Although I referred to a quasi-experiment in an earlier post, I do not like the
term. I teach it and try to explain how it is used. However, I also express my
opinion that a study is an experiment or it is not. There are strict
requirements for a true experiment and if they are not all met, the study is
not an experiment. The debate then becomes how much control there is over
extraneous variables so that a judgment about causation can be made.
___________________________________________________________________________
"Floreat Labore"
"Recti cultus pectora roborant"
Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
Department of Psychology, Fax: 819 822 9661
Bishop's University,
2600 rue College,
Sherbrooke,
Québec J1M 1Z7,
Canada.
E-mail: [email protected] (or [email protected])
Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psy
Floreat Labore"
___________________________________________________________________________
-----Original Message-----
From: Wuensch, Karl L [mailto:[email protected]]
Sent: April 23, 2013 1:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] p < .05, "reliable," and other highly significant things...
P < .05 -- single child
P < .01 -- twins
P < .001 -- triplets
Octomom --
-----Original Message-----
From: Marc Carter [mailto:[email protected]]
Sent: Tuesday, April 23, 2013 10:23 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] p < .05, "reliable," and other highly significant things...
Many thanks to all for the reassurance. I always tell my students,
"significance" is like being pregnant: one either is pregnant or one is not; it
does not admit of degree. (Although those of you who have borne children might
disagree!)
I also got some new ideas for how I might talk about some of these things with
my students. This is a great listserv.
Thanks again,
m
--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences College of Arts & Sciences
Baker University
--
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