基本信息
- 原书名：Fundamentals of Behavioral Statistics
- 原出版社： McGraw-Hill Humanities
内容简介
作译者
About the Authors
Richard P. Runyon lived a full and rewarding life. He received his B.A. from Drew University and his Ph.D. from Yale University, and was a fellow in the Sheffield Scientific School. At the peak of his career, he served as chair of the Department of Psychology and as Dean of the Science Faculty at C.W. Post College in Brookville, New York. He published a number of articles in psychology journals and authored or coauthored many books in statistics and psychology, including this text; Fundamentals of Behavioral Statistics:The Core; Fundamentals of Psychology,General Statistics; Fundamentals of Statistics in Biological, Medical, and Health Sciences; Business Statistics, Psychology of Adjustment; Winning with Statistics, and How Numbers Lie.
Kay A. Coleman is an Associate Professor of Psychology in the College of Liberal Arts at Boston University. She received her Ph.D. from Boston College and a Master's of Public Health from Harvard University. At Boston University she is Director of Undergraduate Studies for the Psychology Department, where she teaches courses in experimental design, statistics, and memory at the graduate and undergraduate levels. Her research focuses on studies of remote autobiographical memory, particularly the accuracy of memories from childhood and health-related memories. In addition to co-authoring this textbook, she is also co-author with Richard Runyon of another textbook, Behavioral Statistics: The Core. She is a past President of the New England Educational Research Organization and was elected to membership in the Society for Multivari- ate Experimental Psychology. She is an honorary member of the Golden Key National Honor Society, a member of Psi Chi and the American Psychological Society, and a Fellow in the American Psychological Association.
David J. Pittenger is an Associate Professor and the chair of the Department of Psychology at Marietta College in Marietta, Ohio. He received his B.A. in psychology from the College of Wooster, his Master's of Science from Texas A & M University, and his Ph.D. from the University of Georgia. In addition to teaching courses in statistics and re- search design, David teaches courses in physiological psychology, psychometrics, learning and behavior, and cognitive psychology. David has many interests in psychology and has written articles on the partial reinforcement extinction effect, the ethical responsibilities of psychologists, the validity of personality inventories, and the teaching of psy- chology. In 1987 he received the Early Career Award for teaching from Division 2 of the American Psychological Association. In 1997, David received the McCoy Teaching Fellowship from Marietta College, the college's award for excellence in teaching. He is a Fellow of the American Psychological Association, and a member of the American Psychological Society, and the American Statistical Association.
Richard P. Runyon lived a full and rewarding life. He received his B.A. from Drew University and his Ph.D. from Yale University, and was a fellow in the Sheffield Scientific School. At the peak of his career, he served as chair of the Department of Psychology and as Dean of the Science Faculty at C.W. Post College in Brookville, New York. He published a number of articles in psychology journals and authored or coauthored many books in statistics and psychology, including this text; Fundamentals of Behavioral Statistics:The Core; Fundamentals of Psychology,General Statistics; Fundamentals of Statistics in Biological, Medical, and Health Sciences; Business Statistics, Psychology of Adjustment; Winning with Statistics, and How Numbers Lie.
Kay A. Coleman is an Associate Professor of Psychology in the College of Liberal Arts at Boston University. She received her Ph.D. from Boston College and a Master's of Public Health from Harvard University. At Boston University she is Director of Undergraduate Studies for the Psychology Department, where she teaches courses in experimental design, statistics, and memory at the graduate and undergraduate levels. Her research focuses on studies of remote autobiographical memory, particularly the accuracy of memories from childhood and health-related memories. In addition to co-authoring this textbook, she is also co-author with Richard Runyon of another textbook, Behavioral Statistics: The Core. She is a past President of the New England Educational Research Organization and was elected to membership in the Society for Multivari- ate Experimental Psychology. She is an honorary member of the Golden Key National Honor Society, a member of Psi Chi and the American Psychological Society, and a Fellow in the American Psychological Association.
David J. Pittenger is an Associate Professor and the chair of the Department of Psychology at Marietta College in Marietta, Ohio. He received his B.A. in psychology from the College of Wooster, his Master's of Science from Texas A & M University, and his Ph.D. from the University of Georgia. In addition to teaching courses in statistics and re- search design, David teaches courses in physiological psychology, psychometrics, learning and behavior, and cognitive psychology. David has many interests in psychology and has written articles on the partial reinforcement extinction effect, the ethical responsibilities of psychologists, the validity of personality inventories, and the teaching of psy- chology. In 1987 he received the Early Career Award for teaching from Division 2 of the American Psychological Association. In 1997, David received the McCoy Teaching Fellowship from Marietta College, the college's award for excellence in teaching. He is a Fellow of the American Psychological Association, and a member of the American Psychological Society, and the American Statistical Association.
目录
Preface
1 Statistics: The Arithmetic of U
2 Basic Concepts
3 Exploratory Data Analysis, Frequency Distributions, and Percent
4 Measures of Central Tendency
5 Measures of Dispersion
6 The Standard Normal Distribution
7 Graphs and Tables
8 Correlation
9 Regression and Prediction
10 Probability: The Foundation of Inferential Statistics
11 Introduction to Statistical Inference
12 Statistical Inference: Single Samples
13 Statistical Inference: Two-Sample Case
14 An Introduction to the Analysis of Variance
15 The Two-Factor Analysis of Variance
16 Analysis of Variance with Correlated Samples
17 Analysis of Categorical Data: X2 and Binomial Tests
18 Statistical Inference: 0rdinally Scaled Variables
Appendix
1 Statistics: The Arithmetic of U
2 Basic Concepts
3 Exploratory Data Analysis, Frequency Distributions, and Percent
4 Measures of Central Tendency
5 Measures of Dispersion
6 The Standard Normal Distribution
7 Graphs and Tables
8 Correlation
9 Regression and Prediction
10 Probability: The Foundation of Inferential Statistics
11 Introduction to Statistical Inference
12 Statistical Inference: Single Samples
13 Statistical Inference: Two-Sample Case
14 An Introduction to the Analysis of Variance
15 The Two-Factor Analysis of Variance
16 Analysis of Variance with Correlated Samples
17 Analysis of Categorical Data: X2 and Binomial Tests
18 Statistical Inference: 0rdinally Scaled Variables
Appendix
序言
行为统计学作为统计学的一个应用性极强的分支学科，教人们在社会和行为科学研究中，以探索数据内在的数量规律性为依据，获得对客观事物的科学认识。就当今的社会与行为科学来说，其繁荣发展在很大程度上得益于统计方法的引入。无论实验研究还是社会调研，对所得数据的统计分析都是重要环节。
然而多年的教学经验表明，统计学常常给学生带来困惑。他们为学习统计学感到焦虑，虽然花费很多的时间和精力却收效甚微，在面临实际问题时还是手足无措。究其原因在很大程度上是缺乏一本合适的教材。纵观国内相关专业著作，大多数都没有能在原理推导和实际问题解决方面平衡得很好：有的数学背景较强，太多的统计原理和推导，较少实际意义的说明，有的则只重介绍统计技术的应用，缺乏对原理概念的必要说明。在当今，诸如SPSS、SAS之类的软件已经将我们从繁重的数学计算中解脱出来，记忆大多数运算公式及其推导过程，已无多大意义。对统计学的学习来说，最主要的是掌握统计思想，理解相关的统计原理，能够根据实际情境提出解决问题的一个或几个合适方案，并，瞳得选择其中的最优。
因此适合非统计专业学生的统计学理想教材，应该是能兼顾专业特点、深入浅出阐述统计学基本原理和方法，同时在轻快风趣的讲述中激发读者的学习兴趣，培养统计思维，并辅之例题分析，对使用中容易发生的错误加以提醒，切实提高学生应用统计方法分析解决实际问题的能力。
《心理统计》(第9版)正是这样一本非常出色的教材，它在美国被很多大学的相关院系定为教学用书。从第1版开始，作者就努力尝试在理论阐释和实际应用两种取向之间寻找一个适恰的平衡点，注重在教学中培养统计推理和批判性思维的能力，到第9版更臻于完善。在中国出版影印本，使学生在学习中自然地掌握英语专业词汇，还有利于查阅资料。在目前鼓励使用原文教材的情况下，更有着特殊意义。
概括起来，这本书至少有如下三个特点：
(1)以浅显易懂的语言很好地解释了复杂的统计思想，清晰阐明隐藏在繁杂统计程序背后的统计方法和原理。在书中看到的既不是以往那些冗长的公式推导过程，也不是一些数学公式的简单罗列，而是在通过多种途径对一个统计学概念作分析说明。对于必要提供的公式，不仅用语言解释其中的原理，还将抽象概念转化成视觉图表，有利于读者的理解和记忆。
(2)在清晰阐述统计原理的同时，配以具体的样例，很好地做到了理论和实际应用的结合，从而有助于读者更好地掌握各种统计方法与技能。这些研究样例展示了统计方法在各实际领域中的应用，不仅贴近社会生活而且生动有趣。它们有机结合在书中各处，似是作者信手拈来，却又恰到好处，反映出作者深厚的学术功底和丰富的教学经验。最后，在样例中还展示了如何规范化地呈现研究结果，教学生以清楚撰写研究报告的技能也具有重要意义。
(3)在组织结构和写作手法上也颇具特色。所有章节之间有着内在联系，但每一章都相对独立，使教学过程中教师可以根据需要调整授课顺序；作者将重要概念在页边单独列出，有助于引起读者注意和学习把握；每章后面的小结和练习题更是作者的精心安排，它可使读者更清晰地把握每章的主要内容和要点，巩固理解，并深入思考一些使用中应该注意的问题。
此外，书后几个作用不同的附录，包括统计符号，公式的总合，和各种统计表及其使用的编排，充分体现了作者丰富的教学经验和方便读者的良苦用心，尤其是附录C，正像一本简明的统计学手册，对实际应用提供了极大便利。
我认为，本书是心理和教育统计学方面一本优秀的基础教材，同时对于在社会科学领域中的广大研究人员，是一本不可多得的重要参考书。全书的写作风格轻松活泼，英语流畅易懂，数学深入浅出，读者在学习和阅读时是不会感到枯燥乏味的。在目前中文教科书中统计符号印刷错误很难避免的情况下，使用它作为教材或学生的主要参考，应该是一项有益的尝试，我愿予以推荐。
中华人民共和国国务院参事
中国心理学会常务理事
北京师范大学心理系教授、博导
2004年9月
然而多年的教学经验表明，统计学常常给学生带来困惑。他们为学习统计学感到焦虑，虽然花费很多的时间和精力却收效甚微，在面临实际问题时还是手足无措。究其原因在很大程度上是缺乏一本合适的教材。纵观国内相关专业著作，大多数都没有能在原理推导和实际问题解决方面平衡得很好：有的数学背景较强，太多的统计原理和推导，较少实际意义的说明，有的则只重介绍统计技术的应用，缺乏对原理概念的必要说明。在当今，诸如SPSS、SAS之类的软件已经将我们从繁重的数学计算中解脱出来，记忆大多数运算公式及其推导过程，已无多大意义。对统计学的学习来说，最主要的是掌握统计思想，理解相关的统计原理，能够根据实际情境提出解决问题的一个或几个合适方案，并，瞳得选择其中的最优。
因此适合非统计专业学生的统计学理想教材，应该是能兼顾专业特点、深入浅出阐述统计学基本原理和方法，同时在轻快风趣的讲述中激发读者的学习兴趣，培养统计思维，并辅之例题分析，对使用中容易发生的错误加以提醒，切实提高学生应用统计方法分析解决实际问题的能力。
《心理统计》(第9版)正是这样一本非常出色的教材，它在美国被很多大学的相关院系定为教学用书。从第1版开始，作者就努力尝试在理论阐释和实际应用两种取向之间寻找一个适恰的平衡点，注重在教学中培养统计推理和批判性思维的能力，到第9版更臻于完善。在中国出版影印本，使学生在学习中自然地掌握英语专业词汇，还有利于查阅资料。在目前鼓励使用原文教材的情况下，更有着特殊意义。
概括起来，这本书至少有如下三个特点：
(1)以浅显易懂的语言很好地解释了复杂的统计思想，清晰阐明隐藏在繁杂统计程序背后的统计方法和原理。在书中看到的既不是以往那些冗长的公式推导过程，也不是一些数学公式的简单罗列，而是在通过多种途径对一个统计学概念作分析说明。对于必要提供的公式，不仅用语言解释其中的原理，还将抽象概念转化成视觉图表，有利于读者的理解和记忆。
(2)在清晰阐述统计原理的同时，配以具体的样例，很好地做到了理论和实际应用的结合，从而有助于读者更好地掌握各种统计方法与技能。这些研究样例展示了统计方法在各实际领域中的应用，不仅贴近社会生活而且生动有趣。它们有机结合在书中各处，似是作者信手拈来，却又恰到好处，反映出作者深厚的学术功底和丰富的教学经验。最后，在样例中还展示了如何规范化地呈现研究结果，教学生以清楚撰写研究报告的技能也具有重要意义。
(3)在组织结构和写作手法上也颇具特色。所有章节之间有着内在联系，但每一章都相对独立，使教学过程中教师可以根据需要调整授课顺序；作者将重要概念在页边单独列出，有助于引起读者注意和学习把握；每章后面的小结和练习题更是作者的精心安排，它可使读者更清晰地把握每章的主要内容和要点，巩固理解，并深入思考一些使用中应该注意的问题。
此外，书后几个作用不同的附录，包括统计符号，公式的总合，和各种统计表及其使用的编排，充分体现了作者丰富的教学经验和方便读者的良苦用心，尤其是附录C，正像一本简明的统计学手册，对实际应用提供了极大便利。
我认为，本书是心理和教育统计学方面一本优秀的基础教材，同时对于在社会科学领域中的广大研究人员，是一本不可多得的重要参考书。全书的写作风格轻松活泼，英语流畅易懂，数学深入浅出，读者在学习和阅读时是不会感到枯燥乏味的。在目前中文教科书中统计符号印刷错误很难避免的情况下，使用它作为教材或学生的主要参考，应该是一项有益的尝试，我愿予以推荐。
中华人民共和国国务院参事
中国心理学会常务理事
北京师范大学心理系教授、博导
2004年9月
