Literature Index

Displaying 2381 - 2390 of 3326

  • Subjective probability

    Author(s):
    Wright, G., & Ayton, P.
    Year:
    1994
    Abstract:
    During the last three decades the psychological exploration of subjective probability has produced a wide range of empirical findings and theoretical developments. In this book, prominent authorities from multiple disciplines analyse and document the human ability to deal with uncertainty. Contributions range from discussions of the philosophy of axiom systems through studies in the psychological laboratory to the real world of business decision making.

  • Subjective probability and everyday life

    Author(s):
    Fhaner, S.
    Year:
    1977
    Abstract:
    Recent research on probability judgment indicates that people's ability to estimate probabilities is very limited. It is argued that people may lack the cognitive apparatus necessary for processing probabilistic information, in so far as probability judgments play an unimportant role in everyday life. When probability judgments occasionally are made in everyday life it is argued that they are not based on frequency data but on some more or less well grounded theory.

  • Subjective probability: A judgment of representativeness

    Author(s):
    Kahneman, D., & Tversky, A.
    Year:
    1972
    Abstract:
    This paper explores a heuristic - representativeness - according to which the subjective probability of an event, or a sample, is determined by the degree to which it: i) is similar in essential characteristics to its parent population; and ii) reflects the salient features of the process by which it is generated.

  • Subjective randomness

    Author(s):
    Falk, R., & Konold, C.
    Editors:
    Kotz, S., Read, C. B., & Banks, D. L.
    Year:
    1998
    Abstract:
    Early generalizations concerning conceptions of randomness were based on "probability-learning" experiments in which subjects predicted successive elements of random sequences, receiving trial-by-trial feedback. The conclusion was that humans are incapable of perceiving randomness. Convinced there was some pattern in the stimuli, most subjects believed the oncoming event depended on preceding ones (Lee [29]). The predicted sequenes that deviated systematically from randomness. However, evidence concerning people's notion of randonmness in these expereiments is indirect. The produced sequences, which are influenced by various feedback contingencies, may largely reflect subjects' hypotheses concerning the goal of the experiment and their problem-solving strategies.

  • Success and failure in statistical education - A UK perspective

    Author(s):
    Hawkins, A. S.
    Editors:
    Vere-Jones, D., Carlyle, S., & Dawkins, B. P.
    Year:
    1991
    Abstract:
    Statistical educators do not always agree on whether the real roots of statistics lie in theory or applications, and so will not always concur on what constitutes success and failure in Statistical Education. Students' understanding should be developed to include both aspects, but statistical education programmes still emphasise the manipulation rather than the development of relevant statistical models, and students therefore have great difficulty relating theory to application. Changes in technology, and hence in professionals', and now increasingly lay-persons', practice of statistics, have made our views of statistical education unclear. Delegates at the International Statistical Institute's Round Table Conference, "Training Teachers to Teach Statistics" (Budapest, 1988), had difficulty determining training priorities because what teachers should or would teach was not clearly defined.

  • Success in introductory statistics with small groups

    Author(s):
    Borresen, C. R.
    Year:
    1990
    Abstract:
    One subject toward which many students have a negative attitude and a lack of enthusiasm is introductory statistics. The question is, therefore, can classroom techniques change negative attitudes and promote enthusiasm for statistics in addition to increasing test performance?

  • Successful strategies for teaching statistics

    Author(s):
    Harris, M. B., & Shau, C.
    Editors:
    Davis, S. N., Crawford, M., & Sebrechts, J.
    Year:
    1999
    Abstract:
    In this chapter, we concentrate on statistics education at the college level. We summarize the literature related to women and math; women and statistics in college, including statistics performance and attitudes toward statistics; and two cognitive models relevant to learning statistics. We then discuss a number of topics relevant to teaching college statistics: the overall approach for the course, structural and organizational issues, presentation of numbers and formulas, computers and technology, process issues, recommended study strategies, counseling and advising, sexism, and classroom assessment. Finally, we provide some overall conclusions. Readers who want a more detailed review and a greatly expanded reference list are requested to contact us.

  • Successful students' conceptions of mean, standard deviation, and the central limit theorem

    Author(s):
    Mathews, D., & Clark, J. M.
    Year:
    1997
    Abstract:
    This paper reports on a preliminary attempt to better understand the development of student knowledge of some fundamental statistical concepts.

  • Suggestions for Your Nonparametric Statistics Course

    Author(s):
    Coakley, C.
    Year:
    1996
    Abstract:
    Nonparametric methods form an integral part of many degree programs and concentrations in statistics. In this article a number of useful approaches are suggested to aid the instructor of a nonparametric statistics course. These include ideas for classroom presentations, projects, writing components, student-generated data, and computing. Each suggestion is discussed in the context of nonparametric methods instruction. These techniques help students develop an appreciation for the field of nonparametric statistics and the broad range of its applications in practice. Appendices include a partially annotated bibliography of textbooks and monographs from the field of nonparametric statistics and a collection of Minitab macros.
    Location:
    http://www.amstat.org/publications/jse/v4n2/coakley.html

  • Summary and conclusions

    Author(s):
    Kuhn, D.
    Editors:
    Kuhn, D., Amsel, E., & O'Loughlin, M.
    Year:
    1988
    Abstract:
    The development of scientific thinking is centered around the development of skills in the coordination of theories and evidence. Three skills are required to achieve ideal coordination: 1) the ability to think about a theory rather than to think with it (i.e., awareness and control of a theory, to use and contemplate it- the ability to evaluate the bearing of evidence on a theory is due to such awareness., and the ability to see that a theory may be false and that alternative theories exist); 2) theory and evidence must be differentiated; and 3) ability to temporarily set aside one's own acceptance (or rejection) of a theory in order to assess what the evidence itself would mean for the theory. Two factors are required for the development of skills in coordinating theory and evidence: 1) exercise in relating evidence to multiple theories and 2) development in the skills involved in the interpretation of evidence given that it is sufficiently differentiated from theory. In conclusion, the main finding in all these studies was that older children, adolescents, and adults are limited in their understanding of covariation and its connection to causality.

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