Type:
Volume:
31(3)
Pages:
Online
Year:
2009
Publisher:
Teaching Statistics
URL:
http://www3.interscience.wiley.com/journal/122544460/abstract
Abstract:
Interpretation of correlation is often based on rules of thumb in which some boundary values are given to help decide whether correlation is non-important, weak, strong or very strong. This article shows that such rules of thumb may do more harm than good, and instead of supporting interpretation of correlation - which is their aim - they teach a schematic approach to statistics. Therefore they should be avoided in a statistics course.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education