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"This manual is written primarily to accompany courses in educational measurements, experimental psychology, clinical psychology, industrial psychology, guidance and personnel, and any other advanced courses in education or psychology where some elementary presentation of statistical methods is becoming more imperative today than ever before. The usual texts in these fields do not contain sufficient material on statistics; and textbooks of statistics are too detailed for the time which instructors in these fields can devote to this topic. Accordingly this manual alms to give the student in any of the above fields a meaningful and practical grounding in the minimum statistical knowledge expected of students majoring in education or psychology. It is hoped, also, that it will remain in the possession of the college graduate as he enters his internship in one of these fields and be an aid to him as he endeavors to keep informed on the experimental findings, to make use of tests and measurements, and possibly to conduct some research studies of his own. With this secondary aim in mind, we have tried, through footnotes and parenthetical statements, to show the superior student the need of, and the way to, more statistical knowledge than it is deemed wise to present here"--Preface. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

"In 1932 the Social Science Research Council appointed a committee to define the place of collegiate mathematics in the social sciences. The report of this committee urged that students of the social sciences be prepared for the study of statistics by a six to nine semester hour course covering logarithms, graphs, interpolation, equations and forms of important curves, probability, elements of differential and integral calculus, and curve fitting. The report also suggested that "illustrations from the social sciences should be used freely, and the concepts and processes should be presented in such a manner as to make clear their application in the social sciences." The committee concluded that statistics courses might thus be utilized to carry the student much farther in the knowledge of statistical methods, and their possibilities and limitations. In the development of this book, the authors have had these recommendations in mind, and have prepared a text suitable for a six semester hour course to follow such a course in mathematical analysis as that urged by the committee. While fully indorsing the recommendations of the committee, the authors realize that the instructor will in many cases be faced by the necessity of teaching classes lacking the desired preparation in mathematics. Therefore, this book has been designed for use in several ways. Algebraic processes are given in full. While the proofs do not presuppose a knowledge of the calculus, many of them are necessarily based on its principles. Therefore, for classes which have had a survey course in mathematics, or a course in calculus, the instructor may easily associate the proofs with the corresponding calculus proofs"--Preface. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

"This book is intended for use as an elementary and intermediate text. Although it is designed primarily as a basic text for university and college students, it may also prove to be useful for the more advanced students. It contains essentially all the elements of statistics actually used by most graduate students. Because of lack of space, certain technical applications of statistical methods have been omitted, but the methods and principles underlying most of those techniques have been explained. It seemed more advisable to devote space to the teaching of basic principles than to their specialized applications. Throughout the book emphasis has been placed upon interpretation, logical analysis, and the intelligent application of techniques, though not to the neglect of computational skills or the statistical techniques themselves. Besides the development of good technical training, the major objectives in the study of statistics should be the development of a wholesome skepticism, a critical attitude, and a keen quantitative sense in situations involving statistical data. Illustrative examples and problems have been chosen from fields other than education and psychology in order to give the student a wider and more general knowledge of statistical methods and their applications"--Preface. (PsycINFO Database Record (c) 2011 APA, all rights reserved).