We don't need to tell you that quantitative analysis is an integral part of psychology. Aside from the introductory psychology course, 
behavioral statistics is one of the few common courses for all psychology majors.  You undoubtedly studied statistics as an 
undergraduate and certainly were required to take some statistics courses in graduate school.  In fact you may have used the 
Runyon and Haber text in some of your courses.   If you did then you already know of the long tradition of this text.  We have 
attempted to maintain that tradition and at the same time we have attempted to present new material, reflective of important 
evolution of thought within the field and have deleted material that has outgrown its usefulness.

Two monumental developments within the world of statistics have been the evolving. The first of these has been the increased 
recognition of the importance of power in the design and conduct of experiments.  The second important development has been 
the questioning of the value of statistical hypothesis testing.  In terms of the latter, we recognize that hypothesis testing has its 
limitations, yet we believe that it still can serve a useful function.  Rather than discard hypothesis testing, we show students 
how to analyze the data from a number of perspectives in addition to using traditional hypothesis testing.  In terms of power we 
present the concepts of power and effect size and factors such as sample size and alpha that affect the power of a test.  
Indeed, each chapter related to inferential statistics has a section that reviews issues related to the power of the statistic.

Another addition to the text is the inclusion of clear examples of how to present the results of research in a research paper.  
Several of the chapters now include short examples illustrating the editorial style of the American Psychological Association. 
Learning to write clearly about empirical matters is an important skill that will serve your students well. With respect to maintaining 
the currency of the text, we have removed some material from previous editions and added new material.  We decided to finally 
retire the material on grouped frequency distributions.  Grouped data was once a necessary computational approach.  
The advent of computers and other technological advances has eliminated the need for its inclusion. Instead, we focus more on 
how students can use exploratory data analysis and graphing techniques to augment their analysis of data.

Tradition, our own biases in the teaching of statistics, and reviewers' comments have all influenced the sequence of chapters in 
the text. We recognize that some may not agree with our arrangement.  Thus, we intentionally wrote the chapters to be relatively 
free standing.  In some cases, this is an impossible task.  Testing hypotheses in the chapter on analysis of variance cannot be 
understood without a solid foundation hypothesis testing in general.  We tried to write a text that lends itself to differing orders of 
presentation. 

We hope that you find this as well as other aspects of the text accommodating. 
                    

Visit our Supplements Web Page to learn more about Computerized Test Banks and other teaching aids.

There is an Instructors' Manual that is available in print, 
and there is an Online Version of the Instructors' Manual on this web site, password protected.

For instructors to obtain a password, contact your McGraw-Hill Sales Representative. You can 
follow this link to use McGraw-Hill's Campus Rep Locator to find out who your Representative is. 

On this web site, there is also an Image Bank with various statistics illustrations you can use in overheads,
slideshows, and other presentations. 

Finally, there is a Web Links List for instructors.