked at it like a puzzle.  A puzzle is fun, math is not.  You start with the matrix given in the problem, and have to finish with ending matrix given.  Do what you need to do to get to the last matrix.  The best part, if you mess-up, just do another set.  There are no wrong answers, try doing it like a puzzle, more fun than Soduko.  Good Luck
372021
goto \n\nhttp://oak.cats.ohiou.edu/~aw200200/esp/assessment.htm
679378
You could do a self assessment. Here - http://www.mdf.org.uk/index.asp?o=1882
734177
The results aren't out already... are they?
718624
Mode is the number that appears most frequently is a set of sample data:\n\nTake the following set of test scores:\n35, 40, 60, 80, 80, 90, 90, 90, 100\nThe mode is 90.\n\nHere's the number of chocolate chips found each each cookie:\n5, 0, 2, 4, 4, 5, 3, 1, 1, 2, 5\nThe mode is 5\n\nHere's the number of points I've gotten on various questions here on Yahoo answers:\n2, 2, 10, 10, 2, 2, 2, 2, 2, 2, 10, 2, 2, 2, 2, 2\nAs much as I would like the mode to be 10, it is actually 2\n\nHope that helps!\n\nBy the way, mean is the average and median is the number that would fall in the middle of the sequence if you ordered them in ascending order, in case you need to know those definitions also.  I'll leave figuring the mean and median of the examples above to the reader...