It stands to reason that a link may exist between religious attendance (independent variable) and the willingness to extend freedom of speech to radical Muslim clerics (dependent variable): In a comparison of individuals, people who frequently attend religious services will be less likely to extend free-speech rights to radical Muslims than will people who infrequently attend. Education (control variable) might also be related to speech opinions, in that less educated people have less tolerant attitudes than do those with more education.
B. Decide which pattern—spuriousness, additive, or interaction—best describes the set of relationships. (i) Write out each of the rhetorical questions, introduced in this chapter, that help you determine the pattern. (ii) Write a complete sentence answering each question.
C. Draw a line chart of the attendance−speech opinion relationship, controlling for education. The values of religious attendance will appear along the horizontal axis. The vertical axis will record the percentages of respondents saying “do not allow.” Enhance the readability of the chart by making 30 percent the lowest vertical axis value and 90 percent the highest vertical axis value.
(B)
(i) Rhetorical questions to determine the pattern-
2. Is it additive?: Is the tendency/direction of the relationship the same at all values of Z? Are the lines going in the same direction for all values of Z?
a. No: check for interaction.
b. Yes: the relationship appears additive if tendency and slopes are the same.
3. Is it interactive?: Is the strength of the relationship the same or similar across all values of Z? Are the slopes of the lines the same?
b. Yes: check for tendency consistency to see if additive; if not, then interactive.
(ii) Answering the rhetorical questions:
(C)
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.
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It stands to reason that a link may exist between religious attendance (independent variable) and the...
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