| Title Page: |
Add Subtitle of the book -- Tales of Distributions |
| Author Page, Line 9: |
Capitalize The (The University of the South) |
| Page 8, Line 11 from bottom of page |
Change "of" to "or" so the phrase reads, "...from your instructor or from another student..."
Kenneth S. Schultz, Cal State University, San Bernadino |
| Page 14, Line 22 |
Insert "as" between such and age.
Ross Davis -- Hendrix College |
| Page 35, Pblm 7 |
Reverse the figures for Australia and Canada so that Australia is 38.5 and Canada is 38.7.
Elizabeth Ann Spatz - Hendrix College |
| Page 35, Pblm 7: |
The correct graph of these hours-per-week data is a bar graph. However, my bar graph definition says that a bar graph is for frequency data. The text's definition of a bar graph is too narrow.
Kathy Dillon - Western New England College |
| Page 70 Pblm 5 |
Change "applies" to "apples" in two places – the first line and the second line of the problem.
Rachael Freeze – Hendrix College |
| Page 71 Question 1 |
"Which distribution has the greatest positive skew?
Jessica Hulsey - Western New England College |
| Page 72, Answer #4 |
Distribution C appears as symmetrical as Distribution A appears.
Kathy Dillon - Western New England College |
| Page 76, Table 4.2 |
The median height of Women is 65 inches (not 64.6 inches) and the median height of Men is 70 inches (not 69.8 inches). Because of this error, the boxplots in Table 4.3 are not quite right and the explanation that follows the boxplots should be revised as shown below.
Kathy Dillon - Western New England College
The mean height of women is 64.6 inches; the median is 65 inches. The mean height of men is 69.8 inches; the median is 70 inches. The two genders differ by about 5 inches. Although the two distributions overlap, the middle 50 percent of the men are all taller than the middle 50 percent of the women. This difference in the two distribuitons is reflected by an effect size index of 1.86, a value that is very large. (A value of 0.80 is traditionally considered large.) The heights for both women and men are distributed symmetrically.
|
| Page 131, middle |
Change X = 88.6 or 87 to X = 88.6 or 89, and in the text change to "...pulse rates between 53 and 89..." and "...population above 89 or below..."
Deborah Deringer - Waynesburg College |
| Page 152, formulas for LL and UL near bottom of page |
Change 2.704 to 2.75 in both the LL formula and the UL formula
Rip Weaver - Hendrix College |
| Page 175 Pblm 22, line 1 |
Change problem 17 to problem 20
Elaine Fernandez – Hendrix College |
| Page 192 line 8 |
Change 37.71 to 39.71
Kathy Dillon - Western New England College |
| Page 198 line 15 |
Change sentence to: "Not significant" means the difference may be unreliable.
Kathy Dillon - Western New England College |
Page 200
2nd equation |
Change 2872 to 718.44
Change 718 to 2873.76
Change 1.02 to 1.03 (two places)
Kathy Dillon - Western New England College |
| Page 218 line 4 |
Add å in front of the first set of parentheses
Jennifer Peszka - Hendrix College |
| Page 251 Table for Pblm 9 |
In the Girls (B2) by Praise (A3) cell, change å = 109 to åX = 109
Rachel Lister - Hendrix College |
| Page 258 Table 11.13, 3rd line |
Change <.01 to <.05. The p value that goes with an F = 4.65 is .05.
Rachael Freeze – Hendrix College |
| Page 382 line 29 |
Add "s" to come. "A set of scores that comes from..."
Elizabeth Ann Spatz - Hendrix College |
| Page 386 "two-tailed test of significance" |
delete "two" in second line of definition
Elizabeth Ann Spatz - Hendrix College |
| Page 403 Pblm 26, line 1 |
Change 23.80 to 21.80 and 22.0 to 20.
Elaine Fernandez – Hendrix College |
| Page 403 Pblm 26, line 3 |
Change 44.61 to 46.
Elaine Fernandez – Hendrix College |
Page 405 Pblm 4,
line 2 |
Change Greek mu to lower case Greek sigma.
Ryan Monahan -- California State San Bernadino |
| Page 406 Pblm 5b, line 6 |
Change 151 to 51.
Kyle Wilberding -- S. W. Missouri State University |
| Page 413, lines 6-11 |
Therapy: 25th percentile = 0; 75th percentile = 18
Control: 25th percentile = -3; 75th percentile = 10
Adjust boxplot to reflect changes in IQR's
Kathy Dillon - Western New England College |
| Page 418 Pblm 20 |
Change subanswer a. to b.; change b. to c.; remove c.
Elizabeth Ann Spatz - Hendrix College |
| Page 419, line 2 |
Insert X between Σ and = 555 |
| Page 436, bottom of page |
Under Recency, change 29 to 23; change 225 to 133
Elizabeth Ann Spatz - Hendrix College |
| Page 481, #34 |
Answer is incomplete; it should be: 6/13 = .46; .46 x 100 = 46 percent
Faye Mong - Hendrix College |
|
|
|
|
|
|
|
Corrections to the Second Printing and the Third Printing
|
| Page 8, Line 11 from bottom of page |
Change "of" to "or" so the phrase reads, "...from your instructor or from another student..."
Kenneth S. Schultz, Cal State University, San Bernadino |
| Page 14, Line 22 |
Insert "as" between such and age.
Ross Davis -- Hendrix College |
| Page 35, Pblm 7 |
Reverse the figures for Australia and Canada so that Australia is 38.5 and Canada is 38.7.
Elizabeth Ann Spatz - Hendrix College |
| Page 35, Pblm 7: |
The correct graph of these hours-per-week data is a bar graph. However, my bar graph definition says that a bar graph is for frequency data. The text's definition of a bar graph is too narrow.
Kathy Dillon - Western New England College |
| Page 71 Question 1 |
"Which distribution has the greatest positive skew?
Jessica Hulsey - Western New England College |
| Page 72, Answer #4 |
Distribution C appears as symmetrical as Distribution A appears.
Kathy Dillon - Western New England College |
| Page 131, middle |
Change X = 88.6 or 87 to X = 88.6 or 89, and in the text change to "...pulse rates between 53 and 89..." and "...population above 89 or below..."
Deborah Deringer - Waynesburg College |
| Page 152, formulas for LL and UL near bottom of page |
Change 2.704 to 2.75 in both the LL formula and the UL formula
Rip Weaver - Hendrix College |
| Page 192 line 8 |
Change 37.71 to 39.71
Kathy Dillon - Western New England College |
Page 200
2nd equation |
Change 2872 to 718.44
Change 718 to 2873.76
Change 1.02 to 1.03 (two places)
Kathy Dillon - Western New England College |
| Page 218 line 4 |
Add å in front of the first set of parentheses
Jennifer Peszka - Hendrix College |
| Page 382 line 29 |
Add "s" to come. "A set of scores that comes from..."
Elizabeth Ann Spatz - Hendrix College |
| Page 386 "two-tailed test of significance" |
delete "two" in second line of definition
Elizabeth Ann Spatz - Hendrix College |
Page 405 Pblm 4,
line 2 |
Change Greek mu to lower case Greek sigma.
Ryan Monahan -- California State San Bernadino |
| Page 406 Pblm 5b, line 6 |
Change 151 to 51.
Kyle Wilberding -- S. W. Missouri State University |
| Page 413, lines 6-11 |
Therapy: 25th percentile = 0; 75th percentile = 18
Control: 25th percentile = -3; 75th percentile = 10
Adjust boxplot to reflect changes in IQR's
Kathy Dillon - Western New England College |
| Page 418 Pblm 20 |
Change subanswer a. to b.; change b. to c.; remove c.
Elizabeth Ann Spatz - Hendrix College |
| Page 419, line 2 |
Insert X between Σ and = 555 |
| Page 436, bottom of page |
Under Recency, change 29 to 23; change 225 to 133
Elizabeth Ann Spatz - Hendrix College |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Corrections to the Fourth Printing
|
| Page 8, Line 11 from bottom of page |
Change "of" to "or" so the phrase reads, "...from your instructor or from another student..."
Kenneth S. Schultz, Cal State University, San Bernadino |
| Page 35, Pblm 7: |
The correct graph of these hours-per-week data is a bar graph. However, my bar graph definition says that a bar graph is for frequency data. The text's definition of a bar graph is too narrow.
Kathy Dillon - Western New England College |
| Page 72, Answer #4 |
Distribution C appears as symmetrical as Distribution A appears.
Kathy Dillon - Western New England College |
| Page 152, formulas for LL and UL near bottom of page |
Change 2.704 to 2.75 in both the LL formula and the UL formula
Rip Weaver - Hendrix College |
Page 200
2nd equation |
Change 2872 to 718.44
Change 718 to 2873.76
Change 1.02 to 1.03 (two places)
Kathy Dillon - Western New England College |
| Page 413, lines 6-11 |
Therapy: 25th percentile = 0; 75th percentile = 18
Control: 25th percentile = -3; 75th percentile = 10
Adjust boxplot to reflect changes in IQR's
Kathy Dillon - Western New England College |
|
|