Showing papers by "Fiona Fidler published in 2008"
Journal Article•
TL;DR: In this paper, the authors argue that statistical practice and statistics education should be guided by evidence, and propose statistical cognition (SC) as an integration of theory, research, and application to support evidence-based practice.
Abstract: Practitioners and teachers should be able to justify their chosen techniques by taking into account research results: This is evidence-based practice (EBP). We argue that, specifically, statistical practice and statistics education should be guided by evidence, and we propose statistical cognition (SC) as an integration of theory, research, and application to support EBP. SC is an interdisciplinary research field, and a way of thinking. We identify three facets of SC—normative, descriptive, and prescriptive— and discuss their mutual influences. Unfortunately, the three components are studied by somewhat separate groups of scholars, who publish in different journals. These separations impede the implementation of EBP. SC, however, integrates the facets and provides a basis for EBP in statistical practice and education.
48 citations
TL;DR: It is concluded that published RCTs focus on statistical significance tests ("Is there an effect or difference?"), and neglect other important questions: "How large is the effect?" and "Is the effect clinically important?"
43 citations
21 Oct 2008-Methodology: European Journal of Research Methods for The Behavioral and Social Sciences
TL;DR: The authors compared the effectiveness of two teaching interventions aimed at reducing the inverse probability fallacy: Instruction in Bayes' theorem (group B) and instruction in the formal logic of NHST (Modus Tollens, group MT).
Abstract: Many common misinterpretations of Null Hypothesis Significance Testing (NHST) are related to the inverse probability fallacy. The inverse probability fallacy is the mistaken belief that the probability of the data given the null hypothesis, P(D|H0), is equivalent to the probability of the null hypothesis given the data, P(H0|D). We contrasted the effectiveness of two teaching interventions aimed at reducing this fallacy: Instruction in Bayes’ theorem (group B) and instruction in the formal logic of NHST (Modus Tollens, group MT). Both interventions were remarkably effective in reducing fallacy. At pre-test, 82% of students agreed with at least one statement of the inverse probability fallacy. At post-B-intervention this figure was 49% and at post-MT, it was 48%. A smaller, but still substantial, effect remained in both groups at a five-week follow-up. This suggests that the essential ingredient in overcoming the inverse probability fallacy is simply to expose the null ritual as problematic.
10 citations
01 Jan 2008
TL;DR: In this article, the authors provide both conceptual and practical information for conducting and evaluating evidence-based outcome studies, and present an edited volume that provides both theoretical and practical support for conducting such studies.
Abstract: This edited volume provides both conceptual and practical information for conducting and evaluating evidence-based outcome studies.
6 citations
01 Jan 2008
TL;DR: In this article, the authors present the vanguard of research methods for the 21st century and provide advice for graduate students and researchers who want a comprehensive, authoritative resource for practical and sound advice.
Abstract: Intended Audience: Representing the vanguard of research methods for the 21st century, this book is an invaluable resource for graduate students and researchers who want a comprehensive, authoritative resource for practical and sound advice ...
5 citations