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Multiple regressions and multiple correlations deals with the relationship of one variable compared with a number of other variables. It is similar to the bivariate correlation because it describes the degree of linear relationship between two variables. Though the multiple correlation assigns one variable to be the criterion or dependent variable and the other variable is the total of the independent variable or predictor. The total of the independent variable is found by computing weights so the correlation between the predictor and the criterion is as large as possible. The multiple regression is better than the bivariate regression because it examines curvilinear relationships between variables and investigates interactions between continuous independent variables.
In the present experiment the multiple regression and multiple correlation was used to compare different predictors of reading skills. It was thought that working memory ability was not as good of a predictor of reading skill as exposure to print. The results from this experiment showed that the overall correlation was significant, (R = . 59, F (5, 147) = 15. 45, p . 0001) meaning adding one adding one variable to the prediction equation significantly increases the degree of multiple correlation. It was also shown that the best predictors for reading ability were exposure to print (t (142) = 5. 501, p . 0001) and non-verbal ability measured by the Ravens test (t (142) = 2. 953, p . 01). The standardized regression equation for the significant coefficients was Z reading = . 385 Z ART +. 224 Z Ravens. The partial correlation, meaning the correlation between two variables after variations from other variables were removed was. 419 for exposure to print and. 219 for non-verbal ability.
The standardized regression equation for all the predictors was Z reading = . 119 Z worked +. 385 Z ART +. 224 Z Ravens +. 080 Z GPA +. 150 Z IQ. Using a stepwise regression analysis it was found that the overall regression was significant, (R = . 574, F (5, 147) = 23. 623, p . 0001). The best predictors for reading ability were exposure to print (t (142) = 5. 884, p . 0001) non-verbal ability (t (142) = 3. 279, p . 001) and IQ (t (142) = 2. 181, p . 05) and the predictors had partial correlations of, . 440, . 264 and. 179, respectively. The regression equation in standardized form for the stepwise regression analysis was Z reading = . 408 Z ART +. 248 Z Ravens +. 168 ZIQ. The difference between the first standardized regression equation was the stepwise regression only includes the variables that significantly contributed to the prediction.
Therefore, working memory and GPA were excluded in the stepwise regression because they were not good predictors of reading ability. It was also shown that the stepwise regression was a better type of regression because it was able to significantly predict predictors (F (2, 140) = 2. 278, ns). For the curve estimates the regression coefficient was significant for the linear component (t (1, 146) = 6. 150, p . 00001) therefore there was a positive linear relationship between reading ability and exposure to print. The regression coefficients were not significant for the quadratic component (t (1, 146) = -. 583, ns) or the cubic component, (t (1, 146) = . 635, ns) indicating there was no quadratic or cubic component in the relationship between exposure to print and reading ability. From the results of the linear, quadratic and cubic curve estimates the standardized regression equation for reading ability and exposure to print was, Z reading = . 454 x -. 168 x 2 +. 595 x 3. For the curve estimate for working memory there was a significant linear component, (t (1, 146) = 3. 527, p . 001) however there was no significant quadratic component (t (1, 146) = - 1. 696, ns) or cubic component (t (1, 146) = - 1. 136, ns).
The standardized regression equation for working memory and reading ability was Z working mem = . 280 x -. 364 x 2 -. 993 x 3. The regression equations for both exposure to print and working memory would not be effected by the absence of the quadratic and cubic functions because the quadratic and cubic components did not contribute to the relationship. Both exposure to print and working memory had a positive linear component which means when graphed the data shows a tendency to move upward from left to right. Therefore, it is concluded that both working memory and exposure to print are the same at predicting reading ability. Bibliography: Ellis, B. , & Symons, D. (1990). Sex differences in sexual fantasy: an evolutionary psychological approach.
The Journal of Sex Research, 27, 527 - 555. Green, S, & Mosher, D. (1985). A causal model of sexual arousal to erotic fantasies. The Journal of Sex Research, 21, 1 - 23. Reach, A. (1988).
Sexual fantasies of male and female criminals. Annals of Sex Research, 1, 167 - 183. Schmidt, D. (1975). Male-female differences in sexual arousal and behavior during and after exposure to sexually explicit stimuli.
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