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Vice President, STEM: Ben Roberts
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Copyright ©2018, 2015, 2013, 2010 by W. H. Freeman and Company

All rights reserved

Printed in the United States of America

First printing

W. H. Freeman and Company

One New York Plaza
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9
Brief Contents

Chapter 0 Getting Started

Part I: Exploring Data

Exploring Data: Variables and Distributions
Chapter 1 Picturing Distributions with Graphs
Chapter 2 Describing Distributions with Numbers
Chapter 3 The Normal Distributions
Exploring Data: Relationships
Chapter 4 Scatterplots and Correlation
Chapter 5 Regression
Chapter 6 Two-Way Tables*
Chapter 7 Exploring Data: Part I Review

Part II: Producing Data

Chapter 8 Producing Data: Sampling
Chapter 9 Producing Data: Experiments
Chapter 10 Data Ethics*
Chapter 11 Producing Data: Part II Review

Part III: From Data Production to Inference

Chapter 12 Introducing Probability
Chapter 13 General Rules of Probability*
Chapter 14 Binomial Distributions*
Chapter 15 Sampling Distributions
Chapter 16 Confidence Intervals: The Basics
Chapter 17 Tests of Significance: The Basics
Chapter 18 Inference in Practice
Chapter 19 From Data Production to Inference: Part III Review

10
Part IV: Inference about Variables
Quantitative Response Variable
Chapter 20 Inference about a Population Mean
Chapter 21 Comparing Two Means
Categorical Response Variable
Chapter 22 Inference about a Population Proportion
Chapter 23 Comparing Two Proportions
Chapter 24 Inference about Variables: Part IV Review

Part V: Inference about Relationships

Chapter 25 Two Categorical Variables: The Chi-Square Test
Chapter 26 Inference for Regression*
Chapter 27 One-Way Analysis of Variance: Comparing Several Means

Part VI: Optional Companion Chapters

(AVAILABLE ONLINE)
Chapter 28 Nonparametric Tests
Chapter 29 Multiple Regression
Chapter 30 Two-Way Analysis of Variance
Chapter 31 Statistical Process Control
Chapter 32 Resampling: Permutation Tests and the Bootstrap

*Starred material is not required for later parts of the text.

11
Contents

To the Instructor: About This Book

Features of The Basic Practice of Statistics, Eighth Edition
Why Did You Do That
Acknowledgments
Media and Supplements
About the Authors

Chapter 0 Getting Started

0.1 How the Data Were Obtained Matters
0.2 Always Look at the Data
0.3 Variation Is Everywhere
0.4 What Lies Ahead in This Book

Part I: Exploring Data

Chapter 1 Picturing Distributions with Graphs

1.1 Individuals and Variables
1.2 Categorical Variables: Pie Charts and Bar Graphs
1.3 Quantitative Variables: Histograms
1.4 Interpreting Histograms
1.5 Quantitative Variables: Stemplots
1.6 Time Plots

Chapter 2 Describing Distributions with Numbers

2.1 Measuring Center: The Mean
2.2 Measuring Center: The Median
2.3 Comparing the Mean and the Median
2.4 Measuring Variability: The Quartiles
2.5 The Five-Number Summary and Boxplots
2.6 Spotting Suspected Outliers and Modified Boxplots*
2.7 Measuring Variability: The Standard Deviation
2.8 Choosing Measures of Center and Variability
2.9 Examples of Technology
2.10 Organizing a Statistical Problem

Chapter 3 The Normal Distributions

12
 3.1 Density Curves
3.2 Describing Density Curves
3.3 Normal Distributions
3.4 The 68–95–99.7 Rule
3.5 The Standard Normal Distribution
3.6 Finding Normal Proportions
3.7 Using the Standard Normal Table
3.8 Finding a Value Given a Proportion

Chapter 4 Scatterplots and Correlation

4.1 Explanatory and Response Variables
4.2 Displaying Relationships: Scatterplots
4.3 Interpreting Scatterplots
4.4 Adding Categorical Variables to Scatterplots
4.5 Measuring Linear Association: Correlation
4.6 Facts about Correlation

Chapter 5 Regression
5.1 Regression Lines
5.2 The Least-Squares Regression Line
5.3 Examples of Technology
5.4 Facts about Least-Squares Regression
5.5 Residuals
5.6 Influential Observations
5.7 Cautions about Correlation and Regression
5.8 Association Does Not Imply Causation
5.9 Correlation, Prediction, and Big Data*

Chapter 6 Two-Way Tables*

6.1 Marginal Distributions
6.2 Conditional Distributions
6.3 Simpson’s Paradox

Chapter 7 Exploring Data:Part I Review

Part I Summary
Test Yourself
Supplementary Exercises
Online Data for Additional Analyses

Part II: Producing Data

Chapter 8 Producing Data: Sampling

13
 8.1 Population versus Sample
8.2 How to Sample Badly
8.3 Simple Random Samples
8.4 Inference about the Population
8.5 Other Sampling Designs
8.6 Cautions about Sample Surveys
8.7 The Impact of Technology

Chapter 9 Producing Data: Experiments

9.1 Observation versus Experiment
9.2 Subjects, Factors, and Treatments
9.3 How to Experiment Badly
9.4 Randomized Comparative Experiments
9.5 The Logic of Randomized Comparative Experiments
9.6 Cautions about Experimentation
9.7 Matched Pairs and Other Block Designs

Chapter 10 Data Ethics*

10.1 Institutional Review Boards
10.2 Informed Consent
10.3 Confidentiality
10.4 Clinical Trials
10.5 Behavioral and Social Science Experiments

Chapter 11 Producing Data: Part II Review

Part II Summary
Test Yourself
Supplementary Exercises

Part III: From Data Production to Inference

Chapter 12 Introducing Probability

12.1 The Idea of Probability
12.2 The Search for Randomness*
12.3 Probability Models
12.4 Probability Rules
12.5 Finite Probability Models
12.6 Continuous Probability Models
12.7 Random Variables
12.8 Personal Probability*

Chapter 13 General Rules of Probability*

14
 13.1 The General Addition Rule
13.2 Independence and the Multiplication Rule
13.3 Conditional Probability
13.4 The General Multiplication Rule
13.5 Showing Events Are Independent
13.6 Tree Diagrams
13.7 Bayes’ Rule*

Chapter 14 Binomial Distributions*

14.1 The Binomial Setting and Binomial Distributions
14.2 Binomial Distributions in Statistical Sampling
14.3 Binomial Probabilities
14.4 Examples of Technology
14.5 Binomial Mean and Standard Deviation
14.6 The Normal Approximation to Binomial Distributions

Chapter 15 Sampling Distributions

15.1 Parameters and Statistics
15.2 Statistical Estimation and the Law of Large Numbers
15.3 Sampling Distributions
15.4 The Sampling Distribution of x¯
15.5 The Central Limit Theorem
15.6 Sampling Distributions and Statistical Significance*

Chapter 16 Confidence Intervals: The Basics

16.1 The Reasoning of Statistical Estimation
16.2 Margin of Error and Confidence Level
16.3 Confidence Intervals for a Population Mean
16.4 How Confidence Intervals Behave

Chapter 17 Tests of Significance: The Basics

17.1 The Reasoning of Tests of Significance
17.2 Stating Hypotheses
17.3 P-Value and Statistical Significance
17.4 Tests for a Population Mean
17.5 Significance from a Table*

Chapter 18 Inference in Practice

18.1 Conditions for Inference in Practice
18.2 Cautions about Confidence Intervals
18.3 Cautions about Significance Tests
18.4 Planning Studies: Sample Size for Confidence Intervals
18.5 Planning Studies: The Power of a Statistical Test of Significance*

15
Chapter 19 From Data Production to Inference: Part III Review
Part III Summary
Test Yourself
Supplementary Exercises

Part IV: Inference about Variables

Chapter 20 Inference about a Population Mean

20.1 Conditions for Inference about a Mean
20.2 The t Distributions
20.3 The One-Sample t Confidence Interval
20.4 The One-Sample t Test
20.5 Examples of Technology
20.6 Matched Pairs t Procedures
20.7 Robustness of t Procedures

Chapter 21 Comparing Two Means

21.1 Two-Sample Problems p^
21.2 Comparing Two Population Means
21.3 Two-Sample t Procedures
21.4 Examples of Technology
21.5 Robustness Again
21.6 Details of the t Approximation*
21.7 Avoid the Pooled Two-Sample t Procedures*
21.8 Avoid Inference about Standard Deviations*

Chapter 22 Inference about a Population Proportion

22.1 The Sample Proportion p^
22.2 Large-Sample Confidence Intervals for a Proportion
22.3 Choosing the Sample Size
22.4 Significance Tests for a Proportion
22.5 Plus Four Confidence Intervals for a Proportion*

Chapter 23 Comparing Two Proportions

23.1 Two-Sample Problems: Proportions
23.2 The Sampling Distribution of a Difference between Proportions
23.3 Large-Sample Confidence Intervals for Comparing Proportions
23.4 Examples of Technology
23.5 Significance Tests for Comparing Proportions
23.6 Plus Four Confidence Intervals for Comparing Proportions*

Chapter 24 Inference about Variables: Part IV Review

16
 Part IV Summary
Test Yourself
Supplementary Exercises

Part V: Inference about Relationships

Chapter 25 Two Categorical Variables: The Chi-Square Test

25.1 Two-Way Tables
25.2 The Problem of Multiple Comparisons
25.3 Expected Counts in Two-Way Tables
25.4 The Chi-Square Statistic
25.5 Examples of Technology
25.6 The Chi-Square Distributions
25.7 Cell Counts Required for the Chi-Square Test
25.8 Uses of the Chi-Square Test: Independence and Homogeneity
25.9 The Chi-Square Test for Goodness of Fit*

Chapter 26 Inference for Regression

26.1 Conditions for Regression Inference
26.2 Estimating the Parameters
26.3 Examples of Technology
26.4 Testing the Hypothesis of No Linear Relationship
26.5 Testing Lack of Correlation
26.6 Confidence Intervals for the Regression Slope
26.7 Inference about Prediction
26.8 Checking the Conditions for Inference

Chapter 27 One-Way Analysis of Variance: Comparing Several Means

27.1 Comparing Several Means
27.2 The Analysis of Variance F Test
27.3 Examples of Technology
27.4 The Idea of Analysis of Variance
27.5 Conditions for ANOVA
27.6 F Distributions and Degrees of Freedom
27.7 Follow-up Analysis: Tukey Pairwise Multiple Comparisons
27.8 Some Details of ANOVA*
Notes and Data Sources
Tables
TABLE A Standard Normal Cumulative Proportions
TABLE B Random Digits
TABLE C t Distribution Critical Values

17
 TABLE D Chi-square Distribution Critical Values
TABLE E Critical Values of the Correlation r
Answers to Selected Exercises
Index

Part VI: Optional Companion Chapters

(AVAILABLE ONLINE)

Chapter 28 Nonparametric Tests

28.1 Comparing Two Samples: The Wilcoxon Rank Sum Test
28.2 The Normal Approximation for W
28.3 Examples of Technology
28.4 What Hypotheses Does Wilcoxon Test?
28.5 Dealing with Ties in Rank Tests
28.6 Matched Pairs: The Wilcoxon Signed Rank Test
28.7 The Normal Approximation for W+
28.8 Dealing with Ties in the Signed Rank Test
28.9 Comparing Several Samples: The Kruskal–Wallis Test
28.10 Hypotheses and Conditions for the Kruskal–Wallis Test
28.11 The Kruskal–Wallis Test Statistic

Chapter 29 Multiple Regression*

29.1 Adding a Categorical Variable in Regression
29.2 Estimating Parameters
29.3 Examples of Technology
29.4 Inference for Multiple Regression
29.5 Interaction
29.6 A Model with Two Regression Lines
29.7 The General Multiple Linear Regression Mode
29.8 The Woes of Regression Coefficients
29.9 A Case Study for Multiple Regression
29.10 Inference for Regression Parameters
29.11 Checking the Conditions for Inference

Chapter 30 Two-Way Analysis of Variance

30.1 Beyond One-Way ANOVA
30.2 Two-Way ANOVA: Conditions, Main Effects, and Interaction
30.3 Inference for Two-Way ANOVA
30.4 Some Details of Two-Way ANOVA*

Chapter 31 Statistical Process Control

18
 31.1 Processes
31.2 Describing Processes
31.3 The Idea of Statistical Process Control
31.4 x¯ Charts for Process Monitoring
31.5 s Charts for Process Monitoring
31.6 Using Control Charts
31.7 Setting up Control Charts
31.8 Comments on Statistical Control
31.9 Don’t Confuse Control with Capability
31.10 Control Charts for Sample Proportions
31.11 Control Limits for p Charts

Chapter 32 Resampling: Permutation Tests and the Bootstrap

32.1 Randomization in Experiments as a Basis for Inference
32.2 Permutation Tests for Two Treatments with Software
32.3 Generating Bootstrap Samples
32.4 Bootstrap Standard Errors and Confidence Intervals

*
Starred material is not required for later parts of the text.

19
TO THE INSTRUCTOR:

About This Book

elcome to the eighth edition of The Basic Practice of Statistics. As the

W name suggests, this text provides an introduction to the practice of

statistics that aims to equip students to carry out common statistical
procedures and to follow statistical reasoning in their fields of study and in their
future employment.
The Basic Practice of Statistics is designed to be accessible to college and
university students with limited quantitative background—just “algebra” in the
sense of being able to read and use simple equations. It is usable with almost any
level of technology for calculating and graphing—from a $15 “two-variable
statistics” calculator through a graphing calculator or spreadsheet program through
full statistical software. Of course, graphs and calculations are less tedious with
good technology, so we recommend making available to your students the most
effective technology that circumstances permit. To this end, SaplingPlus includes
access to the software packages CrunchIt! and JMP.
Despite the lower mathematical level, The Basic Practice of Statistics is
designed to reflect the actual practice of statistics, where data analysis and design
of data production join with probability-based inference to form a coherent science
of data. There are good pedagogical reasons for beginning with data analysis
(Chapters 1 through 7), then moving to data production (Chapters 8 through 11),
and then to probability and inference (Chapters 12 through 27). In studying data
analysis, students learn useful skills immediately and get over some of their fear of
statistics. Data analytics is much in the media these days, and by discussing data
analysis, instructors can link the course material to the current interest in data
analytics. Data analysis is a necessary preliminary to inference in practice because
inference requires clean data. Designed data production is the surest foundation for
inference, and the deliberate use of chance in random sampling and randomized
comparative experiments motivates the study of probability in a course that
emphasizes data-oriented statistics. The Basic Practice of Statistics gives a full
presentation of basic probability and inference (16 of the 27 chapters) but places it
in the context of statistics as a whole.

Guiding Principles and the GAISE Guidelines

The Basic Practice of Statistics is based on three principles: balanced content,
experience with data, and the importance of ideas. These principles are widely
accepted by statisticians concerned about teaching and are directly connected to

20
and reflected by the themes of the College Report of the Guidelines in Assessment
and Instruction for Statistics Education (GAISE) Project.
The GAISE Guidelines includes six recommendations for the introductory
statistics course. The content, coverage, and features of The Basic Practice of
Statistics are closely aligned to these recommendations:
1. Teach statistical thinking.
• Teach statistics as an investigative process of problem-solving and
decision-making. In The Basic Practice of Statistics, we present a four-step
process for solving statistical problems. This begins by stating the practical
question to be answered in the context of the real-world setting and ends with a
practical conclusion, often a decision to be made, in the setting of the real-
world problem. The process is illustrated in the text by revisiting data from a
study in a series of examples or exercises. Each time, different aspects of the
data are investigated, with the ultimate goal of making some decision based on
what one learns.
• Give students experience with multivariable thinking. The Basic Practice of
Statistics exposes students to multivariate thinking early in the book. Chapters
4, 5, and 6 introduce students to methods for exploring bivariate data. In
Chapter 7, we include online data with many variables, inviting students to
explore aspects of these data. In Chapter 9, we discuss the importance of
identifying the many variables that can affect a response and including them in
the design of an experiment and the interpretation of the results. In Part V, we
introduce students to formal methods of inference for bivariate data, and in the
online supplements, we discuss multiple regression, two-way ANOVA, and
statistical process control.
2. Focus on conceptual understanding. A first course in statistics introduces
many skills, from making a stemplot and calculating a correlation to choosing
and carrying out a significance test. In practice (even if not always in the
course), calculations and graphs are automated. Moreover, anyone who
makes serious use of statistics will need some specific procedures not taught
in their college statistics course. The Basic Practice of Statistics, therefore,
tries to emphasize conceptual understanding by making clear the larger
patterns and big ideas of statistics, not in the abstract, but in the context of
learning specific skills and working with specific data. Many of the big ideas
are summarized in graphical outlines. Three of the most useful appear inside
the front cover. Formulas without guiding principles do students little good
once the final exam is past, so it is worth the time to slow down a bit and
explain the ideas.
3. Integrate real data with a context and a purpose. The study of statistics is
supposed to help students work with data in their varied academic disciplines
and in their unpredictable later employment. Students learn to work with data
by working with data. The Basic Practice of Statistics is full of data from
many fields of study and from everyday life. Data are more than mere
numbers—they are numbers with a context that should play a role in making
sense of the numbers and in stating conclusions. Examples and exercises in

21
 The Basic Practice of Statistics, though intended for beginners, use real data
and give enough background to allow students to consider the meaning of
their calculations.
4. Foster active learning. Fostering active learning is the business of the
teacher, though an emphasis on working with data helps. To this end, we
have created interactive applets to our specifications and available online.
These are designed primarily to help in learning statistics rather than in doing
statistics. We suggest using selected applets for classroom demonstrations
even if you do not ask students to work with them. The Correlation and
Regression, Confidence Intervals, and P-Value of a Test of Significance
applets, for example, convey core ideas more clearly than any amount of
chalk and talk.
For each chapter, web exercises are provided online. Our intent is to take
advantage of the fact that most undergraduates are “web savvy.” These
exercises require students to search the web for either data or statistical
examples and then evaluate what they find. Teachers can use these as
classroom activities or assign them as homework projects.
5. Use technology to explore concepts and analyze data. Automating
calculations increases students’ ability to complete problems, reduces their
frustration, and helps them concentrate on ideas and problem recognition
rather than mechanics. At a minimum, students should have a “two-variable
statistics” calculator with functions for correlation and the least-squares
regression line as well as for the mean and standard deviation.
Many instructors will take advantage of more elaborate technology, as
ASA/MAA and GAISE recommend. And many students who don’t use
technology in their college statistics course will find themselves using (for
example) Excel on the job. The Basic Practice of Statistics does not assume
or require use of software except in Part V, where the work is otherwise too
tedious. It does accommodate software use and tries to convince students that
they are gaining knowledge that will enable them to read and use output from
almost any source. There are regular “Examples of Technology” sections
throughout the text. Each of these sections displays and comments on output
from the same three technologies, representing graphing calculators (the
Texas Instruments TI-83 or TI-84), spreadsheets (Microsoft Excel), and
statistical software (JMP, Minitab, and CrunchIt!). The output always
concerns one of the main teaching examples so that students can compare text
and output.
6. Use assessments to improve and evaluate student learning. Within
chapters, a few “Apply Your Knowledge” exercises follow each new idea or
skill for a quick check of basic mastery—and also to mark off digestible bites
of material. Each of the first four parts of the book ends with a review chapter
that includes a point-by-point outline of skills learned, problems students can
use to test themselves, and several supplementary exercises. (Instructors can
choose to cover any or none of the chapters in Part V, so each of these

22
 chapters includes a skills outline.) The review chapters present supplemental
exercises without the “I just studied that” context, thus asking for another
level of learning. We think it is helpful to assign some supplemental
exercises. Many instructors will find that the review chapters appear at the
right points for pre-examination review. The “Test Yourself” questions can
be used by students to review, self-assess, and prepare for such an
examination. In addition, assessment materials in the form of a test bank and
quizzes are available online.

What’s New?
The new edition of The Basic Practice of Statistics brings many new examples and
exercises. There are new data sets from a variety of sources, including psychology
(the relationship between wearing safety gear and risk taking, brain wave activity
in response to box-office successes versus box-office failures), public health
(worldwide child mortality rates, poverty and life expectancy), politics (the erosion
of confidence in Congress), and human behavior (social networking). Popular
examples and exercises such as the Florida manatee regression example return,
many with updated data. These are just a few of a large number of new data
settings in this edition.
A new edition is also an opportunity to introduce new content and modify the
exposition in ways intended to help students learn. Here are some of the changes:
• Discussion of big data has been added to the end of Chapter 5 as an optional
section.
• The order of topics in Chapter 13 has been rearranged for a simpler
presentation. Conditional probability is introduced using two-way tables of
counts rather than probabilities, and Bayes’ theorem is included as an optional
section.
• The sections in Chapter 25 have been rearranged to introduce the chi-square
distributions earlier in the chapter.
• Coverage of multiple comparisons has been integrated into the one-way
analysis of variance Chapter 27.
• The optional Chapter 30 now covers only two-way analysis of variance.
• Material on resampling methods, including bootstrapping and permutation tests,
has been included in the optional Chapter 32.
• Web exercises have been removed from the print edition and are available
online.

23
FEATURES

of The Basic Practice of Statistics, Eighth Edition

In this chapter we cover . . .

Each chapter opener offers a brief overview of where the chapter is heading, often
with reference to previous chapters, and includes a section outline of the major
topics that will be covered.

Four-Step Examples
In Chapter 2, students learn how to use the four-step process for working through
statistical problems: State, Plan, Solve, Conclude. By observing this framework at
work in selected examples throughout the text and practicing it in selected
exercises, students develop the ability to solve and write reports on real statistical
problems encountered outside the classroom.

Apply Your Knowledge

Major concepts are immediately reinforced with problems that are interspersed
throughout the chapter (often following examples). These problems allow students
to practice their skills concurrently as they work through the text.

Macmillan Learning Online Resources

Many sections end with references to the most relevant and helpful online
resources (chosen by the authors and available in SaplingPlus) for students to use
for further explanation or practice.

Examples of Technology
Located where most appropriate, these special sections display and comment on
the output from graphing calculators, spreadsheets, and statistical software in the
context of examples from the text.

Statistics in Your World

These brief asides in each chapter illustrate major concepts or present cautionary
tales through entertaining and relevant stories, allowing students to take a break
from the exposition while staying engaged.

Chapter Summary and Link It

24
Each chapter concludes with a summary of the chapter specifics, including major
terms and processes, followed by a brief discussion of how the chapter links to
material from both previous and upcoming chapters.

Check Your Skills and Chapter Exercises

Each chapter ends with a series of multiple-choice problems that test students’
understanding of basic concepts and their ability to apply the concepts to real-
world statistical situations. The multiple-choice problems are followed by a set of
more in-depth exercises that allow students to make judgments and draw
conclusions based on real data and real scenarios.

Web Exercises
A final set of exercises, offered online, asks students to investigate data and
statistical issues by researching topics online. These exercises tend to be more
involved and provide an opportunity for students to dig deep into contemporary
issues and special applications of statistics.

Online Data for Additional Analyses

References to larger data sets are suggested in Chapter 7 to provide an opportunity
for students to apply the methods of Chapters 1 through 6 to explore data on their
own. This is intended to reinforce the idea of exploratory data analysis as a tool for
exploring data.

25
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