Clearly, the null is a convenient foil and the type of question being
asked and thus the aim of the research is central to whether rejecting
is "good" or "bad." Students habituated to merely copying, memorizing,
and regurgitating without thinking facilitated by instructor or text
will surely think there is something wrong about psych/math when going
from one to the other example. This can be helped by emphasis on the
function of the null H as a decision tool.
Students often are told not to design studies to affirm the null,
as the null (chance distribution) is statistically assumed. I find this
a useful teaching opportunity to explore these issues as well as
problems of affirming the consequent, etc. I think the real challenge is
for both the psych and math instructors to provide a better
understanding of null H. testing and avoid the 'carved-in-stone'
conception. Gary
Gerald L. (Gary) Peterson, Ph.D.
Professor, Psychology
Saginaw Valley State University
University Center, MI 48710
989-964-4491
[EMAIL PROTECTED]
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