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9781538144862

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Kranzler provides 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. -- Christine Tartaro, Stockton University 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). -- Edward Rossini, Roosevelt University 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. -- Nicholas Benson, Ph.D., Associate Professor, Department of Educational Psychology, Baylor University 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. -- Kara Styck, Assistant Professor of Psychology, Northern Illinois University

Author Information

John H. Kranzler is professor and director of the school psychology program in the School of Special Education, School Psychology, & Early Childhood Studies at the University of Florida. He earned his PhD from UC Berkeley in 1990 and has taught classes in school psychology, learning and cognition, measurement and evaluation, theories of intelligence, psychoeducational assessment, statistics, law & ethics in psychology, and individual differences. His main area of scholarly interest concerns the nature, development, and assessment of human cognitive abilities. Christopher J. Anthony is an assistant professor of school psychology at the University of Florida. He received his PhD in 2016 from the Pennsylvania State University, was on the faculty of the school psychology program at Oklahoma State University from 2016 to 2018, and began at the University of Florida in 2018. His scholarship seeks to better assess and understand these factors to support their integration into school-based programming and promote the comprehensive development of all children.

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