Looking at a table shows them that more conservative decisions require greater evidence, and that the reliability of that evidence is related to sample size (or degrees of freedom).
On Fri, Apr 7, 2017 at 10:07 PM, Jim Clark <[email protected]> wrote: > Hi > > I second Stuart's process assuming prior familiarity with hypothesis > testing. Understand the distribution. If preceded by normal distribution, > generalize from that to distribution that is more spread out because SD is > varying as well as numerator; also varies with df. Then use table to > determine critical values with associated ps. Finally, p values from > printout. > > Jim > > -----Original Message----- > From: Stuart McKelvie [mailto:[email protected]] > Sent: 7-Apr-17 9:15 PM > To: Teaching in the Psychological Sciences (TIPS) < > [email protected]> > Subject: RE:[tips] Teaching stats and Critical Values Tables > > Dear Tipsters, > > My response to Lenore's question is that they must learn to use the table, > but that should only be the natural outcome of understanding the > distribution of t and how it arises in repeated sampling. > > So - understanding first, table second and printout third. But of course, > after you understand, the printout is all you need. > > Stuart > > > -----Original Message----- > From: Frigo, Lenore [mailto:[email protected]] > Sent: April-07-17 8:43 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: [tips] Teaching stats and Critical Values Tables > > For those of you who teach lower-division introduction to research methods > (or have an opinion on what we SHOULD be teaching at that level): > > In teaching students how to interpret statistical results, such as a > t-test, do you think it's important to have them find the critical value on > a table and proceed from there, or just start with a "print out" of the > results that would already include the actual p value? > > Currently I have them work with the table, but it seems old-fashioned and > unnecessarily cumbersome. On the other hand, using the table forces them to > perhaps have a bit more conceptual understanding of what they are doing. > > All input and opinions most welcome, > -Lenore > > Lenore Frigo > [email protected] > > > --- > You are currently subscribed to tips as: [email protected]. > To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13510. > 2cc18398df2e6692fffc29a610cb72e3&n=T&l=tips&o=50644 > or send a blank email to leave-50644-13510.2cc18398df2e6692fffc29a610cb72 > [email protected] > > --- > You are currently subscribed to tips as: [email protected]. > To unsubscribe click here: http://fsulist.frostburg.edu/u?id=3229968. > 90f21a83d5f62f052ba84a49e2f91291&n=T&l=tips&o=50645 > or send a blank email to leave-50645-3229968. > [email protected] > > > --- > You are currently subscribed to tips as: [email protected]. > To unsubscribe click here: http://fsulist.frostburg.edu/u?id=357701. > a768e95c4963686e69b47febf8aa657a&n=T&l=tips&o=50646 > or send a blank email to leave-50646-357701.a768e95c4963686e69b47febf8aa65 > [email protected] > -- Michael T. Scoles, Ph.D. Associate Professor of Psychology & Counseling University of Central Arkansas Conway, AR 72035 501-450-5418 --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=50650 or send a blank email to leave-50650-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
