Question

Praising children 5.CE.4 Psychologists investigated whether praising a child's intelligence, rather than praising his/her effort, tends to have negative consequences such as undermining their motivation (Mueller and Dweck, 1998). Children participat- ing in the study were given a set of problems to solve. After the first set of problems, half of the children were randomly assigned to be praised for their intelligence, while the other half was praised for their effort. The children were then given another set of problems to solve and later told how many they got right. They were then asked to write a report about the problems for other children to read, including informa- tion about how many they got right. Some of the children misrepresented (i.e., lied about) how many they got right, as shown in the table below. Researchers were interested in learning whether there was a difference in the proportion of children who lied depending on how they were praised. Praised for intelligence Praised for effort Total Misrepresented their score (lied) 11 4 15 Did not misrepresent 18 26 44 (did not lie) Total 29 30 59 a. Identify the explanatory and response variables in this study. b. For each group, determine the proportion who lied and identify them with appropriate symbols.

          Praising children
5.CE.4 Psychologists investigated whether praising a
child's intelligence, rather than praising his/her effort, tends
to have negative consequences such as undermining their
motivation (Mueller and Dweck, 1998). Children participat-
ing in the study were given a set of problems to solve. After
the first set of problems, half of the children were randomly
assigned to be praised for their intelligence, while the other
half was praised for their effort. The children were then given
another set of problems to solve and later told how many
they got right. They were then asked to write a report about
the problems for other children to read, including informa-
tion about how many they got right. Some of the children
misrepresented (i.e., lied about) how many they got right,
as shown in the table below. Researchers were interested in
learning whether there was a difference in the proportion of
children who lied depending on how they were praised.
Praised for
intelligence
Praised
for effort
Total
Misrepresented
their score (lied)
11
4
15
Did not misrepresent
18
26
44
(did not lie)
Total
29
30
59
a. Identify the explanatory and response variables in this
study.
b. For each group, determine the proportion who lied and
identify them with appropriate symbols.

Praising children
5.CE.4 Psychologists investigated whether praising a
child's intelligence, rather than praising his/her effort, tends
to have negative consequences such as undermining their
motivation (Mueller and Dweck, 1998). Children participat-
ing in the study were given a set of problems to solve. After
the first set of problems, half of the children were randomly
assigned to be praised for their intelligence, while the other
half was praised for their effort. The children were then given
another set of problems to solve and later told how many
they got right. They were then asked to write a report about
the problems for other children to read, including informa-
tion about how many they got right. Some of the children
misrepresented (i.e., lied about) how many they got right,
as shown in the table below. Researchers were interested in
learning whether there was a difference in the proportion of
children who lied depending on how they were praised.
Praised for
intelligence
Praised
for effort
Total
Misrepresented
their score (lied)
11
4
15
Did not misrepresent
18
26
44
(did not lie)
Total
29
30
59
a. Identify the explanatory and response variables in this
study.
b. For each group, determine the proportion who lied and
identify them with appropriate symbols.

Added by Julia W.

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