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We offer these texts bundled together at a discount for your students.
Statistics for People Who (Think They) Hate Statistics, Fourth Edition
The Fourth Edition of Neil J. Salkind's bestselling text introduces students to the fundamentals of basic statistics in an informative, personable, and unintimidating way. The author expertly guides students through various statistical procedures, beginning with basic descriptive statistics and correlation and graphical representation of data and ending with inferential techniques including analysis of variance.
Study Guide
This Study Guide includes chapter outlines, chapter summaries, learning objectives, key terms, true/false, short answer & essay questions. Exercises are also included for students to test and apply their knowledge. Answers to all questions are also included.
- Sales Rank: #2407626 in Books
- Published on: 2011-02-16
- Original language: English
- Number of items: 1
- Dimensions: 1.20" h x 8.30" w x 10.80" l, 2.60 pounds
- Binding: Paperback
- 442 pages
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 81 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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