ERIC Number: EJ1065673
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
College Students' Interpretation of Research Reports on Group Differences: The Tall-Tale Effect
Hogan, Thomas P.; Zaboski, Brian A.; Perry, Tiffany R.
Statistics Education Research Journal, v14 n1 p90-111 May 2015
How does the student untrained in advanced statistics interpret results of research that reports a group difference? In two studies, statistically untrained college students were presented with abstracts or professional associations' reports and asked for estimates of scores obtained by the original participants in the studies. These estimates were converted to inferred effect sizes and compared with the actual effect sizes. Inferred effect sizes substantially overestimated actual effect sizes for all reports, a phenomenon dubbed the tall-tale effect. The effect was obtained with a variety of reports and statistics. The tall-tale effect could be controlled somewhat with simple changes in wording. This finding suggests a program of research which would better calibrate inferences with those actually obtained in the research.
Descriptors: College Students, Research Reports, Statistics, Data Interpretation, Effect Size, Inferences, Psychology, Introductory Courses, Likert Scales, Undergraduate Students, Heuristics, Task Analysis, Teaching Methods, Scores, Educational Practices, Quasiexperimental Design
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A