====== Readings for Students in Graduate Statistics ======



**Howell Chapters 1 and 2, The Basics**

  - Aiken, L. S., West, S. G., & Millsap, R. E.  (2008).  Doctoral training in statistics, measurement, and methodology in psychology.  //American Psychologist//, //63//, 32-50.  doi: 10.1037/0003-066X.63.1.32   
  - DeCarlo, L. T. (1997). On the meaning and use of kurtosis. //Psychological Methods//, //2//, 292-307.   
  - Gaito, J. (1980). Measurement scales and statistics: Resurgence of an old misconception. //Psychological Bulletin//, //87//, 564-567.   

**Research Design**

  - Begley, S.  (2008, August 25).  [[http://www.newsweek.com/id/151756/output/print|Coddling human guinea pigs]].  //Newsweek//, 14. 
  - Mook, D. G. (1983). In defense of external invalidity. //American Psychologist//, //38//, 379-387.   

**Howell Chapter 4, Basics of Inferential Statistics**

  - Cowles, M., & Davis, C. (1982). On the origins of the .05 level of statistical significance. //American Psychologist//, //37//, 553-558.   
  - Wainer, H.  (2007).  The most dangerous equation.  //American Scientist//, //95//, 249-256.   

**[[http://core.ecu.edu/psyc/wuenschk/docs30/Readings7.htm|Howell Chapter 7, Student's ]]//[[http://core.ecu.edu/psyc/wuenschk/docs30/Readings7.htm|t]]//**

**Robustness, Ignorant Experts, and the Psychology of Publication**

  - Bradley, J. V. (1982). The insidious L-shaped distribution. //Bulletin of the Psychonomic Society//, //20//, 85-88.     
  - Bradley, J. V. (1984). The complexity of nonrobustness effects. //Bulletin of the Psychonomic Society//, //22//, 250-253.     
  - Bradley, J. V. (1981). Overconfidence in ignorant experts. //Bulletin of the Psychonomic Society//, //17//, 82-84.     
  - Bradley, J. V. (1981). Pernicious publication practices. //Bulletin of the Psychonomic Society//, //18//, 31-34.     
  - Bradley, J. V. (1982). Editorial overkill. //Bulletin of the Psychonomic Society//, //19//, 271-274.     
  - Bradley, J. V. (1984). Antinonrobustness: A case study in the sociology of science. //Bulletin of the Psychonomic Society//, //22//, 463-466.     
  - Kruger, J., & Dunning, D.  (1999).  [[http://www.apa.org/journals/features/psp7761121.pdf|Unskilled and unaware of it:  How difficulties in recognizing one's own incompetence lead to inflated self-assessments]].  //Journal of Personality and Social Psychology//, //77//, 1121-1134. 
  - [[http://core.ecu.edu/psyc/wuenschk/docs30/IgnorantExperts.htm|Online Discussion of Ignorant Experts]]. 
  - Black, S., & Wuensch, K. L. (2003). //[[http://core.ecu.edu/psyc/wuenschk/docs30/StephenBlack.doc|Two Case Studies in the Ethics of Scientific Publication]]//. 

**Meta Analysis and Effect Size**

  - Coulson, M., Healey, M., Fidler, F., & Cumming, G.  (2010).  [[http://www.frontiersin.org/psychology/quantitativepsychologyandmeasurement/paper/10.3389/fpsyg.2010.00026/|Confidence intervals permit, but don't guarantee, better inference than statistical significance testing]]//[[http://www.frontiersin.org/psychology/quantitativepsychologyandmeasurement/paper/10.3389/fpsyg.2010.00026/|.]]////  Frontiers in Quantitative Psychology and Measurement//, 1:26. doi:10.3389/fpsyg.2010.00026 
  - Eagly, A. H. (1987). Reporting sex differences. //American Psychologist//, //42//, 756-757.    
  - Hyde, J. S. (1981). How large are cognitive gender differences//? American Psychologist//, //36//, 892-901.     
  - Rosenthal, R. (1990). How are we doing in soft psychology? //American Psychologist//, //45//, 775-777.   
  - Rosenthal, R., & Rubin, D. B. (1982). Further meta-analytic procedures for assessing cognitive gender differences. //Journal of Educational Psychology//, //74//, 708-712.   

**[[http://core.ecu.edu/psyc/wuenschk/docs30/Readings8.htm|Howell Chapter 8, Power]]**

  - Aberson, C.  (2002).  [[http://www.jasnh.com/a6.htm|Interpreting null results:  Improving presentation and conclusions with confidence intervals]].  //Journal of Articles in Support of the Null Hypothesis//, //1//, 36-42. 
  - American Psychological Association. (2001). //[[http://www.apa.org/science/TFSI_Initial%20Report.pdf|Task Force on Statistical Inference Initial Report]]// 
  - Cohen, J. (1992). A power primer. //Psychological Bulletin//, //112//, 155-159.    
  - Hoenig, J. M., & Heisey, D. M.  The abuse of power:  The pervasive fallacy of power calculations for data analysis.  //The American Statistician//, //55//, 19-24.    
  - Huberty, C. J. (1987). On statistical testing. //Educational Researcher//, //16//,  4 - 9.   
  - Nelson, N., Rosenthal, R., & Rosnow, R. L. (1986). Interpretation of significance by psychological researchers. //American Psychologist//, //41//, 1299-130l.    
  - Nickerson, R. S. (2000). Null hypothesis significance testing: A review of an old and continuing controversy. //Psychological Methods//, //5// 241-301.    
  - Rosnow, R. L., & Rosenthal, R. (1989). Statistical procedures and the justification of knowledge in psychological science. //American Psychologist//, //44//, 1276-1284.   
  - Schmidt, F. L. (1996). Statistical significance testing and cumulative knowledge in psychology: Implications for training of researchers. //Psychological Methods//, //1//, 115-129.   
  - Tachibana, T. (1980). Persistent erroneous interpretation of negative data and assessment of statistical power. //Perceptual & Motor Skills//, //51//, 37-38.   
  - Wilkinson, L., & Task Force on Statistical Inference. (1999). Statistical methods in psychology journals: Guidelines and explanations. //American Psychologist//, //54//, 594-604. [[AP-Aug99|Read a summary of this article]] -- [[http://uregina.ca/~chowsl/Paper_category/apatfsirpt.htm|Read the article online]].   
  - Wuensch, K. L. (1994). Evaluating the relative seriousness of type I versus type II errors in classical hypothesis testing. In B. Brown (Ed.), //Disseminations of the International Statistical Applications Institute: Vol 1// (3<sup>rd</sup> ed., pp. 76-79). Wichita, KS: ACG Press. Available at [[http://core.ecu.edu/psyc/wuenschk/StatHelp/Type-I-II-Errors.htm|http://core.ecu.edu/psyc/wuenschk/StatHelp/Type-I-II-Errors.htm]]. 
  - Wuensch, K. L. (1987). Frequency of type I errors in professional journals. Unpublished manuscript available at [[http://core.ecu.edu/psyc/wuenschk/StatHelp/Type1.htm|http://core.ecu.edu/psyc/wuenschk/StatHelp/Type1.htm]]. 

**Howell Chapter 9, Bivariate Correlation and Regression**

  - MacCallum, R. C., Zhang, S., Preacher, K. J., & Rucker, D. D. (2002). On the practice of dichotomization of quantitative variables. //Psychological Methods, 7,// 19-40.   
  - Wuensch, K. L. et al.  [[http://core.ecu.edu/psyc/wuenschk/StatHelp/Dichot-Not.doc|Dichotomizing Continuous Variables: A Bad Idea.]] 

**Howell Chapter 12, Multiple Comparisons Among Means**

  - Perneger, T. V.  (1998).  What's wrong with Bonferroni adjustments.  //BMJ//, //316//, 1236-1238.   
  - Ryan, T. A. (1959). Comments on orthogonal components. //Psychological Bulletin//, //56//, 394-396.   

**Howell Chapters 13 & 16, Factorial ANOVA**

  - Bickel, P. J., Hammel, E. A., & O'Connell, J. W.  (1975).  Sex bias in graduate admissions:  Data from Berkeley.  //Science//, //187//, 398-404.   -- example of a reversal paradox. 
  - Howell, D. C. & McConaughy, S. H. (1982). Nonorthogonal analysis of variance: Putting the question before the answer. //Educational and Psychological Measurement//, //42//, 9-24. -- Least Squares ANOVA.     
  - Johnson, B. G., & Beck, H. P. (1988). Strict and lenient grading scales: How do they affect the performance of college students with high and low SAT scores? //Teaching of Psychology//, //15//, 127-131. ( Example of factorial ANOVA) 
  - Messic, D. M. & van de Geer, J. P. (1981). A reversal paradox. //Psychological Bulletin//, //90//, 582-593.   

**Howell Chapter 17, Multidimensional Contingency Tables**

  - Meyers, A. W., Stunkard, A. J., Coll, M., & Cooke, C. J. (1980). Stairs, escalators, and obesity. //Behavior Modification//, //4//, 355-359. (Source of the data used in the document [[http://core.ecu.edu/psyc/wuenschk/MV/LogLin/Log3N.doc|Three-Way Nonhierarchical Log-Linear Analysis: Escalators and Obesity)]].   

**Howell Chapter 18, Nonparametrics**

  - Lamb, G. S. (1984). What you always wanted to know about six but were afraid to ask. //Journal of Irreproducible Results//, //29//(3), 18-20.  
  - Wuensch, K. L., & Cooper, A. J. (1981). [[http://core.ecu.edu/psyc/wuenschk/Articles/B&NB1981/B&NB1981.htm|Preweaning paternal presence and later aggressiveness in male ]]//[[http://core.ecu.edu/psyc/wuenschk/Articles/B&NB1981/B&NB1981.htm|Mus musculus]]//. //Behavioral and Neural Biology//, //32//, 510-515. (Example of nonparametric analysis) 

**Introduction to Multivariate Statistics**

  - Aziz, S., & Zickar,  M. J.  (2006).  A cluster analysis investigation of workaholism as a syndrome. //Journal of Occupational Health Psychology//, 1//1//, 52-62.  (Example of cluster analysis).   
  - Chia, R. C., Wuensch, K. L., Childers, J., Chuang, C., Cheng, B., Cesar-Romero, J., & Nava, S. (1994)//.// [[http://core.ecu.edu/psyc/wuenschk/Articles/FamilyValues/FamilyValues.htm|A comparison of family values among Chinese, Mexican, and American college students]]. //Journal of Social Behavior and Personality//, //9//, 249-258. (Example of principal components analysis) 
  - Greenwald, A. G., & Gillmore, G. M. (1997). No pain, no gain? The importance of measuring course workload in student ratings of instruction. //Journal of Educational Psychology//, //89//, 743-751.  (Example of structural equation modeling).    
  - McCammon, S., Golden, J., & Wuensch, K. L. (1988). [[http://core.ecu.edu/psyc/wuenschk/Articles/JRST1988/JRST1988.htm|Predicting course performance in freshman and sophomore physics courses: Women are more predictable then men]]. //Journal of Research in Science Teaching//, //25//, 501-510. (Example of multiple correlation/regression) 
  - Moore, C. H., Wuensch, K. L., Hedges, R. M., & Castellow, W. A. (1994). [[http://core.ecu.edu/psyc/wuenschk/Articles/JSB&P1994/JSB&P1994.htm|The effects of physical attractiveness and social desirability on judgments regarding a sexual harassment case]]. //Journal of Social Behavior and Personality//, //9//, 715-730. (Example of log-linear analysis of multidimensional contingency table) 
  - Patel, S., Long, T. E., McCammon, S. L., & Wuensch, K. L. (1995). [[http://core.ecu.edu/psyc/wuenschk/Articles/JInterpersonalViolence95.htm|Personality and emotional correlates of self-reported antigay behaviors]]. //Journal of Interpersonal Violence//, //10//, 354-366. (Example of canonical correlation/regression) 
  - Poulson, R. L., Braithwaite, R. L., Brondino, M. J., & Wuensch, K. L. (1997). [[http://core.ecu.edu/psyc/wuenschk/Articles/JSBP97Sept.htm|Mock jurors' insanity defense verdict selections: The role of evidence, attitudes, and verdict options]]//. Journal of Social Behavior and Personality//, //12//, 743-758.   (Example of discriminant function analysis) 
  - Wuensch, K. L. (1992). [[http://core.ecu.edu/psyc/wuenschk/Articles/AL&B1992/AL&B1992.htm|Fostering house mice onto rats and deer mice: Effects on response to species odors]]//. Animal Learning and Behavior//, //20//, 253-258. (Example of doubly multivariate repeated measures ANOVA) 
  - Wuensch, K. L., Chia, R. C., Castellow, W. A., Chuang, C.-J., & Cheng, B.-S. (1993). [[http://core.ecu.edu/psyc/wuenschk/Articles/JCCP1993/JCCP1993.htm|Effects of physical attractiveness, sex, and type of crime on mock juror decisions: A replication with Chinese students]]. //Journal of Cross-Cultural Psychology//, //24//, 414-427. (Example of MANOVA).   
  - Wuensch, K. L., & Poteat, G. M. (1998). [[http://core.ecu.edu/psyc/wuenschk/Articles/JSB&P1998/JSB&P1998.htm|Evaluating the morality of animal research: Effects of ethical ideology, gender, and purpose]]//. Journal of Social Behavior and Personality//, //13//, 139-150.  (Example of logistic regression and ANCOV) 

**Multiple Regression**

  - MacCallum, R. C., Zhang, S., Preacher, K. J., & Rucker, D. D.  (2002).  On the practice of dichotomization of quantitative variables.  //Psychological Methods//, //7//, 19-40.   
  - Poteat, G. M., Wuensch, K. L., & Gregg, N. B. (1988). [[http://core.ecu.edu/psyc/wuenschk/Articles/JSchoolPsy88/JSchoolPsy88.htm|An investigation of differential prediction with the WISC-R]]. //Journal of School Psychology//, //26//, 59-68.  (Example of Potthoff analysis). 
  - Smith, R. L., Ager, J. W., Jr., & Williams, D. L.  (1992).  Suppressor variables in multiple regression/correlation.  //Educational and Psychological Measurement//, 52, 17-29.   
  - Thompson, B.  (1995).  Stepwise regression and stepwise discriminant analysis need not apply here:  A guidelines editorial.  //Educational and Psychological Measurement//, //55//:  525-534.   
  - Wuensch, K. L., & Poteat, G. M. (1998). [[http://core.ecu.edu/psyc/wuenschk/Articles/JSB&P1998/JSB&P1998.htm|Evaluating the morality of animal research: Effects of ethical ideology, gender, and purpose]]. //Journal of Social Behavior and Personality//, //13//, 139-150.  (Example of logistic regression) 

**Factor Analysis and Principal Components Analysis**

  - Dabbs, J. M., Jr., & Ruback, R. B. (1988). Saliva testosterone and personality of male college students. //Bulletin of the Psychonomic Society//, //26//, 244-247. (Example of factor analysis)   
  - Davis, M. A., Anderson, M. G., & Curtis, M. B.  (2001).  Measuring ethical ideology in business ethics: A critical analysis of the Ethics Position\\ Questionnaire.  Journal of Business Ethics, 32,  35-53.  (Example of Confirmatory Factor Analysis)   
  - Forsyth, D.R.  (1980). A taxonomy of ethical ideologies, Journal of Personality and Social Psychology, 39, 175-184.  (Example of Exploratory Factor Analysis)   
  - Ossenkopp, K.-P., & Mazmanian, D. S. (1985). Some behavioral factors related to the effects of cold-restraint stress in rats: A factor analytic-multiple regression approach. //Physiology and Behavior//, //34//, 935-941. (Example of principal components analysis).   
  - Redfern, K., & Crawford, J.  (2004).  An empirical investigation of the ethics position questionnaire in the People's Republic of China.  Journal of Business Ethics, 50, 199-210.   (Example of Exploratory Factor Analysis)   
  - Shen, L.,  Condit, C. M., & Wright, L.  (2009).  The psychometric property and validation of a fatalism scale.  Psychology and Health, 24, 597--613.  doi: 10.1080/08870440801902535  (Example of Confirmatory Factor Analysis)   
  - Wuensch, K. L. (2001). //[[http://core.ecu.edu/psyc/wuenschk/StatHelp/EFA.htm|Review of Article on Use of Exploratory Factor Analysis]]//[[http://core.ecu.edu/psyc/wuenschk/StatHelp/EFA.htm|.]] 

**MANOVA/DFA**

  - Castellow, W. A., Wuensch, K. L., & Moore, C. H. (1990). [[http://core.ecu.edu/psyc/wuenschk/Articles/JSB&P1990/JSB&P1990.htm|Effects of physical attractiveness of the plaintiff and defendant in sexual harassment judgments]]. //Journal of Social Behavior and Personality//, //5//, 547-562. (Example of MANOVA and logit analysis) 
  - Harris, C. R. (2000). Psychophysiological responses to imagined infidelity: The specific innate modular view of jealousy reconsidered. //Journal of Personality and Social Psychology//, //78//, 1082-1091. (This article serves as an example of use of MANOVA as well as use of power analysis, confidence intervals, and appropriate use of the first person in scientific writing.)   
  - Huberty, C. J., & Barton, R. M. (1989). An introduction to discriminant analysis. //Measurement and Evaluation in Counseling and Development//, //22//, 158-168.   
  - Huberty, C. J., & Morris, J. D. (1989). Multivariate analysis versus univariate analyses. //Psychological Bulletin//, //105//, 302-308.   
  - Poulson, R. L., Braithwaite, R. L., Brondino, M. J., & Wuensch, K. L. (1997). [[http://core.ecu.edu/psyc/wuenschk/Articles/JSBP97Sept.htm|Mock jurors' insanity defense verdict selections: The role of evidence, attitudes, and verdict options]]//. Journal of Social Behavior and Personality//, //12//, 743-758.   (Example of Discriminant Function Analysis) 

**Path Analysis**

  - Ingram, K. L., Cope, J. G., Harju, B. L., & Wuensch, K. L. (2000). [[http://core.ecu.edu/psyc/wuenschk/Articles/JSB&P2000.pdf|Applying to graduate school: A test of the theory of planned behavior]]. //Journal of Social Behavior and Personality//, //15//, 215-226.  (Example of path analysis) 
  - Keith, T. Z., Pottebaum, S. M., & Eberhart, S. (1986). Effects of self-concept and locus of control on academic achievement: A large sample path analysis. //Journal of Psychoeducational Assessment//, //4//, 61-72.   
  - Keith, T. Z., Reimers, T. M., Fehrmann, P. G., Pottebaum, S. M., & Aubey, L. W. (1986). Parental involvement, homework, and TV time: Direct and indirect effects on high school achievement. //Journal of Educational Psychology//, //78//, 373-380.   
  - Keith, T. Z., Harrison, P. L., & Ehly, S. W. (1987). Effects of adaptive behavior on achievement: Path analysis of a national sample. //Professional School Psychology//, //2//, 205-215.   
  - Keith, T. Z. (1988). Path analysis: An introduction for school psychologists. //School Psychology Review//, //17//, 343-362.    
  - Keith, T. Z. (1988). Using path analysis to test the importance of manipulable influences on school learning. //School Psychology Review//, //17//, 637-643.  

**Hierarchical (Multilevel) Linear Modeling**

  - Singer, J. D.  (1998).  Using SAS PROC MIXED to fit multilevel models, hierarchical models, and individual growth models.  //Journal of Educational and Behavioral Statistics//, //24//, 323-355.