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dc.contributor.author | Robinson, Daniel H. | |
dc.contributor.author | Levin, Joel R. | |
dc.date.accessioned | 2017-09-15T20:47:34Z | |
dc.date.available | 2017-09-15T20:47:34Z | |
dc.date.issued | 11-1-2010 | |
dc.identifier.citation | Published in Journal of Modern Applied Statistical Methods 9(2):332-339, November 2010 | en_US |
dc.identifier.issn | 1538 – 9472 | |
dc.identifier.uri | http://hdl.handle.net/10106/26928 | |
dc.description.abstract | Rodgers (2010) recently applauded a revolution involving the increased use of statistical modeling
techniques. It is argued that such use may have a downside, citing empirical evidence in educational
psychology that modeling techniques are often applied in cross-sectional, correlational studies to produce
unjustified causal conclusions and prescriptive statements. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Digital Commons@WayneState | en_US |
dc.publisher | Wayne State University Press | en_US |
dc.subject | Statistical modeling | en_US |
dc.subject | Modeling techniques | en_US |
dc.subject | Correlational studies | en_US |
dc.subject | Educational psychology | en_US |
dc.title | The Not-So-Quiet Revolution: Cautionary Comments on the Rejection of Hypothesis Testing in Favor of a “Causal” Modeling Alternative | en_US |
dc.type | Article | en_US |
dc.publisher.department | Department of Curriculum and Instruction, The University of Texas at Arlington | en_US |
dc.identifier.externalLink | http://digitalcommons.wayne.edu/jmasm/vol9/iss2/2 | |
dc.identifier.externalLinkDescription | The original publication is available at Article DOI | en_US |
dc.identifier.externalLinkDescription | The original publication is available at the journal homepage | en_US |
dc.rights.license | Published open access through DigitalCommons@WayneState | |
dc.identifier.doi | DOI: 10.22237/jmasm/1288584060 | |
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