In my experience, students benefit from the individual and group _production_ of
summaries, syndicate notes, and cheat sheets.
Reviewing the summaries produced by students gives a teacher feedback on what is
or is not understood, and whether the relative emphasis of the lessons _as
received_ is
In article [EMAIL PROTECTED],
Alan McLean [EMAIL PROTECTED] wrote:
Herman Rubin wrote:
In article [EMAIL PROTECTED],
Alan McLean [EMAIL PROTECTED] wrote:
Robert J. MacG. Dawson wrote:
Alan McLean wrote:
The p value is a direct measure of 'strength of evidence'.
and Lise DeShea
In article [EMAIL PROTECTED],
Paul W. Jeffries [EMAIL PROTECTED] wrote:
Robert Dawson said that one of his approaches to dealing with z test is to
treat it as a historical anecdote. I like that approach and must give it
a try.
It is almost the other way around. The z test comes up as
an
In article [EMAIL PROTECTED],
Robert J. MacG. Dawson [EMAIL PROTECTED] wrote:
Paul W. Jeffries wrote:
What are
list members views on teaching students to use tables. In the computer
age, tables are an anachronism. The vast
In article [EMAIL PROTECTED],
Lise DeShea [EMAIL PROTECTED] wrote:
Alan McLean wrote:
... In general, I emphasise the use of p values - in
many ways it is a more natural way than using critical values to carry
out a test. The p value is a direct measure of 'strength of evidence'.
I
Herman Rubin wrote:
In article [EMAIL PROTECTED],
Alan McLean [EMAIL PROTECTED] wrote:
Robert J. MacG. Dawson wrote:
Alan McLean wrote:
The p value is a direct measure of 'strength of evidence'.
and Lise DeShea responded:
...
On 24 Apr 2001, Mark W. Humphries wrote:
I concur. As I mentioned at the start of this thread, I am
self-learning
statistics from books. I have difficulty telling what is being taught as
necessary theoretical 'scaffolding' or 'superceded procedures', and what
one
would actually apply in a
In article [EMAIL PROTECTED],
Alan McLean [EMAIL PROTECTED] wrote:
Robert J. MacG. Dawson wrote:
Alan McLean wrote:
The p value is a direct measure of 'strength of evidence'.
and Lise DeShea responded:
...
There is certainly no contradiction. A
Hi
On 25 Apr 2001, Alan McLean wrote:
I agree - although students do need tables in (written) exams... But
we use a computer program called Tuteman in our teaching and testing, so
the natural way to find critical values or p-values is via the computer
- we use Excel mainly. In general, I
Paul W. Jeffries wrote:
What are
list members views on teaching students to use tables. In the computer
age, tables are an anachronism. The vast majority of students will never
use a t table.
Were it only so...
as for the use of t tables ... or any other ...
1. one issue is can the student USE the table ... that is, you specify some
from the table and you want to know if they can find it
2. another issue is what the student knows about what happens in the table
as df changes
3. another issue is
dennis roberts wrote:
as for the use of t tables ... or any other ...
1. one issue is can the student USE the table ... that is, you specify some
from the table and you want to know if they can find it
Yes. That is, in my experience, students, small dogs, and most white
Hi
On 24 Apr 2001, Mark W. Humphries wrote:
I concur. As I mentioned at the start of this thread, I am self-learning
statistics from books. I have difficulty telling what is being taught as
necessary theoretical 'scaffolding' or 'superceded procedures', and what one
would actually apply in a
I think that reading the scientific literature would disabuse one
about the limited application of statistical significance. My
students tell me that learning about statistical inference
greatly increases their capacity to read primary
literature. Perhaps it is different in your discipline.\
Hi
On Fri, 20 Apr 2001, dennis roberts wrote:
At 10:58 AM 4/20/01 -0500, jim clark wrote:
What does a t-distribution mean to a student who does not
know what a binomial distribution is and how to calculate the
probabilities, and who does not know what a normal distribution
is and how to
alan and others ...
perhaps what my overall concern is ... and others have expressed this from
time to time in varying ways ... is that
1. we tend to teach stat in a vacuum ...
2. and this is not good
the problem this creates is a disconnect from the question development
phase, the measure
nice note mike
Impossible? No. Requiring a great deal of effort on the part of some
cluster of folks? Definitely!
absolutely!
There is some discussion of this very possibility in Psychology, although
I've yet to see evidence of fruition. A very large part of the problem,
in my mind, is
At 04:42 PM 4/19/01 +, Radford Neal wrote:
In article [EMAIL PROTECTED],
dennis roberts [EMAIL PROTECTED] wrote:
I don't find this persuasive.
nor the reverse ... since we have NO data on any of this ... only our own
notions of how it MIGHT play itself out inside the heads of students
I
In article [EMAIL PROTECTED],
dennis roberts [EMAIL PROTECTED] wrote:
students have enough problems with all the stuff in stat as it is ... but,
when we start some discussion about sampling error of means ... for use in
building a confidence interval and/or testing some hypothesis ... the
At 11:47 AM 4/19/01 -0500, Christopher J. Mecklin wrote:
As a reply to Dennis' comments:
If we deleted the z-test and went right to t-test, I believe that
students' understanding of p-value would be even worse...
i don't follow the logic here ... are you saying that instead of their
Why not introduce hypothesis testing in a binomial setting where there are
no nuisance parameters and p-values, power, alpha, beta,... may be obtained
easily and exactly from the Binomial distribution?
Jon Cryer
At 01:48 AM 4/20/01 -0400, you wrote:
At 11:47 AM 4/19/01 -0500, Christopher J.
All of your observations about the deficiencies of data are perfectly
valid. But what do you do? Just give up because your data are messy, and
your assumptions are doubtful and all that? Go and dig ditches instead?
You can only analyse data by making assumptions - by working with models
of the
"Mark W. Humphries" wrote:
If I understand correctly the t test, since it takes into account degrees of
freedom, is applicable whatever the sample size might be, and has no
drawbacks that I could find compared to the z test. Have I misunderstood
something?
From my class notes (which, in
16, 2001 3:43 PM
Subject: Re: Student's t vs. z tests
Mark W. Humphries [EMAIL PROTECTED] wrote:
Hi,
I am attempting to self-study basic multivariate
statistics using Kachigan's
"Statistical Analysis" (which I find excellent btw).
Perhaps someone would be kind enough to cl
If you knew the population SD (not likely if you are estimating the
population mean), you would have more power with the z statistic (which
requires that you know the population SD rather than estimating it from the
sample) than with t.
-Original Message-
If I understand correctly the t
Mark W. Humphries [EMAIL PROTECTED] wrote:
Hi,
I am attempting to self-study basic multivariate statistics using Kachigan's
"Statistical Analysis" (which I find excellent btw).
Perhaps someone would be kind enough to clarify a point for me:
If I understand correctly the t test, since it
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