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How will we measure grammatical accuracy and on what forms? How will we measure improvement in accuracy? How do we measure how good people are at music? How do we measure how well they perceive Chinese tones? How will we measure vocabulary knowledge? What group will participants be in (will there be a control group that does not try to learn any vocabulary at all)? How will we measure phonological problems (will we target contrasts or specific sounds), and how many will we test? 1 Levels of Measurement of Variables Answering these questions and thus operationalizing your research question will result in measuring variables.

A research model that contains both fixed and random effects is called a mixed-effects model, and this is not treated in this book. However, there may be times when it is important to understand the difference between fixed and random effects, so I will include that discussion here. Fixed effects are those whose parameters are fixed and are the only ones we want to consider. Random effects are those effects where we want to generalize beyond the parameters that make up the variable. A “subject” term is clearly a random effect, because we want to generalize the results of our study beyond those particular indi- Some Preliminaries to Understanding Statistics 41 viduals who took the test.

Continuous or categorical continuous or categorical Boers, Eyckmans, Kappel, Stengers, and Demecheleer (2006): Will explicit instruction in noticing formulaic sequences help one group speak more fluently than another group that does not get this instruction? 2 Two experimental groups, one that was led to notice formulaic sequences and another that wasn’t. Fluency ratings done by judges who listened to taped conversations and rated them for fluency on a 20-point scale. continuous or categorical continuous or categorical Paavola, Kunnari, and Moilanen (2005): Does the number of times a mother changed her behavior because of a child’s action affect the number of phrases an infant understands?

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