Paper Title
Graduate training in statistics, methodology, and measurement in psychology: A survey of PhD programs in North America
Keywords
- Graduate Training
- Statistics
- Methodology
- Measurement
- PhD Programs
- Psychology Education
- Doctoral Training
- Quantitative Curriculum
- Methodological Curriculum
- Training Opportunities
- Traditional Techniques
- Research Competence
- Faculty Retraining
- Human Capital Needs
- North America
Article Type
Research Article
Journal
Research Impact Tools
Publication Info
Volume: 45 | Issue: 6 | Pages: 721–734
Published On
March, 1990
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Abstract
A survey of all PhD programs in psychology in the US and Canada assessed the extent to which advances in statistics, measurement, and methodology have been incorporated into doctoral training. In all, 84% of the 222 departments responded. The statistical and methodological curriculum has advanced little in 20 yrs; measurement has experienced a substantial decline. Typical 1st-yr courses serve well only those students who undertake traditional laboratory research. Training in top-ranked schools differs little from that in other schools. New PhDs are judged to be competent to handle traditional techniques, but not newer and often more useful procedures, in their own research. Proposed remedies for these deficiencies include revamping the basic required quantitative and methodological curriculum, culling available training opportunities across campus, and training students in more informal settings, along with providing retraining opportunities for faculty. These strategies require attention to the human capital needs that support high-quality quantitative and methodological training and practice. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)
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