Book:
journal of structural learning
Type:
Category:
Volume:
9
Pages:
83-96
Year:
1986
Publisher:
Gordon and Breach, Science Publishers, Inc.
Place:
United Kingdom
Abstract:
The purpose of the present paper is to further clarify the misunderstandings concerning the meaning of significant test results, and to reassess the value of this statistical procedure for the teaching of scientific reasoning and for the analysis of research results.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education