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Activity Number:
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385
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Type:
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Contributed
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Date/Time:
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Wednesday, August 1, 2007 : 8:30 AM to 10:20 AM
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Sponsor:
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Section on Statistical Education
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| Abstract - #308269 |
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Title:
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Shades of Gray: Ambiguity Tolerance and Inferential Thinking
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Author(s):
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Robert Carver*+
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Companies:
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Stonehill College
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Address:
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39 Woodland Street, Sharon, MA, 02067,
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Keywords:
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Statistical thinking ; Education ; Introductory statistics
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Abstract:
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Students sometimes express frustration with the uncertainty that remains after solving a problem of statistical inference: for instance, even with a "correct" solution we don't know if a confidence interval includes the parameter of interest. This paper reports on a continuing empirical investigation of the relationship between Ambiguity Tolerance and students' facility in developing the skills of inferential reasoning. On the one hand, inferential methods provide an approach for reasoning about ambiguous situations and therefore might have special appeal for students frustrated or agitated by ambiguity. On the other hand, ambiguity intolerance might present a roadblock to serious engagement in the study of inferential methods. This research focuses explicitly on ambiguity tolerance as an explanatory or moderating factor in learning to apply the techniques of inference.
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- The address information is for the authors that have a + after their name.
- Authors who are presenting talks have a * after their name.
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