Karl (name dropper) :)
I do agree that p is a probability distribution and is continuous. However, I think
the correct reply to the student is also dependent on several things. First, how was
the proposal written. If it was clear that you choose to establish a p <.05 criteria
(and you had good reasons, I assume) then shouldn't you stick to that. Second, it
would depend on how you wrote it up. If you consider power and discuss effect size
etc. then I agree with Karl (and with Cohen). Some of how you'd do that would depend
on the amount of research already published in the area of research, standards of
publishing in the area, and consequences of error (as always). I think you might also
share the "Fishscale Model of Omniscience" (Campbell) with your student. It includes
some notions in addition to the overlap of disciplines that might help your student
think it through as they write up the drafts. I think it is accessible even to most
advanced undergrads and is a good place to start (though power and p aren't per se
main topics).
Tim Shearon
___________________________________________
Albertson College of Idaho
Caldwell, ID 83605
[EMAIL PROTECTED]
Teaching: History and systems, physiological, Intro to Neurpsychology,
psychopharmacology (and Winter term courses in Blues and Film Theory)
-----Original Message-----
From: Karl L. Wuensch [mailto:wuenschk@;mail.ecu.edu]
Sent: Mon 11/11/2002 9:45 PM
To: Teaching in the Psychological Sciences
Cc:
Subject: p is continuous, not dichotomous
Last I checked, the significance level, p, was a probability (the
conditional probability of obtaining results as more discrepant with the
null than are those in the current sample), and probabilities vary
CONTINUOUSLY from 0 to 1. At least that is what Jack Cohen told me.
I suggest that we simply treat p as a measure of how well the data fit with
the null hypothesis. P = .08 is very poor fit, p = .04 is not much poorer,
and p = .80 tells me that we got just about what we would expect were the
null true.
Karl W.
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