行为科学统计入门：第9版详解

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《统计学在行为科学中的应用》（Statistics for the Behavioral Sciences, 9th ed.，2012年版）是一本针对心理学初学者编写的权威教材。这本书以其简洁易懂的语言，深入浅出地介绍了统计学在心理学研究中的核心概念和方法。它旨在帮助学生和研究人员掌握如何有效地收集、分析和解释数据，以支持心理学实验和理论研究。该电子版教材可能受到版权限制，部分第三方内容可能会被暂时隐藏，但这并不影响整体的学习体验。作者弗雷德里克·J·格拉维特和劳里·B·沃尔纳都是来自纽约州布罗克波特学院的心理学专家，他们确保了教材内容的专业性和实用性。出版社Jon-David Hague负责出版工作，而心理学编辑蒂姆·马特雷和开发编辑团队如坦吉勒·威廉姆斯等人则共同确保了教材内容的更新和完善。书中涵盖了诸如描述性统计、推断统计、假设检验、相关性和回归分析、方差分析、多元统计以及设计有效的实验等关键统计概念。此外，还有章节专门讲解误差分析和实验设计原则，这对于理解研究的可靠性和有效性至关重要。对于那些对不同国家和地区感兴趣的学生，如澳大利亚、巴西、日本、韩国、墨西哥、新加坡、西班牙、英国和美国，该书同样提供了适用的全球视角。值得注意的是，该教材鼓励读者访问cengage.com网站，通过ISBN号、作者、书名或关键词查询更多定价信息，了解先前版本的更新，以及获取其他格式的教材资源，以便于找到最适合个人需求的学习材料。《统计学在行为科学中的应用》第九版是一本既实用又富有深度的教材，适合心理学专业的学生、教师以及任何对心理学研究方法感兴趣的读者使用。

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Many students in the behavioral sciences view the required statistics course as an

intimidating obstacle that has been placed in the middle of an otherwise interesting cur-

riculum. They want to learn about human behavior—not about math and science. As a

result, they see the statistics course as irrelevant to their education and career goals.

However, as long as the behavioral sciences are founded in science, knowledge of sta-

tistics will be necessary. Statistical procedures provide researchers with objective and

systematic methods for describing and interpreting their research results. Scientific

research is the system that we use to gather information, and statistics are the tools that

we use to distill the information into sensible and justified conclusions. The goal of this

book is not only to teach the methods of statistics, but also to convey the basic princi-

ples of objectivity and logic that are essential for science and valuable in everyday life.

Those familiar with previous editions of Statistics for the Behavioral Sciences will

notice that some changes have been made. These changes are summarized in the

section titled “To the Instructor.” In revising this text, our students have been foremost

in our minds. Over the years, they have provided honest and useful feedback. Their

hard work and perseverance has made our writing and teaching most rewarding. We

sincerely thank them. Students who are using this edition should please read the section

of the preface titled “To the Student.”

Ancillaries for this edition include the following:

• Study Guide: Contains chapter summaries, learning objectives, new terms and

concepts with definitions, new formulas, step-by-step procedures for problem

solving, study hints and cautions, self-tests, and review. The Study Guide

contains answers to the self-test questions.

• Instructor’s Manual with Test Bank: Contains a detailed table of contents, chap-

ter outlines, annotated learning objectives, lecture suggestions, test items, and

solutions to all end-of-chapter problems in the text. Test items are also available

as a Microsoft Word

download or for ExamView

computerized test bank

software with multiple-choice, true/false, and short-answer questions. An answer

key is provided for all questions, and each question is cross-referenced to a page

in the textbook.

• PowerLecture with ExamView: The fastest, easiest way to build powerful, cus-

tomized, media-rich lectures, PowerLecture provides a collection of book-

specific Microsoft PowerPoint

lecture and class tools to enhance the educa-

tional experience. ExamView allows you to create, deliver, and customize tests

and study guides (both print and online) in minutes.

• WebTutor

on Blackboard and WebCT

: Jumpstart your course with

customizable, text-specific content for use within your course-management

system. Whether you want to Web-enable your class or put an entire course

online, WebTutor delivers. WebTutor offers a wide array of resources including

glossary, flashcards, quizzing, and more.

ANCILLARIES

Preface

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• Psychology CourseMate

: Psychology CourseMate, with Engagement Tracker, a

first-of-its-kind tool that monitors student engagement in the course, includes:

•An interactive eBook

•Interactive teaching and learning tools including:

•Quizzes

•Glossary

•Flashcards

•and more

It takes a lot of good, hard-working people to produce a book. Our friends at

Wadsworth/Cengage have made enormous contributions to this textbook. We thank:

Linda Schreiber-Ganster, Publisher/Executive Editor; Timothy Matray, Acquisitions

Editor; Tangelique Williams, Managing Developmental Editor; Kelly Miller, Assistant

Editor; Lauren K. Moody, Editorial Assistant/Associate; Charlene M. Carpentier,

Content Project Manager; Mary Noel, Media Editor; and Pam Galbreath, Art Director.

Special thanks go to Liana Sarkisian, our Development Editor, and to Mike Ederer who

led us through production at Graphic World.

Reviewers play a very important role in the development of a manuscript.

Accordingly, we offer our appreciation to the following colleagues for their assistance

with the ninth edition: Patricia Case, University of Toledo; Kevin David, Northeastern

State University; Adia Garrett, University of Maryland, Baltimore County; Carrie E. Hall,

Miami University; Deletha Hardin, University of Tampa; Angela Heads, Prairie View

A&M University; Roberto Heredia, Texas A&M International University; Alisha

Janowski, University of Central Florida; Matthew Mulvaney, The College at Brockport

(SUNY); Nicholas Von Glahn, California State Polytechnic University, Pomona; and

Ronald Yockey, Fresno State University.

Those of you familiar with the previous edition of Statistics for the Behavioral Sciences

will notice a number of changes in the ninth edition. Throughout the book, research ex-

amples have been updated, real-world examples have been added, and the end-of-

chapter problems have been extensively revised. The book has been separated into five

sections to emphasize the similarities among groups of statistical methods. Each sec-

tion contains two to four chapters, and begins with an introduction and concludes with

a review, including review exercises.

Major revisions for this edition include:

1. The former Chapter 12 on Estimation has been eliminated. In its place, sections

on confidence intervals have been added to the three t-statistic chapters.

2. The former Chapter 20 covering hypothesis tests for ordinal data has been

converted into an appendix.

3. A new final chapter discusses the process of selecting the correct statistics to be

used with different categories of data and replaces the Statistics Organizer,

which appeared as an appendix in earlier editions.

Other examples of specific and noteworthy revisions include:

Chapter 1 A separate section explains how statistical methods can be classified using

the same categories that are used to group data structures and research methods. A new

heading clarifies the concept that different scales of measurement require different

statistical methods.

TO THE INSTRUCTOR

ACKNOWLEDGMENTS

xvi PREFACE

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Chapter 2 The discussion of histograms has been modified to differentiate discrete

and continuous variables. The section on stem-and-leaf displays has been heavily

edited to simplify.

Chapter 3 A modified definition of the median acknowledges that this value is not

algebraically defined, and that determining the median, especially for discrete vari-

ables, can be somewhat subjective. A new Box demonstrates that precisely locating the

median for a continuous variable is equivalent to using interpolation to find the 50th

percentile (as was demonstrated in Chapter 2).

Chapter 4 Alternative definitions of the range have been added, and discussion of the

interquartile range has been deleted. Greater emphasis has been placed on conceptual

definitions of standard deviation and the sum of squared deviations (SS). The section

on variance and inferential statistics has been simplified and the section comparing

measures of variability has been deleted.

Chapter 5 Relatively minor editing for clarity.

Chapter 6 The concepts of random sample and independent random sample are clar-

ified with separate definitions. A new figure helps demonstrate the process of using the

unit normal table to find proportions for negative z-scores. The section on the binomial

distribution has been shortened and simplified.

Chapter 7 Relatively minor editing for clarity.

Chapter 8 The chapter has been shortened by substantial editing that eliminated sev-

eral pages of unnecessary text, particularly in the sections on errors (Type I and II) and

power. The distinction between reporting one-tailed and two-tailed tests was clarified.

Chapter 9 The section describing how sample size and sample variance influence the

outcome of a hypothesis test has been moved so that it appears immediately after the

hypothesis test example. A new section introduces confidence intervals in the context

of describing effect size, describes how confidence intervals are reported in the litera-

ture, and discusses factors affecting the width of a confidence interval.

Chapter 10 An expanded section discusses how sample variance and sample size in-

fluence the outcome of an independent-measures hypothesis test and measures of effect

size. A new section introduces confidence intervals as an alternative for describing ef-

fect size. The relationship between a confidence interval and a hypothesis test is also

discussed. We also note that the Mann-Whitney test (presented in Appendix E) can be

used as an alternative to the independent-measures t test if high variance causes prob-

lems or if an assumption is violated.

Chapter 11 The description of repeated-measures and matched-subjects designs was

clarified and we increased emphasis on the concept that all calculations for the related-

samples test are done with the difference scores. A new section introduces confidence

intervals as an alternative for describing effect size and discusses the relationship be-

tween a confidence interval and a hypothesis test. We also note that the Wilcoxon test

(presented in Appendix E) can be used as an alternative to the repeated-measures t test

if high variance causes problems or if an assumption is violated.

The former Chapter 12 has been deleted. The content from this chapter covering

confidence intervals has been added to Chapters 9, 10, and 11.

PREFACE xvii

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Chapter 12 (former Chapter 13, introducing ANOVA) The discussion of testwise

alpha levels versus experimentwise alpha levels was moved from a Box into the text,

and definitions of the two terms were added. To emphasize the concepts of ANOVA

rather than the formulas, SS

between treatments

is routinely found by subtraction instead of

being computed directly. Two alternative equations for SS

between treatments

were moved

from the text into a Box. We also note that the Kruskal-Wallis test (presented in

Appendix E) can be used as an alternative to the independent-measures ANOVA if high

variance causes problems or if an assumption is violated.

Chapter 13 (former Chapter 14, introducing repeated-measures ANOVA) A new

section demonstrates the relationship between ANOVA and the t test when a repeated-

measures study is comparing only two treatments. Major editing shortened the chapter

and simplified the presentation. We also note that the Friedman test (presented in

Appendix E) can be used as an alternative to the repeated-measures ANOVA if high

variance causes problems or if an assumption is violated.

Chapter 14 (formerly Chapter 15, introducing two-factor ANOVA) A new section

demonstrates how using a participant characteristic as a second factor can reduce the

variance caused by individual differences. Major editing shortened the chapter and

simplified the presentation.

Chapter 15 (formerly Chapter 16, introducing correlations) The introduction to par-

tial correlations was simplified and moved from the regression chapter into the section

discussing the Pearson correlation.

Chapter 16 (formerly Chapter 17, introducing regression) Major editing shortened

and simplified the section on multiple regression. A printout showing the results of

multiple regression from SPSS was added as a figure to illustrate the different elements

of the process.

Chapter 17 (formerly Chapter 18, introducing chi-square tests) Relatively minor

editing to shorten and clarify.

Chapter 18 (formerly Chapter 19, introducing the binomial test) Relatively minor

editing for clarity.

Chapter 19 A completely new chapter outlining the process of selecting the correct

statistical procedures to use with different sets of data.

The former Chapter 20 covering hypothesis tests for ordinal data has been substan-

tially shortened and converted into an Appendix.

Matching the Text to Your Syllabus The book chapters are organized in the se-

quence that we use for our own statistics courses. However, different instructors may

prefer different organizations and probably will choose to omit or deemphasize specific

topics. We have tried to make separate chapters, and even sections of chapters, com-

pletely self-contained, so they can be deleted or reorganized to fit the syllabus for

nearly any instructor. Some common examples are as follows:

•It is common for instructors to choose between emphasizing analysis of variance

(Chapters 12, 13, and 14) or emphasizing correlation/regression (Chapters 15

and 16). It is rare for a one-semester course to complete coverage of both topics.

xviii PREFACE

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行为科学统计入门：第9版详解

Statistics for the Behavioral Sciences

北大 Statistics for the Behavioral Science

Behavioral.Mathematics.for.Game.AI

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2020年06月CFA三级 Flashcard_Behavioral Finance.pdf

Dollar, B. Humanizing classroom discipline: A behavioral approach. New York: Harper & row, 1972, 114 p., [dollar]2.95

Feindler, E. L., & Ecton, R. B. (1986). Adolescent anger control: Cognitive-behavioral techniques. New York: Pergamon, 163 pp., [dollar]14.95 (paper)

Stephens, T. Directive teaching of children with learning and behavioral handicaps (2nd. ed.). Columbus, OH: Charles E. Merrill, 1976, 263 pp., [dollar]5.95 (paper)

The foundations of behavioral economic analysis.pdf

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