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- 320 Seiten
- 12 Lesestunden
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Making Sense of Data and Statistics in Psychology confronts the pedagogic challenge of teaching statistics to students in psychology and related disciplines. Recognising the heterogeneous nature of students' mathematical backgrounds and motivations, the authors adopt an innovative approach while ensuring ready integration into orthodox undergraduate statistics courses at introductory and post-introductory levels. Before being introduced to formal statistics, students are encouraged to develop a 'feel' for data, particularly through visual representation. Making extensive use of exploratory data analysis (EDA), the text emphasises conceptual rather than technical or procedural understanding.
Buchkauf
Making Sense of Data and Statistics in Psychology, Gerry Mulhern, Brian Greer
- Sprache
- Erscheinungsdatum
- 2011
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- (Paperback)
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- Titel
- Making Sense of Data and Statistics in Psychology
- Untertitel
- Second Edition
- Sprache
- Englisch
- Autor*innen
- Gerry Mulhern, Brian Greer
- Verlag
- Red Globe Press
- Erscheinungsdatum
- 2011
- Einband
- Paperback
- Seitenzahl
- 320
- ISBN10
- 0230205747
- ISBN13
- 9780230205741
- Reihe
- Schlagwörter
- Sachbücher, Sozialwissenschaften, Handbücher und Anleitungen, Psychologie, Linguistik, Forschung, Statistik, Experimente (Wissenschaft), Grundlagen, Methodologie, Datenanalyse, Dialog
- Bewertung
- 3,35 von 5 Sternen
- Beschreibung
- Making Sense of Data and Statistics in Psychology confronts the pedagogic challenge of teaching statistics to students in psychology and related disciplines. Recognising the heterogeneous nature of students' mathematical backgrounds and motivations, the authors adopt an innovative approach while ensuring ready integration into orthodox undergraduate statistics courses at introductory and post-introductory levels. Before being introduced to formal statistics, students are encouraged to develop a 'feel' for data, particularly through visual representation. Making extensive use of exploratory data analysis (EDA), the text emphasises conceptual rather than technical or procedural understanding.