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- W1625133729 abstract "Although confidence intervals (CIs) have many benefits over null hypothesis significance testing (NHST) they can still be misinterpreted. Identifying CI misconceptions is a first step in designing teaching tools that can be used to prevent or reduce them. I surveyed graduate level students and found they hold several misconceptions about CIs. Many believe there is a uniform likelihood distribution across a CI, with a high proportion of these showing a cliff effect (a sudden major drop in likelihood at each limit of a CI). Many students also misunderstand the relationship between the width of a CI and the confidence level. In this paper I present a taxonomy of CI misconceptions identified by empirical studies, and explore faulty conceptual models that may be the source of the misconceptions. I also propose an educational tool that could be used to confront CI misconceptions, particularly misconceptions about CI distributions. BACKGROUND Many proponents of statistical reform in social and behavioural sciences recommend CIs as an alternative to reporting p values (Harlow, 1997). CIs have also been recommended by The American Psychological Association (APA) Publication Manual, and by various APA and other peer reviewed journals. A reason to recommend CIs over other statistical techniques is that CIs offer far more information than p values, while remaining in a familiar Frequentist framework. Despite the advantages of CIs, statistical educators should stay vigilant to the possibility of CI misconceptions. By identifying student misconceptions I can gain some insight into the best ways to teach CIs to prevent or address them. Fidler (2005), categorized CI misconception using the terms “definitional” or “relational” (p. 210). Definitional misconceptions refer to misconceptions of what a CI measures, its inferential nature, or what it estimates. These definitional misconceptions can be stated directly by the participant or inferred through experimental results such as surveys or judgment tasks. Relational misconceptions refer to expectations of relationships between confidence level, width and sample size. Fidler surveyed 180 undergraduate students and found that students held several definitional and relational misconceptions (Table 1)." @default.
- W1625133729 created "2016-06-24" @default.
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- W1625133729 date "2010-01-01" @default.
- W1625133729 modified "2023-09-27" @default.
- W1625133729 title "IDENTIFYING MISCONCEPTIONS ABOUT CONFIDENCE INTERVALS" @default.
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