Statistics for the Terrified (7th ed.) is a user-friendly introduction to elementary statistics, intended primarily for the reluctant, math-anxious, math-avoidant person. Written in a personal and informal style, with healthy doses of humor and encouragement, the aim of this book is to help readers make the leap from apprehension to comprehension of elementary statistics. This book also presents self-help strategies (based on the cognitive behavioral techniques of rational emotive therapy) that help people manage their math anxiety so that they can relax and build confidence while learning statistics. Statistics for the Terrified makes statistics accessible to people by first helping them manage their emotions and by presenting them with other essential material for learning statistics before jumping in. After covering the essentials, the book presents an introduction to elementary statistics in a personal and informal manner with a great deal of encouragement and step-by-step assistance with numerous concrete examples.
Dr. John H. Kranzler is Irving and Rose Fien endowed professor in Education and director of the APA-accredited School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Dr. Kranzler’s major area of scholarly interest concerns the nature, development, and assessment of human cognitive abilities. He has received a number of awards for his teaching and research, including the University of Florida Teaching Incentive Program award for undergraduate teaching, the Mensa Education and Research Foundation Award for Excellence in Research, and Article of the Year awards from School Psychology Review and School Psychology Quarterly. In 1997 and 2017, Dr. Kranzler received the University of Florida Research Foundation Professorship award for distinguished scholarship and was recently named a University of Florida Term Professor in 2019. He is a Fellow of the American Psychological Association and an elected member of the Society for the study of School Psychology. Dr. Kranzler, has served as Associate Editor of School Psychology Quarterly and the International Journal of School and Educational Psychology and currently serves on the editorial board of the Journal of School Psychology.
Dr. Christopher J. Anthony is the B.O. Smith endowed assistant professor of Education in the APA-accredited School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. He received his Ph.D. from the Pennsylvania State University, where he was trained in an interdisciplinary Institute of Education Sciences predoctoral fellowship program. Dr. Anthony’s research focuses on developing and improving assessment of children’s social, emotional, and academic competence and he teaches course on psychoeducational assessment, children’s social development, and research design. He has received several awards for his teaching and research including being named an early career scholar by the Society for the Study of School Psychology and being awarded the Diane E. Haines Teaching Excellence Award from the University of Florida College Of Education. He currently serves on the editorial board of the Journal of School Psychology and School Psychology Review.
Kranzler and Anthony provide faculty with a concise, non-threatening text specifically for students who have spent their lives fearing math classes. The book helps faculty walk students through statistics and helps them realize that they can succeed at math.
Brief but erudite; fun but mathematically muscular, too; this ideal, affordable textbook will be appropriate for any introductory undergraduate statistics course or related social science class. I have taught many versions of this text, but the Seventh Edition is the best yet, in part, due to its inclusion of more contemporary concepts (e.g., effect sizes).
As indicated by the title, Statistics for the Terrified has a target audience. The book features specialized content for this audience, such as insights on how to overcome math anxiety. However, both terrified and unnerved readers alike will appreciate the clear and relaxed style with which the authors present information. The book covers a range of foundational topics, from basic math concepts to statistical inference. In the postscript, the authors highlight the practical value of this content and encourage those who are interested to build upon this foundational knowledge. Now in its seventh edition, it is clear that the book resonates with readers and serves as a valuable resource for those interested in developing statistical expertise.
Statistics for the Terrified is an excellent resource for introducing elementary statistical concepts to students and faculty who are looking for a non-technical explanation of technical topics. Readers will be “taken by the hand” and led through strategies for overcoming their anxieties about math before learning about key concepts in descriptive and inferential statistics. Statistics for the Terrified is a welcome companion to any college statistics and research methods course.