初级统计学幻灯片.ppt

Copyright ? 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Created by Tom Wegleitner, Centreville, Virginia Section 1-3 Critical Thinking Key Concepts Success in the introductory statistics course typically requires more common sense than mathematical expertise. This section is designed to illustrate how common sense is used when we think critically about data and statistics. Copyright ? 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Misuses of Statistics Copyright ? 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Misuse # 1- Bad Samples Voluntary response sample (or self-selected sample) one in which the respondents themselves decide whether to be included In this case, valid conclusions can be made only about the specific group of people who agree to participate. Copyright ? 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Misuse # 2- Small Samples Copyright ? 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Conclusions should not be based on samples that are far too small. Example: Basing a school suspension rate on a sample of only three students Misuse # 3- Graphs Copyright ? 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. To correctly interpret a graph, you must analyze the numerical information given in the graph, so as not to be misled by the graph’s shape. Misuse # 4- Pictographs Copyright ? 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Part (b) is designed to exaggerate the difference by increasing each dimension in proportion to the actual amounts of oil consumption. Misuse # 5- Percentages Copyright ? 2007 Pearson Education, Inc Publishing as Pearson Addison-Wesley. Misleading or unclear percentages are sometimes used. For example, if you take 100% of a quantity, you take it all. 110% of an effort does not make sense. Loaded Questions Order of Questions Refusals Self Interest Study Precise Numbers Partial Pict