Graduate training in statistics, methodology, and measurement in psychology: A survey of PhD programs in North America.

Aiken, Leona S.; West, Stephen G.; Sechrest, Lee; Reno, Raymond R.; Roediger, Henry L.; Scarr, Sandra; Kazdin, Alan E.; Sherman, Steven J.

doi:10.1037/0003-066x.45.6.721

Cited by 226 publications

(259 citation statements)

References 42 publications

(25 reference statements)

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“…Twenty-three of the 27 universities with QM programs responded for a response rate of 85%. This rate is consistent with that reported by Aiken et al (1990) and Guo and Nitko (1996). We believe that this response rate is large enough to generate credible results, although it is possible that there is some unknown but systematic difference between QM faculty members who responded to the survey and those who did not respond.…”

Section: Sampling Proceduressupporting

confidence: 83%

“…8 In terms of demographics, Aiken et al (1990) found that 89% of the departments offered an introductory graduate statistics sequence, and of the departments offering this sequence, 77% were one year in length. A minority of institutions --17% --offered doctorates in a quantitative area of specialization, although one-third of these did not have any first-year students.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

“…A survey of statistics course content for doctoral students has not been conducted in the field of education, although studies of statistical preparation have been conducted in psychology (see Aiken, West, Sechrest, and Reno 1990) and medicine (see Dawson-Saunders, Azen, Greenberg, and Reed 1987). The lack of systematic research on what doctoral students are learning in their statistics classes is unfortunate because this information could help facilitate discussions of whether this training should be restructured and, if so, how it should be restructured.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

“…7 Aiken, West, Sechrest, and Reno (1990) examined the adequacy of doctoral student preparation in statistics in psychology programs. Because our research is similar to theirs, we will describe their study in detail.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

“…12 Like Aiken et al (1990), our general purpose was to survey the course-related training of doctoral students in statistics. One goal was to assess the statistical methods and procedures used in training QM and non-QM students in education.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

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Training Doctoral Students in Educational Statistics in the United States: A National Survey

Curtis

Harwell

1998

Journal of Statistics Education

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Although numerous research studies have focused on issues related to the teaching of statistics, few studies have focused on the training of people who may become statistics teachers. The purpose of this study was to examine doctoral students' preparation in statistics in the field of education. A national survey was conducted of twenty-seven quantitative methods (QM) programs. One QM professor from each program was identified and asked to describe and evaluate the training of QM and non-QM doctoral students at his or her institution. The vast majority of professors indicated that most or all of the students in their QM programs received training in the "old standard" procedures --ANOVA, multiple regression, and traditional multivariate procedures, whereas fewer than half of the professors indicated that most or all of their QM students received training in more recent procedures such as bootstrapping and multilevel models. Professors were also asked to rate the skills of their QM students in areas such as mathematical statistics and computing on a scale from "Weak" to "Strong." Most professors gave high ratings to their QM students' skills with statistical packages, but gave much more mixed ratings of their QM students' training in mathematical statistics. Nearly half of the professors thought that most of their QM students could have benefited from one or two additional statistics courses. Results are discussed in terms of training future doctoral students.

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Section: Sampling Proceduressupporting

confidence: 83%

Section: Background and Literature Reviewmentioning

confidence: 99%

Section: Background and Literature Reviewmentioning

confidence: 99%

Section: Background and Literature Reviewmentioning

confidence: 99%

Section: Background and Literature Reviewmentioning

confidence: 99%

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Training Doctoral Students in Educational Statistics in the United States: A National Survey

Curtis

Harwell

1998

Journal of Statistics Education

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Exploratory Data Analysis

Behrens¹,

Yu²

2003

Handbook of Psychology

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In contrast to statistical approaches aimed at testing specific hypotheses, Exploratory Data Analysis (EDA) is a quantitative tradition that seeks to help researchers understand data when little or no statistical hypotheses exist, or when specific hypotheses exist but supplemental representations are needed to ensure the interpretability of statistical results. In this way, EDA seeks to answer the broad scientific questions of “what is going on here” and “how might I be fooled by my statistical results.” The techniques of EDA are discussed following the “4 Rs” of Revelation (graphics), Re‐expression (scale transformation), Residuals (model building and assessment), and Resistance (using summaries unaffected by unexpected values). The philosophical justification for EDA is presented in terms of C.S. Pierce's concept of abduction and the recognition of a broad range of analytic needs that arise throughout the research process. Several previously published datasets from psychological literature are re‐analyzed to illustrate the interpretive errors that can occur when techniques of EDA are omitted. In general, these errors occur because researchers unwittingly assume the existence of structure that is not supported by the data. Using the techniques of EDA, however, underlying structure is brought to the researcher's attention and appropriate interpretation can be obtained.

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Ethical Issues in Psychological Assessment

Koocher

Rey‐Casserly

2003

Handbook of Psychology

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Psychologists who conduct assessments face many ethical challenges in conducting their work. Assessment is unique among the services offered by professional psychologists because it is service seldom performed solely at the behest of a single individual. More typically, people who arrive at the psychologist's office for assessment have been sent by concerned parents or school teachers, potential employers, disability insurance companies, attorneys, or other professionals. The referring parties are invariably seeking answers to questions that may or may not be found in the analysis of psychometric data. The people being tested may benefit or suffer as a consequence of the assessment, no matter how competently it is carried out. Ethical issues arise before assessments are undertaken, during the testing process or collection of data, and after the information collected is scored, interpreted, and translated into a report. This chapter explores the ethical problems inherent in the sequence of steps involved in psychological assessment (i.e., before, during, and following the actual contact with the person being assessed). In addition, because the chapter was completed during a period of flux in the evolution of the American Psychological Association's (APA) Ethical Standards of Psychologists and Code of Conduct, proposed changes in the professional standards and the reasoning behind them are discussed.

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Graduate training in statistics, methodology, and measurement in psychology: A survey of PhD programs in North America.

Abstract: Preliminary versions of the results of the survey and the commentary were presented in L. S. Aiken and S. G. West (chairs), Adequacy of Methodological and Quantitative Training: Perspectives of the Disciplines,

Cited by 226 publications

References 42 publications

Training Doctoral Students in Educational Statistics in the United States: A National Survey

Training Doctoral Students in Educational Statistics in the United States: A National Survey

Exploratory Data Analysis

Ethical Issues in Psychological Assessment

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