Literature Index

Displaying 1491 - 1500 of 3326

  • Making sense of randomness: Implicit encoding as a basis for judgment

    Author(s):
    Falk, R., & Konold, C.
    Year:
    1997
    Abstract:
    People attempting to generate random number sequences usually produce more alternations than expected by chance. They also judge overalternating sequences as maximally random. In this article, the authors review findings, implications, and explanatory mechanisms concerning subjective randomness. The authors next present the general approach of the mathematical theory of complexity, which identifies the length of the shortest program for reproducing a sequence with its degree of randomness. They describe three experiments, based on mean group responses, indicating that the perceived randomness of a sequence is better predicted by various measures of its encoding difficulty than by its objective randomness. These results seem to imply that in accordance with the complexity view, judging the extent of a sequence's randomness is based on an attempt to mentally encode it. The experience of randomness may result when this attempt fails.

  • Making sense of the total of two dice

    Author(s):
    Pratt, D.
    Year:
    2000
    Abstract:
    Many studies have shown that the strategies used in making judgments of chance are subject to systematic bias. Concerning chance and randomness, little is known about the relationship between the external structuring resources, made available for example in a pedagogic environment, and the construction of new internal resources. In this study I used a novel approach in which young children articulated their meanings for chance through their attempts to "mend" possibly broken computer-based stochastic gadgets. I describe the interplay between informal intuitions and computer-based resources as the children constructed new internal resources for making sense of the total of 2 spinners and 2 dice.

  • Making Statistics Learning Fun

    Author(s):
    Larry Lesser
    Year:
    2006
    Abstract:
    This webinar will include a tour of the new CAUSEWeb fun page, showing some sample songs, jokes, and cartoons conducted by Larry Lesser. Participants will also engage in a discussion of the pedagogical issues involved in teaching with humor and will be provided resources and a bibliography on the topic. Join us to learn how to make learning fun!
    Location:
    http://www.causeweb.org/webinar/2006-04/

  • Making Statistics Relevant For Undergraduate Nurses

    Author(s):
    Martin, P., Pierce, R. & Giri, J
    Editors:
    Phillips, B.
    Year:
    2002
    Abstract:
    In this paper we will explore the challenge of making statistics more meaningful to future nurses. In the fast moving undergraduate student world the expectations we place upon nursing students are considerable. Typically they experience high class-contact hours in addition to their clinical placements. Compounding the problem, undergraduate nursing students have diverse mathematical backgrounds and seldom perceive statistics as being relevant for them. Given these constraints we have adopted the relatively modest aim of producing informed and discriminating consumers of statistics and research, rather than skilled statistical practitioners or researchers. With a focus on computer output rather than by-hand calculations, we have made use of strategic examples, appropriate journal articles and an historical hypothetical. This approach has both relieved the anxiety and distraction associated with calculations and increased students' engagement in the learning process.
    Location:
    http://www.stat.auckland.ac.nz/~iase/publications/1/3j1_mart.pdf

  • Making the Concepts of Power and Sample Size Relevant and Accessible to Students in Introductory Statistics Courses using Applets

    Author(s):
    Anderson-Cook, C. M., & Dorai-Raj, S.
    Year:
    2003
    Abstract:
    The concepts of hypothesis testing, trade-offs between Type I and Type II error, and the use of power in choosing an appropriate sample size based on power when designing an experiment are routinely included in many introductory statistics courses. However, many students do not fully grasp the importance of these ideas and are unable to implement them in any meaningful way at the conclusion of the course. This paper presents a number of applets intended to help students understand the role of power in hypothesis testing and which allow them to obtain numerical values without having to perform any calculations for a variety of scenarios, complementing some of the applets presented in Aberson, Berger, Healy, and Romero (2002). Ideas are given about how to incorporate the materials into an introductory course.
    Location:
    http://www.amstat.org/publications/jse/v11n3/anderson-cook.html

  • Making the grade: AP Statistics, 1997

    Author(s):
    Shaeffer, R. L.
    Year:
    1998
    Abstract:
    This magazine article describes the structure and layout of the AP Statistics exam.

  • Managing Case Discussions in Introductory Business Statistics Classes: Practical Approaches for Instructors

    Author(s):
    Marlene A. Smith and Peter G. Bryant
    Year:
    2009
    Abstract:
    Case discussions have become an integral component of our business statistics courses. We have discovered that case discussion adds enormous benefits to the classroom and learning experience of our students even in a quantitatively based course like statistics. As we read about discussion-based methods, we discovered that the literature is mostly silent about the specific challenges of case teaching in statistics courses. This article is an attempt to fill that void. It provides a "how-to" starter's guide for those interested in incorporating case discussions in statistics courses. It includes resources for background reading, tips on setting up a statistics case discussion course, and examples of four specific case discussions involving statistics topics. An illustrative case and instructor's notes that can be used on the first day of class are provided as well. Because we have had mixed reactions to conducting case discussions online, we believe that the use of case discussion in distance education statistics courses is a fruitful area for experimentation and research. Although our experience is in the business statistics classroom, this article is also applicable to statistics courses in other disciplines.
    Location:
    http://pubs.amstat.org/doi/abs/10.1198/tast.2009.09053

  • Many faces of the correlation coefficient

    Author(s):
    Falk, R., & Well, A. D.
    Year:
    1997
    Abstract:
    Some selected interpretations of Pearson's correlation coefficient are considered. Correlation may be interpreted as a measure of closeness to identity of the standardized variables. This interpretation has a psychological appeal in showing that perfect covariation means identity up to positive linearity. It is well known that |r| is the geometric mean of the two slopes of the regression lines. In the 2 x 2 case, each slope reduces to the difference between two conditional probabilities so that |r| equals the geometric mean of these two differences. For bivariate distributions with equal marginals, that satisfy some additional conditions, a nonnegative r conveys the probability that the paired values of the two variables are identical by descent. This interpretation is inspired by the rationale of the genetic coefficient of inbreeding.
    Location:
    http://www.amstat.org/publications/jse/v5n3/falk.html

  • Maori view of statistics - New roles for teachers of statistics

    Author(s):
    Solomon, W.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    The institutional statistics for Maori today presents a somewhat dismal picture. It is argued that in large part this is due to the obscuration of the history (and statistics) of Maori communities since early European contact. Some of this history was outlined. Also, the use of computers (which are a well-known statistical tool) in the newly-forming Iwi Authorities was touched on.

  • Mapping the Field of Statistics Education Research in Search of Scholarship

    Author(s):
    Linda van der Merwe and Annette Wilkinson
    Year:
    2011
    Abstract:
    This paper is intended as a contribution to the advancement of scholarship in the field of statistics education, which directly links with the scholarship of teaching and learning. It is apparent from the literature, that statistics education research, as an interdisciplinary field, does not rely on a single tradition of research methodology. There are different research backgrounds, different research methods are used, studies have different foci and different outcome variables are studied. What constitutes research in statistics education is therefore still a fundamental issue, with a consequent call for more research in this field. The present study attempts to identify the major themes of statistics education research in order to provide an overview of its current thematic nature. Twenty-four doctoral dissertations as well as 138 articles in three specialist statistics education journals, published between 2005 and 2009, were analyzed regarding their key themes and topics. The frequency of occurrence of the key themes is summarized.<br>We found that the teaching and learning of statistics was the most popular theme or topic. In particular, there is a growing network of researchers interested in studying the development of students' statistical reasoning. Only 15% of the literature was dedicated to studies on the use of information communications technology (ICT), with the relevant studies reflecting the popularity of JAVA Applets and simulation tools. A smaller portion<br>of the literature was devoted to course design and non-cognitive factors.<br>This study provides a framework for understanding current developments in statistics education research and suggests structure to the field, making it easier for future researchers to become acquainted with the discipline. In this way a contribution is made in furthering scholarship in statistics education.
    Location:
    http://academics.georgiasouthern.edu/ijsotl/v5n1/essays_about_sotl/PDFs/_vanderMerweWilkinson.pdf

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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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