For one-quarter/semester courses that focus on the basics in statistics or combine statistics with research methods. The fifth edition of Statistics for the Behavioral and Social Sciences builds off an already well-established approach - emphasizing the intuitive, deemphasizing the mathematical, and explaining everything in direct, simple language - but also goes beyond these principles to further student understanding. By using definitional formulas to emphasize the concepts of statistics, rather than rote memorization, students work problems in a way that keeps them constantly aware of the underlying logic of what they are doing. NOTE: This is the standalone book, if you want the book/access card order the ISBN below; ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products. 0205924182 / 9780205924189 Statistics for The Behavioral and Social Sciences: A Brief Course Plus MyStatLab for Behavioral Sciences with Pearson eText -- Access Card Package 5/e Package consists of: 0205797253 / 9780205797257 Statistics for The Behavioral and Social Sciences: A Brief Course 0205923860 / 9780205923861 New MyStatLab for Social Sciences with Pearson eText -- ValuePack Access Card
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Chapter 1 - Displaying the Order in a Group of Numbers Using Tables and Graphs Chapter 2 - The Mean, Variance, Standard Deviation, and Z Scores Chapter 3 - Correlation and Prediction Chapter 4 - Some Key Ingredients for Inferential Statistics: The Normal Curve, Sample Versus Population, and Probability Chapter 5 - Introduction to Hypothesis Testing Chapter 6 - Hypothesis Tests with Means of Samples Chapter 7 - Making Sense of Statistical Significance: Effect Size and Statistical Power Chapter 8 - Introduction to the t Test: Single Sample and Dependent Means Chapter 9 - The t Test for Independent Means Chapter 10 - Introduction to the Analysis of Variance Chapter 11- Chi-Square Tests and Strategies When Population Distributions Are Not Normal Chapter 12 - Applying Statistical Methods in Your Own Research Project
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Definitional formulas are brought to center stage because they provide a concise symbolic summary of the logic of each particular procedure. All explanations, examples, practice problems, and test bank items are based on these definitional formulas.  Students work problems in a way that keeps them constantly aware of the underlying logic of what they are doing   Each procedure is taught both verbally and numerically—and usually visually as well. Every formula has attached to it a concise statement of the formula in words. Practice problems and test bank items, in turn, require the student to calculate results, write a short explanation in layperson’s language of what they have done, and make a sketch (for example, of the distributions involved in a t test). The text capitalizes on the students’ motivations in two major ways. First, the examples, while attempting to represent the diversity of behavioral and social science research, emphasize topics or populations that students seem to find most interesting.  The examples continually emphasize the usefulness of statistical methods and ideas as tools in the research process, never allowing students to feel that what they are learning is theory for the sake of theory. Second, the authors have worked to make the book extremely straightforward and systematic in its explanation of basic concepts so that students can have frequent “aha!” experiences. Such experiences bolster self-confidence and motivate further learning. Emphasis on statistical methods as a living, growing field of research. Each chapter includes a “box” about famous statisticians or interesting side-lights. The goal is for students to see statistical methods as human efforts to make sense out of the jumble of numbers generated by a research study; to see that statistics are not “given” by nature, not infallible, not perfect descriptions of the events they try to describe, but rather constitute a language that is constantly improving through the careful thought of those who use it. Preparing students to read research articles. As this text teaches a statistical method it also gives examples of how that method is reported in journal articles. Practice problems and test bank items also include excerpts from journal articles for the student to explain. A Web Chapter (available at www.pearsonhighered.com/irc) that looks at advanced procedures without actually teaching them in detail. It explains in simple terms how to make sense out of these statistics when they are encountered in research articles. Do your students have access to the most recent and relevant topics in statistics?   The most up-to-date research available. While firmly emphasizing the basis, the text accounts for advances in the field as they relate today. Now, basics are undergirded by a new appreciation of issues like effect size, power, the accumulation of results through meta-analysis, the critical role of models, and a whole host of new orientations arising from the central role of the computer in statistical analyses. The authors are much engaged in the latest developments in statistical theory and application, and this book reflects that engagement. For example, an entire early chapter is devoted to effect size and power and then return to these topics as we teach each technique. Instructor Resources: The authors have written an Instructor’s Manual that really helps teach the course. The manual begins with a chapter summarizing what we have gleaned from the authors' own teaching experience and the research literature on effectiveness in college teaching. The next chapter discusses alternative organizations of the course, including tables of possible schedules and a sample syllabus. Then each chapter, corresponding to the text chapters, provides full lecture outlines and additional worked-out examples not found in the text (in a form suitable for copying onto student handouts). A Test Bank section of the Instructor’s Manual makes preparing good exams easy. This bank supplies approximately 40 multiple-choice, 25 fill-in, and 10 to 12 problem/essay questions for each chapter. The accompanying Study Guide and SPSS Workbook focuses on mastering concepts and also includes instructions and examples for working problems using statistical software. For each chapter, the Study Guide and SPSS Workbook provides learning objectives, a detailed chapter outline, the chapter’s formulas (with all symbols defined), and summaries of steps of conducting each procedure covered in the chapter, plus a set of self-tests, including multiple-choice, fill-in, and problem/essay questions. Also, the Study Guide and SPSS Workbook goes beyond the brief SPSS sections in each text chapter to provide the needed support for teaching students to become comfortable with this program and carrying out analyses on the computer. To access all instructor supplements, please visit www.pearsonhighered.com/IRC. New and effective pedagogy. NEW! - Difficult topics are separated out into “ Advanced Topics” sections. NEW! - Essay outlines have been added before the Practice Problems section, including definitions of key terms in the margin. NEW! - As an introduction to most chapters,  engaging examples are listed that are then carried out throughout the chapter. NEW! - A major new feature is a section at the end of many chapters showing how to carry out the chapter’s procedures using SPSS statistical software. A  new final chapter that gives students practical advice and tips on how to apply the statistical methods they learned in the course to their own research projects. This chapter covers topics such as entering the data into the computer, screening the data, selecting an appropriate statistical test, and writing up the results. “How Are You Doing?” sections–Brief questions at the end of each main section of each chapter. Enable students to check that they have learned a section's key points before going on to the next. Verbal explanation boxes attached to each formula. Allows students who are more at ease with words than numbers to grasp important concepts. Examples of worked-out problems–Added to the end of each chapter before the practice problems. Helps ease students' anxiety about doing the practice problems by giving them step-by-step guidance through a model problem before they attempt the practice problems on their own. " Tips for Success” in margins. Point out common errors and provide brief hints and encouragement on key points in the text. “Stat Links” in margins–These provide Internet addresses of relevant statistics websites. These serve as links to resources for students to check, and extend, their understanding of the course material.
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General Changes  Most of the research articles in each chapter’s “… in Research Articles” section were updated with diverse, engaging examples published in peer-reviewed journals in the past two to three years. Research topics covered now include: Electronic bullying among adolescents Gender perceptions of information and communication technologies Family socioeconomic status and children’s blood levels of lead Scrabble playing among expert players Awareness of national physical activity recommendations for health promotion among adults Video-game use among American youth The effect of color on IQ test performance A weight loss intervention for older individuals diagnosed with cancer Psychological treatments of emotional and behavioral problems among ethnic minority youth The ease of pronunciation of food additives and their perceived harmfulness Facebook use among university students Mindfulness, gender, and academic performance among students The gender and age of characters on cereal boxes The positive effects of playing prosocial video games The relationship between students’ alcohol intake and their use of strategies to control drinking Whether students report seeing color in their dreams All of the “Using SPSS” sections were updated to use SPSS 17.0. Throughout the book, references have been updated or added to the most recent relevant sources (for example, in Ch.12 we added references to recently published books and chapters that address the issue of conducting research using computerized and Internet methods) Throughout the book, changes have been made to the text to simplify exposition, particularly in the more demanding conceptual material (which will further help students master these central ideas). Web chapter that was available on companion website in the 4th edition will now be posted on the Instructor's Resource  Center ( www.pearsonhighered.com/irc). There is no companion website for the 5th edition.      Changes to Each Chapter     Chapter 1        Displaying the Order in a Group of Numbers Using Tables and Graphs   ·        Frequency tables are now constructed going from the lowest value to the highest value (which provides consistency with the approach used in SPSS) ·        To keep the book brief, and to maintain the focus on histograms (which more commonly appear in actual journal articles), the material on frequency polygons was removed     Chapter 2        The Mean, Variance, Standard Deviation, and Z Scores   ·        The median is now calculated after lining up the scores from the lowest value to the highest value ·        A new section heading was added , “Comparing Representative Values”, and the income values in the first paragraph in that section were updated ·        In the “Variability” section, the ages of the students described in the first paragraph were updated     Chapter 3        Correlation and Prediction   ·        An example (from a 2009 research study) of the use of the correlation coefficient for test-retest reliability is now included in the “… in Research Articles” section     Chapter 4        Some Key Ingredients for Inferential Statistics: The Normal Curve, Sample versus Population, and Probability   ·        In the “Why the Normal Curve is so Common in Nature section”, a paragraph was added to clarify that the distributions of variables in the behavioral and social sciences do not always follow a normal curve. ·        Box 4—1 was updated and also now includes a reference to the 2008 U.S. presidential election. ·        In the “Probability, Samples, and Populations section”, a new figure was added to further illustrate the relevance of probability to sample and populations. ·        Several practice problems were updated using recent research articles (for example, a 2009 survey of smoking and exposure to smoking in movies among U.S. adolescents).     Chapter 5        Introduction to Hypothesis Testing   ·        In the “Implications of Rejecting or Failing to Reject the Null Hypothesis” section, a new paragraph was added discussing the issue of statistical versus practical significance. ·        A practice problem was added pertaining to the new “… in Research Articles” example of video-game use among American youth.   Chapter 6        Hypothesis Testing with Means of Samples   ·        Several of the figures (e.g., 6—3 and 6—4) now more clearly illustrate their respective points ·        The “Advanced Topic: Estimation and Confidence Intervals” section has been updated and streamlined. For example, the terms “point estimate” and “interval estimate” are no longer explicitly mentioned (although the relevant concepts are still described), which reduces the number of new terms introduced in this conceptually demanding chapter. The “Range of Possible Means Likely to Include the Population Mean” section now includes a summary paragraph.   Chapter 7        Making Sense of Statistical Significance: Effect Size and Statistical Power   ·        In the “Role of Power When a Result Is Statistically Significant: Statistical Significance versus Practical Significance” section, additional text was added regarding the issue of statistical versus practical significance. ·        A practice problem was added pertaining to the new “… in Research Articles” example of psychological treatments of emotional and behavioral problems among ethnic minority youth. ·        A new practice problem was added for a 2009 meta-analytic study of patients’ experiences of serious adverse events (such as a life-threatening medical event) during randomized controlled trials of medical treatments.     Chapter 8        Introduction to the t test: Single Sample and Dependent Means   ·        A new table was added that reviews and compares the features of the Z test, the t test for a single sample, and the t test for dependent means. ·        The values for the second example of a t test for dependent means were revised (to create a more normal distribution) ·        A new practice problem was added for a 2008 study of individuals’ use of MySpace blogging and their level of social integration.     Chapter 9        The t Test for Independent Means   ·        The initial, demanding conceptual material for the t test for independent means is now divided into two sections (the “Distribution of Differences between Means” and “Estimating the Population Variance”), each with its own “How are you doing?” section. ·        The second example of a t test for independent means (the job skills example) has been revised to have unequal numbers of individuals in the experimental and control groups.     Chapter 10      Introduction to the Analysis of Variance   ·        The example for factorial analysis of variance was changed to one that is even easier to follow. ·        The “... in Research Articles” now includes a figure depicting a line graph of an interaction effect (from a 2009 study of mindfulness, gender, and academic performance among students).     Chapter 11      Chi-Square Tests and Strategies when Population Distributions are not Normal   ·        The primary example for the chi-square test for goodness of fit has been changed to a more engaging example (based on a 2009 study of the gender of characters on cereal boxes). ·        The primary example for the chi-square test for independence uses the same engaging example as the chi-square test for goodness of fit (based on a 2009 study of the gender and age of characters on cereal boxes).     Chapter 12      Applying Statistical Methods in Your Own Research Project   ·        Box 12—1 has been updated to include a discussion of current and future trends in statistics for the behavioral and social sciences. ·        The “Conducting the Study” section now includes a subsection on “Conducting Research Using Computerized and Internet Methods” (which includes references to relevant, recent books) ·        The “Checks for Accuracy” section now includes a description and relevant SPSS output related to the issue of identifying and correcting data entry mistakes. ·        The “Missing Values” section now includes instructions on how to use the SPSS “replace missing values” function to replace missing values with the mean of all other participants who had scores for a particular variable.The “Writing Up Your Results” section now includes references to recent, relevant books that address various issues associated with writing up research studies and producing tables/figures.
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Produktdetaljer

ISBN
9780205797257
Publisert
2010-08-05
Utgave
5. utgave
Utgiver
Vendor
Pearson
Vekt
1480 gr
Høyde
254 mm
Bredde
205 mm
Dybde
16 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
504

Biographical note

Arthur Aron, Ph.D.

Dr. Aron is Professor of Psychology at the State University of New York at Stony Brook, Director of the Stony Brook Interpersonal Relationships Lab (http://www.psychology.stonybrook.edu/aronlab-), and Co-Director of the Stony Brook Social, Cognitive, and Affective Neuroscience Center. His research centers on the self-expansion model of motivation and cognition in personal relationships and intergroup relations, including the neural underpinnings and real-world applications of the model to close relationships and intergroup relations. He has published more than 100 scientific papers, including two foundational papers in collaboration with Dr. Elaine Aron on his basic theoretical model that have more than 500 citations; and his earliest one, on the “shaky bridge study,” has become a classic in the field and is cited in nearly every introductory psychology text, social psychology text, and psychology methods text published in the last 20 years. He currently serves on the editorial boards of the Journal of Personality and Social Psychology, Psychological Science, Personal Relationships, and Journal of Social and Personal Relationships. He is a Fellow of the American Psychological Association, the Association for Psychological Science, the Society of Personality and Social Psychology, and the Society for the Psychological Study of Social Issues. He has received major grants from the National Science Foundation, the Templeton Foundation, the Fetzer Foundation, and the Social Science and Humanities Research Council of Canada. He recently received the Distinguished Research Career Award from the International Association for Relationship Research.

Elliot J. Coups, Ph.D.

Dr. Coups is Associate Professor of Medicine at UMDNJ-Robert Wood Johnson Medical School and a faculty member in the Division of Public Health Science at The Cancer Institute of New Jersey. He received his PhD in social/health psychology from Rutgers University and completed a postdoctoral fellowship in cancer prevention and control at Memorial Sloan-Kettering Cancer Center. Dr. Coups’ primary area of research focuses on understanding and promoting health-related behaviors among cancer survivors. His research in this area has included identifying the prevalence and correlates of physical activity among lung cancer survivors, testing the feasibility of an Internet-based weight loss intervention for colorectal cancer survivors, and examining longitudinal changes in health behaviors among individuals completing treatment for colorectal cancer. Dr. Coups also conducts research to identify the prevalence, patterns, and correlates of behavioral risk factors for cancer among the general adult population. The goal of Dr. Coups’ research program is to develop innovative, theory-driven health behavior interventions that enhance the quality of life of cancer survivors and those at risk for cancer. Dr. Coups has published more than 40 peer-reviewed journal articles and book chapters, and his research has been supported by grants from the Lance Armstrong Foundation and the National Cancer Institute.

Elaine N. Aron, Ph.D.

Dr. Aron is a researcher, writer, and clinical psycholgist in private practice. Her most widely cited work focuses on the innate temperament/personality trait of sensory processing sensitivity, with research ranging from in-depth qualitatve interviews to laboratory experiments, representative surveys, and neuroimaging studies. She is also well known for her research in collaboration with Dr. Arthur Aron on close relationships, including two seminal books. She has published more than 40 research papers and has given more than 100 invited talks, colloquia, and continuing education workshops for professionals. Her just released book Psychotherapy and the Highly Sensitive Person(Routledge, 2010) represents the integration of her research with her clinical experience. In addition to her academic writing, she has published eight books for the general public based on her research, including the best-selling The Highly Sensitive Person, translated into 14 languages, and The Highly Sensitive Child, translated into 10 languages(both Broadway Books), and the just released The Undervalued Self (Little, Brown, 2010). She has also published a best-selling novel.