This is just a little one-way ANOVA with three levels. You can use it in class to assess, review, or teach the topic. It comes from the following article by Rivera-Chavez et al . https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2843427 TL:DR- They gathered data and performed a one-way ANOVA that suggests that people with emerging psychosis have glutamate (a neurotransmitter) levels that are higher than both controls and folks who have schizophrenia diagnoses. Even if you aren't an expert on this topic, JAMA's ready to explain the relevance of this study to your students: Reasons why I love this as an example for my novice psychological statisticians: 1. This data is related to psychology, a simple one-way ANOVA with three levels, and was recently published, making it a nice little refresh to my course content. There are other analyses in the article, but here are the ANOVA results. 2. I emphasize that my students learn how to read and write statistical findings, so h...

This summer, the Psi Chi Journal of Psychology Research published  Rouse, Russel, and Campbell's Beyond the textbook: Psi Chi Journal articles in introductory psychology courses. It is a curated list of paywall-free Psi Chi articles, mostly with student co-authors, that are peer-reviewed and of an appropriate writing level and length to use in an Introduction to Psychology course. The authors provide the following information for each of the articles: In addition to being appropriate for Into Psych, these articles are also perfect for Intro Stats. In my classes, I emphasize the ability to read and write simple result sections. One way I would review this skill is by showing my students Results sections from published research and asking them to identify the test statistics, effect size, and other relevant information. This selection of articles features clear and concise results sections for t -tests, ANOVA, factorial ANOVA, regression, and correlation. I created a spreadsheet...

When I teach inferential statistics, I think it is helpful in providing several conceptual (no by hand calculations, no data analyzed via computer) examples of experiments that could be analyzed using each inferential test. I also think it is essential to use non-psychology examples and psychology examples because students need to see how stats apply outside of psychology. At times, I believe that students are convinced that a class called Psychological Statistics doesn't apply outside of psychology.  So I like this quick, easy-to-follow example from medicine. Thomas, Patel, and Bittel (2021) studied how different vitamin supplements affected outcomes for people with COVID-19. The factor (COVID intervention) has four levels (usual care/control, ascorbic acid, zinc gluconate, and ascorbic acid/zinc gluconate). And the four groups acted pretty much the same. Bonus stats content: Error bars, super-cool Visual Summary of a research study that really highlights the most essential parts...

I hope everyone is hanging in there. Here is a pretty straight forward one-way ANOVA example that is interactive, based on for-real personality psychology research, and interesting. I blogged about this previously but whipped up a Google Slideshow you can download and edit to suit your own teaching. Also, I uploaded data that you can use with your students.  TL:DR- A bunch of researchers gave the NEO to 1.5 million Americans to determine if different regions of the US have different personality trends (see research here ).  Original Study They do. Then Time magazine reported on the study . And the scicomm was beautiful. They accurately described the research AND created a fun interactive portion in which you students can take the NEO-Short Form and be matched with the state that best matches their personality (Hi, I am West Virginia because I'm high in neuroticism and low in openness to new experiences, which are great qualities to have during a pandem...