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The best-selling Statistics for People Who (Think They) Hate Statistics is now in its Fifth Edition.�Continuing its hallmark use of humor and common sense, this text helps students develop an understanding of an often intimidating and difficult subject with an approach that is informative, personable, and clear. Author Neil J. Salkind takes students through various statistical procedures, beginning with a brief historical introduction to statistics, correlation and graphical representation of data, and ending with inferential techniques and analysis of variance. The book provides examples using SPSS and includes reviews of measurement topics, such as reliability, validity, and also introductory non-parametric statistics. With more examples than ever before, the new edition offers a new Real World Stats feature at the end of each chapter. In addition, an enhanced interactive eBook edition (available spring 2014) features animated chapter introductions, quick quizzes, video clips, and more.� The Fifth Edition is also the basis for the Excel edition for the book of the same name.�
- Sales Rank: #4484 in Books
- Brand: Brand: SAGE Publications, Inc
- Published on: 2013-11-13
- Original language: English
- Number of items: 1
- Dimensions: 9.99" h x .77" w x 7.06" l, 1.70 pounds
- Binding: Paperback
- 512 pages
- Used Book in Good Condition
Review
“The author has a wonderful way of taking complex material and presenting it to an already anxiety-filled audience in a manner that not only sets students’ nerves at ease but facilitates their learning to apply the material in useful ways. This text should be required reading in all beginning-level stats classes if for no other reason than to build confidence in the students.” (Christopher J. Maglio)
“There is no extraneous information in the text. It's what students need to know, presented in a way that does not intimidate.” (Adriana Buliga-Stoian)
“The word statistics is often seen as a nasty word to social scientists but Salkind deals with that and makes it somewhat enjoyable for the students and an absolute joy for the instructors.” (Dr. David F. Nicholson)
“It is easy to follow and great for learning . . . My students absolutely love the book.” (Soomi Lee)
“I truly think this is the best statistics book I have encountered." (Daniel R. Block)
About the Author
Neil J. Salkind received his PhD from the University of Maryland in Human Development, and after teaching for 35 years at the University of Kansas, he remains as a Professor Emeritus in the Department of Psychology and Research in Education, where he continues to collaborate with colleagues and work with students. His early interests were in the area of children’s cognitive development, and after research in the areas of cognitive style and (what was then known as) hyperactivity, he was a postdoctoral fellow at the University of North Carolina’s Bush Center for Child and Family Policy. His work then changed direction and the focus was on child and family policy, specifically the impact of alternative forms of public support on various child and family outcomes. He has delivered more than 150 professional papers and presentations; written more than 100 trade and textbooks; and is the author of Statistics for People Who (Think They) Hate Statistics (Sage), Theories of Human Development (Sage), and Exploring Research (Prentice Hall). He has edited several encyclopedias, including the Encyclopedia of Human Development, the Encyclopedia of Measurement and Statistics, and the recently published Encyclopedia of Research Design. He was editor of Child Development Abstracts and Bibliography for 13 years and lives in Lawrence, Kansas, where he likes to letterpress print (see https://sites.google.com/site/bigboypressofks/ for more), read, swim with the Lawrence River City Sharks, bake brownies (see the recipe at http://www.statisticsforpeople.com/The_Brown.html), and poke around old Volvos and old houses
Most helpful customer reviews
78 of 80 people found the following review helpful.
Very helpful BUT....
By Jennifer Jensen
This book was great at explaining the principles behind the math. However-- THERE WERE HUGE MISTAKES!!! The formula for the correlation coefficient for example, had a misplaced parenthetical that changed the formula. As a rookie in this area I was in tears trying to figure out my homework. This was not the only error, but it certainly was the worst!!!
Otherwise, the examples make it easy to understand the concepts of statistics, and certainly made it so I was able to ace the course. I just wish it hadn't had so many errors.
34 of 36 people found the following review helpful.
At last...a book that students can follow!
By A Customer
This is an easy to follow, well written book that students find useful. I have used it for teaching undergraduate research and statistics and as a supplement for graduate level research. It is written on a level so that almost all students can follow it and it provides excellent examples.
33 of 36 people found the following review helpful.
Conceptually deficient
By not a natural
I used an earlier version of this text in teaching an introductory statistics class. While I laud the author for trying to introduce statistical concepts and computer software conventions in the same introductory level text, I think he tries to do too much. As a result, statistical concepts are trivialized. Students may learn to compute, but they have little understanding of the meaning of their computations.
At one time or another, I think that all of us who teach courses in statistics or research methods have been too quick to send our students to the computer without being sure that they first understand the conceptual foundations of the work we assign. It's a mistake that I've made and, in retrospect, the results were predictable: students are able to employ user-friendly software to compute a variety of measures, but they lack the ability to interpret what they've done. Furthermore if students are given a data set and asked to respond to specific questions, they have difficulty deciding which measures to use.
Retrograde though it may seem, I think computer applications should be delayed until a second course. This enables the instructor to focus on concepts in a first course. Moreover, actually solving carefully selected problems using nothing more than a pocket calculator seems to further enhance students' appreciation of the conceptual underpinnings of applied statistics and improves their ability to interpret their results.
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