Enhancing Students' Ability to Use Statistical Reasoning with Everyday Problems

2003 ◽  
Vol 30 (2) ◽  
pp. 107-110 ◽  
Author(s):  
Timothy J. Lawson ◽  
Michael Schwiers ◽  
Maureen Doellman ◽  
Greg Grady ◽  
Robert Kelnhofer
Keyword(s):  
Comparison Group ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Statistical Reasoning ◽  
Introductory Statistics ◽  
Reasoning Ability ◽  
Statistics Course ◽  
The Everyday ◽  
Group A ◽  
Everyday Problems

We discuss a technique for teaching students everyday applications of statistical concepts. We used this technique with students (n = 50) enrolled in several sections of an introductory statistics course; students (n = 45) in other sections served as a comparison group. A class of introductory psychology students (n = 24) served as a second comparison group. We assessed students' statistical reasoning ability at the beginning of the semester as well as later in the semester. All 3 groups showed improvements in statistical reasoning, but the greatest improvement occurred in the group that read the everyday application material.

scholarly journals Statistical Reasoning Ability, Self-Efficacy, and Value Beliefs in a Reform Based University Statistics Course

2017 ◽  
Vol 8 (22) ◽  
Author(s):  
A. Olani ◽  
R. Hoekstra ◽  
E. Harskamp ◽  
G. Van der Werf
Keyword(s):  
Self Efficacy ◽  
Statistical Reasoning ◽  
Reasoning Ability ◽  
Statistics Course ◽  
Estudiantes Universitarios

Introducción. El trabajo investiga la mejora de la capacidad de razonamiento estadístico, la auto-eficacia estadística y la percepción del valor de la estadística de los alumnos durante un curso introductorio de estadística. También se estudia si estos cambios en los resultados de aprendizaje difieren según el trasfondo matemático del alumno o la percepción de apoyo del profesor.Método. Se evaluaron 96 estudiantes universitarios del primer curso, al principio y al final de una asignatura introductoria de estadística.Resultados. Los resultados demuestran que la capacidad de razonamiento estadístico y la auto-eficacia estadística de los alumnos mejoró de forma significativa durante el curso. Sin embargo, no se observaron cambios significativos en su percepción del valor de la estadística.Las mejoras en la capacidad de razonamiento estadístico de los alumnos son independientes de su trasfondo matemático o su percepción de apoyo del profesor. Se observaron cambios positivos más grandes en la auto-eficacia estadística de aquellos alumnos que tenían percepción favorable del apoyo del profesor.Conclusiones. Se concluye que los alumnos pueden lograr metas relacionadas con el contenido de la asignatura de estadística independientemente de su trasfondo matemático. El logro de otras metas de aprendizaje, concretamente las de creencias sobre uno mismo y sobre el valor de la estadística, son susceptibles al apoyo y aliento del profesor

Selflessness in Anorexia Nervosa as Reflected in the Rorschach Comprehensive System

2012 ◽  
Vol 33 (1) ◽  
pp. 78-93 ◽  
Author(s):  
Gili Curiel-Levy ◽  
Laura Canetti ◽  
Esti Galili-Weisstub ◽  
Myrna Milun ◽  
Eitan Gur ◽  
...  
Keyword(s):  
Multivariate Analysis ◽  
Anorexia Nervosa ◽  
Analysis Of Variance ◽  
Clinical Observation ◽  
Comparison Group ◽  
Comprehensive System ◽  
Multivariate Analysis Of Variance ◽  
Rorschach Comprehensive System ◽  
Group A

This study examines the expression of selflessness – the tendency to ignore one’s own needs and serve others’ needs – in Rorschach protocols of women suffering from anorexia nervosa. The protocols of 35 women suffering from anorexia nervosa were compared to 30 protocols of a psychiatric comparison group. A multivariate analysis of variance over five variables (AG, PER, PHR, COP, and GHR) was significant: Anorexic patients showed higher characteristics of selflessness compared to the psychiatric comparison group. These findings contribute to the validation of the Rorschach technique and to the clinical observation of selflessness in anorexic patients, and they emphasize specific characteristics in the treatment of anorexia nervosa patients.

Enchancing Students' Everyday Statistical Reasoning Ability

2002 ◽  
Author(s):  
Timothy J. Lawson ◽  
Michael Schwiers ◽  
Maureen Doellman ◽  
Greg Grady ◽  
Robert Kelnhofer
Keyword(s):  
Statistical Reasoning ◽  
Reasoning Ability

Statistical literacy and the news media

2017 ◽  
Author(s):  
Andrew Gelman ◽  
Deborah Nolan
Keyword(s):  
News Media ◽  
News Article ◽  
Introductory Statistics ◽  
News Story ◽  
Statistical Literacy ◽  
Process Information ◽  
Statistics Course ◽  
Reported Study ◽  
Original Report

An important theme in an introductory statistics course is the connection between statistics and the outside world. Described in this chapter are assignments that can be useful in getting students to learn how to gather and process information presented in the news and scientific reports. These assignments seem to work well only when students have direction about how to do this kind of research. Three versions of the assignment are provided. In all three, students read a news story and the original report on which the article was based, and they complete a worksheet with guidelines for summarizing the reported study. In some versions students are supplied the news story and report and in another each student finds a news article and tracks down the original report on her own. Included here are our guidelines, example instructional packets, and the process we use to organize each type of assignment.

Temporal Personality Variations among Participants from a University Subject Pool

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1247-1254
Author(s):  
Ronald R. Holden ◽  
John R. Reddon
Keyword(s):  
Psychology Students ◽  
Temporal Variations ◽  
Introductory Psychology ◽  
Personality Variables ◽  
Personality Differences ◽  
Personality Research ◽  
Subject Pool

This study examined personality differences in participants from a university subject pool as a function of the time of participation during the academic term and year. For 150 introductory psychology students with required participation in a subject pool, significant associations were found between time of participation and specific personality variables as measured by Jackson's Personality Research Form. Significant temporal associations with more general personality modal profiles were also obtained. Investigators using university subject pools are warned that these temporal variations in personality may represent possible confounds in research.

scholarly journals Statistical reasoning ability analysis observed from 4MAT learning style system

2021 ◽  
Author(s):  
Aning Wida Yanti ◽  
I. Ketut Budayasa ◽  
Raden Sulaiman ◽  
Sutini Sutini ◽  
Atiyatun Hasanah
Keyword(s):  
Learning Style ◽  
Statistical Reasoning ◽  
Reasoning Ability

Perceptual and Linguistic Encoding in Recognition Memory and Paired-Associate Learning

1971 ◽  
Vol 28 (3) ◽  
pp. 803-806 ◽  
Author(s):  
Edgar A. Chenoweth ◽  
Gerry L. Wilcove
Keyword(s):  
Recognition Memory ◽  
Paired Associate ◽  
Memory Task ◽  
Psychology Students ◽  
Paired Associate Learning ◽  
Introductory Psychology ◽  
Associate Learning ◽  
Paired Associates

A perceptual paired-associates task was presented in which pictures of objects and consonant-vowel-consonant trigrams served as stimulus and response members of the P-A unit, respectively. Introductory psychology students had been classified previously into encoding groups on the basis of their performance on a memory task. The prediction that the linguistic encoders would learn the PA task more slowly than the perceptual encoders was supported by the results.

Mood State, Issue Involvement, and Argument Strength on Responses to Persuasive Appeals

2007 ◽  
Vol 101 (3) ◽  
pp. 739-753 ◽  
Author(s):  
Robert C. Sinclair ◽  
Tanya K. Lovsin ◽  
Sean E. Moore
Keyword(s):  
Mood State ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Cognitive Responses ◽  
High Involvement ◽  
Argument Strength ◽  
Induction Condition ◽  
Issue Involvement ◽  
Thought Listing ◽  
Sad Mood

This study investigated the effects of mood state, issue involvement, and argument strength on responses to persuasive appeals. Through an unrelated second study paradigm, 144 introductory psychology students were randomly assigned to High or Low Issue Involvement, Happy or Sad Mood Inductions, and Strong or Weak Argument conditions. Attitudes, measured on 9-point Likert-type scales, and cognitive responses, measured through a thought listing, were assessed. On attitudes, people in the Happy Induction condition were equally persuaded by Strong and Weak Arguments, whereas people in the Sad Induction condition were persuaded by Strong, but not Weak, Arguments. Involvement had no effect. On the thought-listing measures, people in the Happy Induction condition showed modest elaboration. A stronger pattern of effects, consistent with high elaboration, was noted on the thought listings of people in the Sad Induction condition and who were in the High Involvement group. Interestingly, people in the Sad Induction condition who were in the Low Involvement group showed mood-congruency on thoughts. The data suggest that the effects of mood state are not moderated by the effects of issue Involvement on this measure of attitudes but that there may be some moderation on measures of elaboration. Implications and directions for research are discussed.

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