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Archive of posts filed under the Teaching category.

Stock-and-flow and other concepts that are important in statistical modeling but typically don’t get taught to statisticians

Bill Harris writes: You’ve written about causality somewhat often, and you, along with perhaps everyone who has done anything with statistics, have written that “correlation is not causation.” When you say that correlation is not causation, you seem to be pointing out cases where correlation exists but causality does not. While that’s important, there’s another […]

“A small but growing collection of studies suggest X” . . . huh?

Lee Beck writes: I’m curious if you have any thoughts on the statistical meaning of sentences like “a small but growing collection of studies suggest [X].” That exact wording comes from this piece in the New Yorker, but I think it’s the sort of expression you often see in science journalism (“small but mounting”, “small […]

“Academics should be made accountable for exaggerations in press releases about their own work”

Fernando Martel Garcia points me to this news article by Ben Goldacre: For anyone with medical training, mainstream media coverage of science can be an uncomfortable read. It is common to find correlational findings misrepresented as denoting causation, for example, or findings in animal studies confidently exaggerated to make claims about treatment for humans. But […]

Statistical Significance – Significant Problem?

John Carlin, who’s collaborated on some of my recent work on Type S and Type M errors, prepared this presentation for a clinical audience. It might be of interest to some of you. The ideas and some of the examples should be familiar to regular readers of this blog, but it could be useful to […]

“Peer assessment enhances student learning”

Dennis Sun, Naftali Harris, Guenther Walther, and Michael Baiocchi write: Peer assessment has received attention lately as a way of providing personalized feedback that scales to large classes. . . . By conducting a randomized controlled trial in an introductory statistics class, we provide evidence that peer assessment causes significant gains in student achievement. The […]

Discussion with Steven Pinker connecting cognitive psychology research to the difficulties of writing

Following up on my discussion of Steven Pinker’s writing advice, Pinker and I had an email exchange that cleared up some issues and raised some new ones. In particular, Pinker made a connection between the difficulty of writing and some research findings in cognitive psychology. I think this connection is really cool—I’ve been thinking and […]

Why I keep talking about “generalizing from sample to population”

Someone publishes some claim, some statistical comparison with “p less than .05″ attached to it. My response is: OK, you see this pattern in the sample. Do you think it holds in the population? Why do I ask this? Why don’t I ask the more standard question: Do you really think this result is statistically […]

Documenting a class-participation activity

Tian Zheng implemented my candies demo using Legos: Also lots of details on the results. The point here is not exactly what happened (but, yes, the demo did work) but rather the idea that you can use photos and graphs to document what worked in class. We should be able to do this sort of […]

Six quick tips to improve your regression modeling

It’s Appendix A of ARM: A.1. Fit many models Think of a series of models, starting with the too-simple and continuing through to the hopelessly messy. Generally it’s a good idea to start simple. Or start complex if you’d like, but prepare to quickly drop things out and move to the simpler model to help […]

First day of class update

I got to class on time. The class went ok but I spent too much time talking, which is what happens when I don’t put a lot of effort ahead of time into making sure I don’t spend too much time talking. My first-day-of-class activity was ok but I think I needed another activity for […]