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### Homework Assignment 4

Homework Assignment 4

Professor Ozer

The following table presents regression models from a famous article called “Homer Gets a Tax Cut: Inequality and Public Policy in the American Mind”. Each model presents analysis on a different dependent variable.

Political information is a measure of political knowledge, with higher scores indicating that the respondent knew more about politics. Republican party identification was measured so that higher scores indicate that the respondent more strongly identified with the Republican party. Family income simply measured the amount of money the respondent made in a year, measured in 1000s of dollars. All variables have been rescaled to run from -1 to 1 or 0 to 1.

Question 1: Has the income gap increased?

What effect does political information have on the perception that the income gap has increased? How can we tell if the effect is statistically significant?

What effect does Republican Party identification have on the perception that the income gap has increased? Is the effect statistically significant?

What percent of the variance in the dependent variable is explained by our independent variables?

Question 2: Is the income gap a bad thing?

What effect does political information have on the perception that the income gap is a bad thing? How can we tell if the effect is statistically significant?

What effect does Republican Party identification have on the perception that the income gap is a bad thing? Is the effect statistically significant?

What percent of the variance in the dependent variable is explained by our independent variables?

Question 3: Have you thought about the tax cut?

What effect does political information have on how much the respondents have thought about the tax cut? How can we tell if the effect is statistically significant?

What effect does Republican Party identification have how much the respondents have thought about the tax cut? Is the effect statistically significant?

What percent of the variance in the dependent variable is explained by our independent variables?

Question 4: Do you favor the tax cut?

What effect does political information have on how much the respondents favor the tax cut? How can we tell if the effect is statistically significant?

What effect does Republican Party identification have how much the respondents favor the tax cut? Is the effect statistically significant?

What percent of the variance in the dependent variable is explained by our independent variables?

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### Homework Assignment

Assignment: Final Project

For this part of your Final Project, you identify gaps in the literature to create research questions and generate a set of hypotheses. Additionally, you write a purpose statement using the âFinal Project Templateâ document found in this weekâs Learning Resources.

The Assignment (2â3 pages)

• Write a purpose statement using the âFinal Project Template.â
• Generate research question(s) and a set of hypotheses based upon the gap(s) in the research that you have identified. Be sure to indicate what constructs you might measure and how you might measure them. State the hypotheses by using appropriate population parameters and statistical notation. (Note: Use of an equation editor in MS Word makes typing hypotheses easy.)

Possible References or use your own

• Borman, W. C., Ilgen, D. R., Klimoski, R. J, & Weiner, I. B. (Eds.) (2003). Handbook of psychology: Vol. 12. Industrial and organizational psychology. Hoboken, NJ: John Wiley & Sons, Inc.
• Chapter 8: Kraiger, K. (2003). Perspectives on training and development. In W. C. Borman, D. R. Ilgen, R. J. Klimoski, & I. B. Weiner(Eds.), Handbook of psychology: Vol. 12. Industrial and organizational psychology (pp. 171â192). Hoboken, NJ: John Wiley & Sons, Inc. (Review)Handbook of Psychology, Vol. 12, Industrial and Organizational Psychology by W. C. Borman, D. R. Ilgen, R. J. Klimoski, & I. B. Weiner (Eds.). Copyright 2003 by John Wiley & Sons, Inc. Reprinted by permission of John Wiley & Sons, Inc., via the Copyright Clearance Center.
• Arthur, W., Bennett, W., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: A meta-analysis of design and evaluation features. Journal of Applied Psychology, 88(2), 234â245.
• Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2009). Transfer of training: A meta-analytic review. Journal of Management, 36, 1065â1105.
• Guzzo, R. A., Jette, R. D., & Katzell, R. A. (1985). The effects of psychologically based intervention programs on worker productivity: A meta-analysis. Personnel Psychology, 38(2), 275â292.
• Haccoun, R. R., & Saks, A. M. (1998). Training in the 21st century: Some lessons from the last one. Canadian Psychology, 39(1â2), 33â51.
• Haccoun, R. R., & Hamtiaux, T. (1994). Optimizing knowledge tests for inferring learning acquisition levels in single group training evaluation designs: The internal referencing strategy. Personnel Psychology, 47(3), 593â604.
• Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78(2), 311â328.
• Moore, M. L., & Dutton, P. (1978). Training needs analysis: Review and critique. Academy of Management Review, 3(3), 532â542.
• Reed, J., & Vakola, M. (2006). What role can a training needs analysis play in organisational change? Journal of Organizational Change Management, 19(3), 393â407.

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