Interpreting and Using Statistics in Psychological Research. Andrew N. Christopher

could improve this book, I would very much like to hear them. Please feel free to email me at [email protected] with any ideas and observations that you have. I look forward to hearing from you. Have a great course!

* SPSS is a registered trademark of International Business Machines Corporation.

      Acknowledgments

      A couple of years ago, I went to a Kansas City Royals baseball game at Kaufman Stadium. A young Royals fan was wearing a shirt that read something to the effect of, “Play for the name on the front of the uniform, not the name on the back of the uniform.” That there is only one name on the cover of this book is misleading. Any of the people mentioned here could claim a piece of this work. Indeed, there are many people who played a role of some sort in this product, and I am sorry I cannot detail all of them here.

      Working with the people at SAGE has been such a pleasure in all phases of this project. Reid Hester, Morgan Shannon, and Nathan Davidson have each helped throughout this undertaking, from the initial idea through the product we have now. Their efforts to mentor me as a first-time book author have greatly enhanced the quality of this product. Indeed, teaching through writing a book is different than teaching in a classroom, and working with Reid, Morgan, and Nathan has made me a better all-around teacher.

      My department colleagues, Barbara Keyes, Jeff Wilson, Mareike Wieth, Holger Elichberger, Tammy Jechura, Eric Hill, Andrea Francis, Schara Swan, and Ben Beirmeier-Hanson, are great sources of support, ideas, and laughs on everything from teaching to research to campus life. I particularly want to thank Barbara not only for hiring me when she was department chair but also for her perpetual support on this project. Her gentle check-ins and encouragement kept me going when I was “hitting the wall.” In addition, Mareike has been a great office suitemate over the years, enduring my random thoughts and ideas on almost any topic imaginable. I’ve lost track of all the situations she’s helped me think through during the past 11 years. Finally, Eric has been a constant source of ideas and advice on this project and on teaching research-based classes more generally.

      I would not be able to enjoy such a great job and place to work if not for many people who guided me to this point. Most obviously, many thanks and much love to my parents, Margaret and Raymond Christopher. My younger brother, Jim Christopher, deserves thanks for simply putting up with me as his big brother while growing up. Professionally, Dan Hale, my undergraduate mentor, showed me that people really need to make their careers out of something “cool,” which for me was psychology. In graduate school, Barry Schlenker and Richard Griggs provided me with the best role models a graduate student could ask for, although I know I did not appreciate their efforts as much as I should have at that time. Since coming to Albion, I’ve relied not only on Barbara Keyes but also on Emeritus Professor David Hogberg for counsel on what now feels like countless situations. Outside of my department, I have benefitted from excellent mentoring from other campus colleagues, including Lynne Chytillo, Geoffrey Cocks, Lisa Lewis, Bindu Madhok, and Ruth Schmitter.

      Of course, without my students, this book and my professional life in general would be of little value. I first want to thank Jordan Troisi, Ori Shewach, Ryan Walker, Laura Wendt, and Kevin Zabel, each of whom provided me with valuable ideas and feedback on this project before I wrote a single word of it. These five former students continued to provide perspectives and ideas as the book evolved. Great colleagues bring out the best in those around them, and these five people certainly attest to that fact. Indeed, I have had the pleasure of teaching so many excellent students over the years, and those listed here are only a small sample from this population: Kristen Abraham, Alexis Ahee, Jeremy Benton, Travis Boyd, Casey Dexter, Darcy Crain, Kris Gauthier, Liz Haas, Jess Hauser, Heather Holleman, Jason Jones, Maggie Keller, Zach Kribs, Adam Kudirka, Vicki Kuo, Kendra Malcomnson, Dave Mendrygal, Kim Mutch, David Nelson, Ross O’Hara, Lindsey Peterson, Katie Pickworth, Andrew Rush, Sarah Storbeck, Danielle Wesolowicz, Dan Westerhof, Mark Wojda, Keith Zabel, and Lauren Zabel.

      Finally, I want to thank the following reviewers who provided a wealth of helpful suggestions throughout the developmental process. Many of their ideas I have already integrated into my classes.

       Melanie S. Anderson, Argosy University–Phoenix

       Steve Bounds, Arkansas State University

       Lillian Campbell, Humber College Institute of Technology

       Mary Jo Carnot, Chadron State College

       Linda R. Cote, Marymount University

       Andy Dattel, Embry-Riddle Aeronautical University

       Catherine Diaz-Asper, Marymont University

       Jimmeka Guillory, Spelman College

       Karl N. Kelley, North Central College

       Larry Maucieri, Governors State University

       Courtney McManus, Colby-Sawyer College

       Robert Sheehan, Costal Carolina University

       Royce Simpson, Spring Hill College

       Jeanette Stein, University of Michigan–Flint

       Patricia Tomich, Kent State University–Trumbell Region

      About the Author

      Andrew (Drew) N. Christophergrew up in Plano, Texas. He received his undergraduate degree from Stetson University in 1992 with a major in economics and finance and a minor in psychology. He holds an MBA from Southern Methodist University and his Ph.D. from the University of Florida. Drew has taught at Albion College since 2001. In addition to teaching courses in research design and analysis, he also teaches “Introductory Psychology,” “Industrial/Organizational Psychology,” “Senior Research Seminar,” and an honor’s college course called “Black Swans and Everyday Life,” and is developing a new first-year seminar titled “Football and American Society.” He has published more than 30 peer-reviewed papers with 28 undergraduate authors since arriving at Albion. Many more undergraduate collaborators have presented their work at venues such as the International Society for the Scientific Study of Individual Differences (ISSID), Association for Psychological Science (APS), Michigan Undergraduate Psychology Research Conference (MUPRC), and Albion College’s Elkin Isaac Research Symposium. Drew has twice been named Albion College’s Phi Beta Kappa Scholar of the Year. In recognition of his work with students, he was awarded the Robert S. Daniel Excellence in Teaching Award at a 4-year college or university in 2013 and named his College’s Teacher of the Year in 2014. He has been editor-in-chief of the Society for the Teaching of Psychology’s journal, Teaching of Psychology, since 2009. Away from academic responsibilities, Drew works out regularly, not because he enjoys doing so (in fact, he hates it) but because it allows him to eat foods that he probably otherwise should not eat so much of. Toward that end, he enjoys cooking and is particularly adept at making various types of pizza and a wide range of unhealthy desserts. Any leftovers from his creations are gladly consumed by his two beagles, Sybil and Hans. Drew enjoys almost all sports, particularly college football and professional hockey. As a University of Florida graduate, Drew maintains his loyalty to the Southeastern Conference despite living in Big Ten territory. As a Tampa Bay Lightning fan living in south central Michigan, he is a regular recipient of dirty looks from Detroit Red Wings and Chicago Blackhawks fans who populate the area.

      Chapter 1 Why Do I Have to Learn Statistics? The Value of Statistical Thinking in Life

       After reading this chapter, you will be able to

       Identify reasons why people tend to ignore information about probability in everyday life

       Identify reasons why people tend to misunderstand connections between events in everyday life

       Differentiate research methods for each of the four goals of research

       Differentiate basic concepts in statistical thinking