Re: teaching effect size

[Scott Lilienfeld]

For an "old" classic on how tiny statistical effects can cumulate to create large real-world consequences (in baseball and elsewhere), see: Abelson, R. P. (1985). A variance explanation paradox: When a little is a lot. Psychological Bulletin, 97, 128–132 sweet variance accounted for. And in any case, science doesn't progress by leaps and bounds, it progresses incrementally, over time, when all the little 1%s add up. -- Scott O. Lilienfeld, Ph.D. Associate Professor Department of Psychology, Room 206 Emory University 532 N. Kilgo Circle Atlanta, Georgia 30322 (404) 727-1125 (phone) (404) 727-0372 (FAX) Home Page: http://www.emory.edu/PSYCH/Faculty/lilienfeld.html The Scientific Review of Mental Health Practice: www.srmhp.org The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]