Aspects de quelques critiques non fondées de la théorie des tests statistiques
Many critics have been issued since 1960 about significance testing theory of Fisher and hypothesis testing theory of Neyman-Pearson, notably in the domains of sociology and psychology. The controversy about the statistical tests has essentially bearing upon, on its use and on the interpretation of...
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| Publicado no: | URI:https://journals.openedition.org/adsc, |
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| Auteurs principaux: | , |
| Formato: | Article ou chapitre numérique |
| Idioma: | Français |
| Publicado em: |
Annales de Didactique et de Sciences Cognitives
2024
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| Assuntos: | |
| Acesso em linha: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Resumo: | Many critics have been issued since 1960 about significance testing theory of Fisher and hypothesis testing theory of Neyman-Pearson, notably in the domains of sociology and psychology. The controversy about the statistical tests has essentially bearing upon, on its use and on the interpretation of results that will generate. Some authors and professional associations proposed the gap of this concept in the teaching or at least be going with others inferential methods. We treat this subject in a purely didactic viewpoint, by analyzing the essential of these critics in the context of teaching these theories. One a priori analysis of these critics has allowed us to isolate many elements that demonstrate the no soundness. So, the exploratory study that we have led with students specialised in statistics, have involved some results that corroborate, if not confirm, the pertinence of the elements of our starting hypothesis «the majority of these critics must rather been imputed to one no mastery of statistical test concept by some users and to underlying interpretative abuses, and not to the considerations intrinsically linked to the concept of statistical test or to its teaching », that represent a plea of the statistical tests and of its teaching. |
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