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Related Concept Videos

Statistical Significance01:37

Statistical Significance

Once data is collected from both the experimental and the control groups, a statistical analysis is conducted to find out if there are meaningful differences between the two groups. A statistical analysis determines how likely any difference found is due to chance (and thus not meaningful). In psychology, group differences are considered meaningful, or significant, if the odds that these differences occurred by chance alone are 5 percent or less. Stated another way, if we repeated this...
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The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between the two are due to...
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What are Estimates?01:06

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Statistical Hypothesis Testing01:16

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Hypothesis testing is a critical statistical procedure facilitating informed, evidence-based decisions. It begins with a hypothesis, which is a tentative explanation, or a prediction about a population parameter. This hypothesis can be either a null hypothesis (H0), indicating no effect or difference, or an alternative hypothesis (Ha), suggesting an effect or difference.
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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Using stimulus equivalence technology to teach statistical inference in a group setting.

Thomas S Critchfield1, Daniel M Fienup

  • 1Illinois State University, Normal, Illinois 61761, USA. tscritc@ilst.edu

Journal of Applied Behavior Analysis
|May 5, 2011
PubMed
Summary
This summary is machine-generated.

Computerized lessons using stimulus equivalence technology effectively taught inferential statistics to college students in a group setting. This approach yielded significant learning gains, supporting its use in broader educational contexts.

Keywords:
college studentsconditional discriminationinferential statisticsmatch to samplestimulus equivalence

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Area of Science:

  • Educational Technology
  • Cognitive Psychology
  • Statistics Education

Background:

  • Traditional methods for teaching inferential statistics can be challenging for college students.
  • Stimulus equivalence technology has shown promise in laboratory settings for conceptual learning.

Purpose of the Study:

  • To evaluate the efficacy of computerized stimulus equivalence lessons in a group setting for teaching inferential statistics.
  • To determine if learning gains observed in laboratory settings translate to a more naturalistic educational environment.

Main Methods:

  • Computerized lessons utilizing stimulus equivalence technology were implemented with college students in a group format.
  • Student learning was assessed using a brief paper-and-pencil examination designed for classroom application.

Main Results:

  • Students demonstrated comparable directly taught and emergent learning gains to those previously observed in laboratory studies.
  • The paper-and-pencil examination effectively measured the learning outcomes achieved through the computerized lessons.

Conclusions:

  • Computerized stimulus equivalence lessons are effective for teaching inferential statistics in group settings.
  • The findings support the broader application of these educational technology tools in naturalistic educational environments.