Small effect sizes in large populations are not the same as statistical significance due to large samples. This is what I was referring to.
Paul Okami ----- Original Message ----- From: "Wallace Dixon" <[EMAIL PROTECTED]> To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]> Sent: Monday, August 16, 2004 12:56 PM Subject: Re: teaching effect size > But you have to be careful about this. As noted by Rosenthal, small effects > sizes in large populations do not mean unimportant. Effect sizes as small > as 1% can still translate into an influence on millions of people in the US, > as was the case in the aspirin study and the decreased rate of second heart > attacks. > > Wally Dixon > > > > > On 8/16/04 12:25 PM, "Paul Okami" <[EMAIL PROTECTED]> wrote: > > > I usually give an example of results that are statistically significant > > because of large samples, but have little meaning in the real world. In > > other words, they're "real" but "not important." > > > > That makes it easy to talk about a statistic that reflects magnitude of > > group differences. It's really very intuitive. (I don't discuss the math > > involved). > > > > Paul Okami > > ----- Original Message ----- > > From: "Hatcher, Joe" <[EMAIL PROTECTED]> > > To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]> > > Sent: Monday, August 16, 2004 12:18 PM > > Subject: teaching effect size > > > > > >> Hi Tipsters, > >> > >> I apologize for the cross-posting. > >> > >> I teach the first semester of our two-semester Research Design and > >> Statistics class, my part of which goes through t-tests and requires a > >> completed project. When I first started teaching the course, "effect > > size" > >> wasn't one of the topics covered. In trying to update the class, I would > >> like to teach this concept, but I'm having some trouble, as it doesn't > > come > >> as naturally to me as do some of the other topics, and most of the > >> explanations of effect size seem very complicated. > >> Can someone point me to a method to teach effect size that is > > easily > >> understood by undergraduates? > >> > >> Joe Hatcher > >> Ripon College > >> Ripon, WI > >> [EMAIL PROTECTED] > >> > >> > >> > >> Joe W. Hatcher, Jr., Ph.D. > >> Psychology > >> Ripon College > >> Ripon, WI 54971 > >> USA > >> [EMAIL PROTECTED] > >> > >> --- > >> You are currently subscribed to tips as: [EMAIL PROTECTED] > >> To unsubscribe send a blank email to > > [EMAIL PROTECTED] > >> > > > > > > > > --- > > You are currently subscribed to tips as: [EMAIL PROTECTED] > > To unsubscribe send a blank email to [EMAIL PROTECTED] > > > > > -------------------------------------------------------------------------- -- > Wallace E. Dixon, Jr. | > Chair and Associate Professor | If children grew up according to > of Psychology | early indications, we should have > Department of Psychology | nothing but geniuses. > East Tennessee State University | -Johann Wolfgang von Goethe > Johnson City, TN 36714 | > (423) 439-6656 | > -------------------------------------------------------------------------- -- > > > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
