ISSN:0020-739X    

DOI:10.1080/0020739730040101

出版商:Taylor & Francis Group    

年代:1973

数据来源: Taylor

摘要:

As undergraduates, many social scientists take only one introductory course in statistics, and this paper concentrates mainly on the various issues involved in teaching such a course. Among the topics discussed are: the aims of the course; the problem of students’ varying mathematical backgrounds and abilities, and in particular the very low level of mathematics of a significant number of them; the question of a common course for all social sciences, and the differing needs of the various subjects; who should teach introductory statistics; the problem of developing students’ motivation to study statistics; the use of practical work; the possibilities of the computer; the utility of programmed texts and teaching machines. The intention of the paper is to provide a framework for the seminar by a broad review of the topics, a number of which are discussed in detail in subsequent sessions.

ISSN:0020-739X    

DOI:10.1080/0020739730040102

出版商:Taylor & Francis Group    

年代:1973

数据来源: Taylor

摘要:

A number of problems arise in the teaching of statistics to university social science students of heterogeneous mathematical ability and varied subject interests. An investigation of these problems carried out by the authors at the University of Sussex has followed two main lines. One concerns the relationships among aptitude for statistics, previous attainment in mathematics, performance in school and university subjects and certain other directly related factors. The paper is devoted mainly to a presentation of some preliminary results of this work. The other aspect concerns the development of a more appropriate curriculum for such students. Some reference to this is also included.

ISSN:0020-739X    

DOI:10.1080/0020739730040103

出版商:Taylor & Francis Group    

年代:1973

数据来源: Taylor

摘要:

The aim of this study was to develop and, to some extent, assess new materials and methods of teaching elementary mathematics to first year economics undergraduates at Cambridge. At the beginning of term, 128 first year students completed a pre‐test in basic mathematical concepts and at the end of term, 112 of this total completed a similar post‐test. Of these, 48 students, most of whom had O level mathematical backgrounds, followed the elementary mathematics course. Methods used with different groups of these students included self‐instructional learning programmes written especially for the course, a lecture course together with classes involving the use of a desk computer and a straight lecture course. Although the resulting statistics showed no clear differences in effectiveness between teaching methods used, this may be attributed to problems of control and design of experiment. The results together with student attitudes, however, provide valuable indications of how students’ needs in this area may be more adequately met.

ISSN:0020-739X    

DOI:10.1080/0020739730040104

出版商:Taylor & Francis Group    

年代:1973

数据来源: Taylor

摘要:

It is recognized at the outset that since most of the investigations which social scientists carry out are multivariate by nature these scientists should have a sound working knowledge of the more commonly required multivariate techniques. In acquiring this, some understanding of matrix algebra is essential and suggestions are made about how the subject may be taught. Attention is then given to the imprecise nature of most of the measuring instruments available to social scientists and to the need for models which make explicit provision for errors of measurement in their data. Some commonly used models are mentioned and the pitfalls inherent in their uncritical use are illustrated by examples. The importance of validating results either by replication or by the use of parallel samples is emphasized, but it is shown that these do not provide a panacea for all ills. Finally, the advantages of using transformations when coping with multiway contingency tables are mentioned.

ISSN:0020-739X    

DOI:10.1080/0020739730040105

出版商:Taylor & Francis Group    

年代:1973

数据来源: Taylor

摘要:

‘Research methods’ is a universal component of the sociology course, and it is also often uninspiring, ill thought‐out and defined as marginal to sociological concerns. The ‘theory‐methods divide’ has arisen in part because theory construction and model building have not been seen as basically identical enterprises. A basic reorientation and restructuring of research methods (and allied) courses is advocated, and this would be based on establishing formal modes of representation, analysis and explanation as an inherently sociological enterprise and one to which all students would be exposed from the start of their courses.

ISSN:0020-739X    

DOI:10.1080/0020739730040106

出版商:Taylor & Francis Group    

年代:1973

数据来源: Taylor

摘要:

The aim of this paper is to make some proposals about the way in which sociologists ‘reason’ during the process of analysing finite and pre‐defined data matrices (surveys). My claim is that the process of survey analysis inpracticeis little understood and rarely fits the prescriptions of methodology texts.

ISSN:0020-739X    

DOI:10.1080/0020739730040107

出版商:Taylor & Francis Group    

年代:1973

数据来源: Taylor

摘要:

The paper is divided into two linked parts. The first consists of a discussion of mathematical psychology and psychological statistics, so arranged that the points of unity between the two are brought out. In addition, the advantages of such a union are given. Here, the role of the mathematical models encountered in both areas of psychology in achieving such a unity is emphasized. This includes a discussion of the process of statistical hypothesis testing as a form of model testing comparable to that carried out in mathematical psychology.

ISSN:0020-739X    

DOI:10.1080/0020739730040108

出版商:Taylor & Francis Group    

年代:1973

数据来源: Taylor

ISSN:0020-739X    

DOI:10.1080/0020739730040109

出版商:Taylor & Francis Group    

年代:1973

数据来源: Taylor