0: Introduction
- Page ID
- 48746
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 0.1: A Perspective on Statistics
- This page discusses the author's recognition of varying preferences regarding learning statistics, particularly in psychology, as some may favor qualitative analysis or consult experts instead. Despite emphasizing the importance of statistics, the author encourages readers to personally engage with the material, suggesting that successful outcomes depend on their willingness to explore the subject.
- 0.2: Psychology Profession
- This page highlights that learning statistics may not appeal to everyone, and individuals can choose their preferred analytical approach. Although professional contexts may require some statistical knowledge, responsibility for learning lies with the student. The author encourages readers to engage with the material according to their capabilities, emphasizing that the effort invested will shape their experience and results in the course.
- 0.3: Evidence-Based Practice
- This page highlights the significance of proficiency in statistics for psychology practitioners, as it is essential for understanding and applying evidence-based research. It emphasizes the necessity of evidence to validate claims in psychological practice, including the effectiveness of approaches like trauma-informed care and harm reduction programs.
- 0.4: Scientist-Practitioner Model; Scholar-Practitioner Model
- This page emphasizes the importance of updated knowledge in psychology, focusing on the roles of statistics in the scientist-practitioner and scholar-practitioner models. The scientist-practitioner model uses statistics for data analysis to guide science and practice, while the scholar-practitioner model focuses on interpreting statistics for evaluating studies' validity in clinical settings.
- 0.5: Social Justice
- This page emphasizes the importance of research and statistics in understanding social justice issues, particularly for underserved populations. It argues that traditional statistical methods may not be suitable due to challenges in obtaining large sample sizes caused by stigma and discrimination. Researchers are encouraged to adapt their approaches and utilize alternative statistical methods to prioritize social justice over strict adherence to conventional requirements.
- 0.6: Description of Intended Audience
- This page is a book for psychology graduate students not focused on research, offering a basic understanding of statistics and its applications. It aims to supplement training for any student or faculty member interested in statistics, helping readers achieve personal goals in understanding statistical concepts.
- 0.7: Approach to Learning Statistics
- This page emphasizes that mastering statistics requires active engagement, curiosity, and practical applications beyond coursework. Success hinges on understanding concepts, having a mentor, and maintaining a structured study approach. It highlights the importance of a supportive classroom environment where questions are welcomed and open dialogue is encouraged. Instructors should use analogies and humor to enhance learning.