0 binempdt ¢) qo Crtstte Hand MMenven. Pirerakee IN-CLASS EXPERIMENT AND ANALYSIS Tauar Candovg| EMILY peuigy Now the practical question is, how do we simulate this selection at random (with no genuine preference)? One answer is to go back to the coin flipping, analogy. Let's literally flip a coin for each of the 16 hypothetical infants: heads will mean to choose the helper, tails to choose the hinderer, 7. What do you expect to be the most likely outcome: how many of the 16 choosing the helper? What is the probability of getting this outcome? a fret ef trials~ My Pl=e) . a Oates ide Karey ee" + Indepeneunt = OMe flip r Pinemiol Ir * Axed prelubn lity of s1ecess:P=S ire tha need 8. Do yol think this simulatioi’ process will alioays result in 8 choosing the helper and 8 the hinderer? Explain. A/ 0 19-6 Vo Chance that rf wii! resutle m & helper PF pinderev F049, Chane. thed A wert EXPERIMENT 9. Flip a coin 16 times, representing the 16 infants in the study. Let a result of heads mean that the infant chose the helper toy, tails for the hinderer toy. How many of the 16 chose the helper toy? Helper - Lt) | ATT) eT 1 Ve a) Hinderer~ pry) AW WAI | atti 10. What is the random variable in this experiment (what are we counting)? number of Heads 11, Repeat this three more times. Keep track of how many infants, out of the 16, choose the helper. Record this number for all four of your repetitions (including the one from the previous question): Repetition # 1 3 6 |6 12. How many of these four repetitions produced a result at least as extreme (i.e, as far or farther from expected) as what the researchers actually found (14 of 16 choosing the helper)? hone were extrime Number of (simulated) infants who chose helper 7