Download Introductory Statistics for the Behavioral Sciences

Chabot College
Fall 2010
Course Outline for Psychology 5
INTRODUCTORY STATISTICS FOR THE BEHAVIORAL SCIENCES
Catalog Description:
5 — Introductory Statistics for the Behavioral Sciences
4 units
Applied descriptive statistics: measures of central tendency and variability; correlation and
regression; probability; introduction to statistical inference. Emphasis on selection and
interpretation of statistical analyses. Strongly recommended: Mathematics 65 or 65B. 4 hours.
[Typical contact hours: 70]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1. select appropriate statistics for application to typical data from the behavioral sciences;
2. understand and use the following statistical procedures; frequency distribution, mean, median,
mode, standard deviation, variance, normal curve, standard scores, Pearson's r, leastsquares regression equation, standard error of prediction, computation of event probability, ttests;
3. perform the above statistical analyses using a computer data analysis package;
4. interpret and explain the results of the above analyses;
5. understand and define certain language commonly used in the scholarly journals of the
behavioral sciences to report research data and the statistical analyses performed on them.
Course Content:
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Features of Statistical Models
Arithmetic Operations and Algebraic Conventions
The Concepts of Data and Variables
Design and Randomization of Variables
Frequency Distributions
The Rationale of Statistical inference
Measures of Central Tendency
Variability
The Normal Distribution
Correlation
Regression
Probability
The logic of inferential statistics
The t-test
The language of statistics
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Lectures on major concepts
Readings from texts, supplementary materials, primary source materials
Discussion and hands on classroom assignment
Written assignments
Utilization of video and/or CD-ROM excerpts
Student-led presentations
Demonstrations and simulations
Application of concepts to personal experiences
Chabot College
Course Outline for Psychology 5, Page 2Fall 2010
Assignments and Methods of Evaluating Student Progress:
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Typical Assignments:
a. Reading and Discussion:
1) Read Chapter 1, “Picturing Distributions with Graphs,” Moore, pp. 3-21. Be prepared
to compare and contrast statistical properties and practice plotting different
distribution graphs.
b. Writing:
1) Solve the assigned statistical questions and write an interpretative paragraph for
each, include the study hypothesis, design, and detailed discussion of the results.
Write the results as they would appear in an APA style paper.
c. Collaborative Learning
1) Working as a small group, select a topic of research interest, propose null and
alternative hypotheses, choose a study design, collect sample data, and plan out
appropriate statistical analysis for the study. Each group presents completed project
to the class.
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Methods of Evaluating Student Progress:
a. Examinations and quizzes
b. Homework
c. One final examination
d. Presentation or project
Textbook(s) (Typical):
The Basic Practice of Statistics, Moore, David S., W.H. Freeman and Company, New York, 2010,
5th edition.
Statistics for the Behavioral Sciences, Nolan, Susan A., Thomas, Heinzen E., Worth Publisher, New
York, 2008, 2nd edition.
Special Student Materials:
Computer access
PSY 5, revised 9/09: cs