Literature Index

Displaying 881 - 890 of 3326

  • Do Managers Make Decisions Using Statistics?

    Author(s):
    Hargreaves, C. A.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    The way in which businesses compete is rapidly changing. Businesses must constantly strive to offer "better" products and services than their competitors. South African Companies on the whole need to improve the quality of their products in order to be a player in the global market. Managers must decide how to overcome the many problems that prevent quality products and services. One of the aims of this study was to establish whether managers in the manufacturing industry of KwaZulu Natal are aware of the uses of statistics in decision making. In this study, it was found that most of the quality managers either do not use statistical process control techniques or use them seldom or very seldom. It was established that the majority of the respondents do not use statistical process control charts. The above facts indicate the need for the awareness of the uses of statistical process control techniques and charts to improve the quality of products. Results of the "Survey on Statistical Quality Control Techniques" used by Managers in the Manufacturing Industry of KwaZuluNatal, are also given (Hargreaves, 1999).
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/10_22_ha.pdf

  • Do men have more sisters than women?

    Author(s):
    Falk, R.
    Year:
    1982
    Abstract:
    The question of what to expect of data collected can be posed to beginners in an introductory probability course.

  • Do naïve theories ever go away? Using brain and behavior to understand changes in concepts.

    Author(s):
    Dunbar, K., Fugelsang, J., & Stein, C.
    Editors:
    Lovett, M. C., & Shah, P.
    Year:
    2007

  • Do Studies of Statistical Power have an Eff ect<br>on the Power of Studies?

    Author(s):
    Peter Sedlmeier and Gerd Gigerenzer
    Year:
    1989
    Abstract:
    Th e long-term impact of studies of statistical power is investigated using Cohen's (1962) pioneering work as<br>an example. We argue that the impact is nil; the power of studies in the same journal that Cohen reviewed<br>(now the Journal of Abnormal Psychology) has not increased over the past 24 years. In 1960 the median power<br>(i.e., the probability that a signifi cant result will be obtained if there is a true eff ect) was .46 for a medium<br>size eff ect, whereas in 1984 it was only .37. Th e decline of power is a result of alpha-adjusted procedures.<br>Low power seems to go unnoticed: only 2 out of 64 experiments mentioned power, and it was never estimated.<br>Nonsignifi cance was generally interpreted as confi rmation of the null hypothesis (if this was the<br>research hypothesis), although the median power was as low as .25 in these cases. We discuss reasons for<br>the ongoing neglect of power.
    Location:
    http://library.mpib-berlin.mpg.de/ft/gg/GG_Do%20Studies_1989.pdf

  • Do You Want Me to Do It with Probability or with My Normal Thinking? Horizontal and Vertical Views on the Formation of Stochastic Conceptions

    Author(s):
    Susanne Prediger
    Year:
    2008
    Abstract:
    Probability classrooms often fail to develop sustainable conceptions of probability as strategic<br>tools that can be activated for decisions in everyday random situations. The article starts from the assumption<br>that one important reason might be the often empirically reconstructed divergence between individual<br>conceptions of probabilistic phenomena and the normative conceptions taught in probability classrooms,<br>especially concerning pattern in random. Since the process of dealing with these phenomena cannot<br>sufficiently be explained by existing frameworks alone, an alternative - horizontal - view on conceptual<br>change is proposed. Its use for research and development within the so-called Educational Reconstruction<br>Program is presented. The empirical part of the paper is based on a qualitative study with 10 game interviews.<br>Central results concern the oszillation between conceptions and cognitive layers and the situatedness of their<br>activation. In particular, diverging perspectives seem to root in contrasting foci of attention, namely the<br>mathematically suitable long-term perspective being in concurrence to the more natural short-term attention<br>to single outcomes. The Educational Reconstruction Program offers an interesting possibility to specify roots<br>of obstacles and to develop guidelines for designing learning environments which respect the horizontal view.
    Location:
    http://www.iejme.com/

  • Does my baby really look like me? Using Tests for Resemblance Between Parent and Child to Teach Topics in Categorical Data Analysis

    Author(s):
    Amy G. Froelich and Dan Nettleton
    Year:
    2013
    Abstract:
    In this article, we present a study to test whether neutral observers perceive a resemblance between a parent and a child. We demonstrate the general approach for two separate parent/child pairs using survey data collected from introductory statistics students serving as neutral observers. We then present ideas for incorporating the study design process, data collection, and analysis into different statistics courses from introductory to graduate level.
    Location:
    http://ww2.amstat.org/publications/jse/v21n2/froelich.pdf

  • Does SHE prefer statistics?

    Author(s):
    Forbes, S. D., &amp; Robinson, E.
    Editors:
    Vere-Jones, D., Carlyle, S., &amp; Dawkins, B. P.
    Year:
    1991
    Abstract:
    Our research looks at whether preferences in question choice, and differences in achievement, in Mathematics with Statistics papers are related to gender.

  • Does Statistical Education Include Social Issues?

    Author(s):
    Galpin, J.
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    As educators, we should not only aim to provide our students with technical skills, but should also help them develop life skills. In recent times there has been an increasing emphasis on communication skills, application skills and reporting skills, but we possibly have not yet sufficiently articulated the social issues associated with good data collection, analysis and reporting. We also need to demonstrate to the students, and through them to the community, the wide field of applicability of statistical techniques, and the need for viewing events from a numerate point of view (among others), in order to interpret what the events mean. There are many social issues that can and should be raised with our students, which can also be used to illustrate statistical techniques. Examples of this, particularly pertinent in South Africa, are issues such as HIV/AIDS, rights of women, etc. For example, HIV/AIDS can be used to discuss regression on indicator variables (HIV negative, HIV+, then later expand to symptomatic and non-symptomatic). This could then be combined with a few questions about whether the class thinks that mortality tables apply to them. This paper focuses on the questions: do statisticians have a social responsibility to students to include such issues among the technical issues, and what is the best way of doing this?
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/5h2_galp.pdf

  • Does the computer help us understand statistics: Hilft der Computer uns statistische Ideen zu verstehen

    Author(s):
    Snell, J. L., &amp; Peterson, W. P.
    Editors:
    Gordon, F., Gordon, S.
    Year:
    1992
    Abstract:
    The present paper is intended to illustrate by means of examples what can be accomplished in an environment where students have access to statistical computing package and also where they are familiar with a simple computing language. The authors have identified three broad areas in which the computer is helpful: reducing the need at lengthy manual calculations, facilitating graphical data analysis, and illustrating statistical concepts by means of simulation experiments. The first two categories tend to be well supported in the available packages, and they present here some representative examples. The last category seems not to be well developed in the standard texts, and their treatment here is more extensive, including both manipulations with standard packages and programming exercises.

  • Does the teaching of probability improve probabilistic intuitions?

    Author(s):
    Fischbein, E., &amp; Gazit, A.
    Editors:
    Grey, D. R., Holmes, P., Barnett, V., &amp; Constable, G. M.
    Year:
    1983
    Abstract:
    The present investigation is concerned especially with the influence that the teaching of probabilities may have indirectly on intuitive probabilistic judgments. There is very little information available about this problem. In an earlier work, Ojemann et al. have reported a positive, indirect effect of probability lessons on predictions made by their subjects (8-10 years old) in probability learning tasks. In this study the authors found a clear increase with age in proportions of correct answers to probability problems. They also found that by emphasizing (via systematic instruction) specific probability viewpoints and procedures, one may disturb the subjects proportional reasoning, still fragile in many adolescents.

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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

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