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frame, even if some part of the change is due to cohort effects If variables like familiarity with standardized tests or the availability of television tend to improve each person s score (on average) between 1940 and 1980, it would be foolish to attribute the gain to mental growth. But specific cohort effects are different. These variables are assumed to affect intelligence differently for people born in different years. Adults who were raised in a time of parental enlightenment about infant stimulation or prenatal care are likely to outscore those who were born at other times. Children reared during the Depression or the world wars might not develop their intellect at the same rate as children born during other historical periods. However, we are not sure that it always makes sense to correct IQs for such factors. At what point do chronological age and the time one is reared become separable We certainly favor controlling for educational attainment when exploring age differences in IQ. Because education is a cohort-related vari-

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Vendor 2 106.8 103.2 102.6 104.0 104.6 106.4 106.8 103.7 100.3 106.3 103.5 106.8 104.7 106.8 104.0 102.2 106.3 104.1 104.7 105.1 107.0 102.8 109.2 107.1 108.0 104.0 104.3 104.2 107.2 107.7 102.2 106.2 105.8 103.4 105.4

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able, we can see some value in keeping cohort factors out of the developmental picture But education is separate from most other cohort effects Its impact on IQs is known, quantifiable, and profound It is commonly a variable that is considered along with intelligence for vocational selection and placement, and in other real-life situations associated with intellectual assessment As Reese and Rodeheaver (1985) have noted: Performance on cognitive tasks is often correlated more highly with education than with age... The issue of education is critical in assessing adult age differences in problem solving (p 479) The specific attitudes toward child-rearing and the social and historical environment associated with any particular group of years are intrinsically interwoven with the person s chronological age such that separation can become artificial; indeed, cohort and age are inseparable (Botwinick, 1977, p 583).

two different test conditions Use normal probability plots of the data to check these assumptions. (b) Find a 99% con dence interval on the difference in mean failure stress under the two different test conditions. (c) Using the con dence interval constructed in part (b), does the evidence support the claim that the rst test conditions yield higher results, on the average, than the second Explain your answer. 10-70. Consider Supplemental Exercise 10-69. (a) Construct a 95% con dence interval on the ratio of the variances, 1 2, of failure stress under the two different test conditions. (b) Use your answer in part (b) to determine whether there is a signi cant difference in variances of the two different test conditions. Explain your answer. 10-71. A liquid dietary product implies in its advertising that use of the product for one month results in an average weight loss of at least 3 pounds. Eight subjects use the product for one month, and the resulting weight loss data are reported below. Use hypothesis-testing procedures to answer the following questions. Initial Weight (lb) 165 201 195 198 155 143 150 187 Final Weight (lb) 161 195 192 193 150 141 146 183

At an IT-centric and in control maturity level, security is viewed as a technical issue, but formal change processes and a structured process are in place to manage security. Although mindset at this level is very technology-oriented, technical risks are managed. Security principles that are applied at this level are:

(a) What distributional assumption is needed to test the claim that the variance of resistance of product from vendor 1 is not signi cantly different from the variance of resistance of product from vendor 2 Perform a graphical procedure to check this assumption. (b) Perform an appropriate statistical hypothesis-testing procedure to determine whether the procurement specialist can claim that the variance of resistance of product from vendor 1 is signi cantly different from the variance of resistance of product from vendor 2. 10-69. An article in the Journal of Materials Engineering (1989, Vol. 11, No. 4, pp. 275 282) reported the results of an experiment to determine failure mechanisms for plasmasprayed thermal barrier coatings. The failure stress for one particular coating (NiCrAlZr) under two different test conditions is as follows: Failure stress ( 106 Pa) after nine 1-hour cycles: 19.8, 18.5, 17.6, 16.7, 16.7, 14.8, 15.4, 14.1, 13.6 Failure stress ( 106 Pa) after six 1-hour cycles: 14.9, 12.7, 11.9, 11.4, 10.1, 7.9 (a) What assumptions are needed to construct con dence intervals for the difference in mean failure stress under the

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