STATISTICAL COGNITION: TOWARDS EVIDENCE-BASED PRACTICE IN STATISTICS AND STATISTICS EDUCATION

By Ruth Beyth-Marom, Fiona Fidler, Geoff Cumming. 2008

50 citations recorded by the source corpus.

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.

Subfields: Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/dab3f6246beb6e42e29dab81a0428e2b058d905d

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In Statistics and Probability

Citations in the corpus

Strengthening statistical usage in marine ecology (2012, background): “…in many ways, that if NHST has had such a long and prolific history of misuse and misinterpretation, this may be more due to its contorted (or at least counter-intuitive) logic than to widespread deficiencies among its users (e.g. Beyth-Marom et al., 2008; Goodman, 1999; Sterne and Smith, 2001).”