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13th Edition
Understandable
Statistics
Concepts and Methods
BRASE • BRASE
DOLOR • SEIBERT
Areas of a Standard Normal Distribution
(a) Table of Areas to the Left of z
z .00 .01 .02 .03 .04 .05 .06 .07 .08 .09
23.4 .0003 .0003 .0003 .0003 .0003 .0003 .0003 .0003 .0003 .0002
23.3 .0005 .0005 .0005 .0004 .0004 .0004 .0004 .0004 .0004 .0003
23.2 .0007 .0007 .0006 .0006 .0006 .0006 .0006 .0005 .0005 .0005
z 0 23.1 .0010 .0009 .0009 .0009 .0008 .0008 .0008 .0008 .0007 .0007
23.0 .0013 .0013 .0013 .0012 .0012 .0011 .0011 .0011 .0010 .0010
The table entry for z is the area to
the left of z. 22.9 .0019 .0018 .0018 .0017 .0016 .0016 .0015 .0015 .0014 .0014
22.8 .0026 .0025 .0024 .0023 .0023 .0022 .0021 .0021 .0020 .0019
22.7 .0035 .0034 .0033 .0032 .0031 .0030 .0029 .0028 .0027 .0026
22.6 .0047 .0045 .0044 .0043 .0041 .0040 .0039 .0038 .0037 .0036
22.5 .0062 .0060 .0059 .0057 .0055 .0054 .0052 .0051 .0049 .0048
22.4 .0082 .0080 .0078 .0075 .0073 .0071 .0069 .0068 .0066 .0064
22.3 .0107 .0104 .0102 .0099 .0096 .0094 .0091 .0089 .0087 .0084
22.2 .0139 .0136 .0132 .0129 .0125 .0122 .0119 .0116 .0113 .0110
22.1 .0179 .0174 .0170 .0166 .0162 .0158 .0154 .0150 .0146 .0143
22.0 .0228 .0222 .0217 .0212 .0207 .0202 .0197 .0192 .0188 .0183
21.9 .0287 .0281 .0274 .0268 .0262 .0256 .0250 .0244 .0239 .0233
21.8 .0359 .0351 .0344 .0336 .0329 .0322 .0314 .0307 .0301 .0294
21.7 .0446 .0436 .0427 .0418 .0409 .0401 .0392 .0384 .0375 .0367
21.6 .0548 .0537 .0526 .0516 .0505 .0495 .0485 .0475 .0465 .0455
21.5 .0668 .0655 .0643 .0630 .0618 .0606 .0594 .0582 .0571 .0559
21.4 .0808 .0793 .0778 .0764 .0749 .0735 .0721 .0708 .0694 .0681
21.3 .0968 .0951 .0934 .0918 .0901 .0885 .0869 .0853 .0838 .0823
21.2 .1151 .1131 .1112 .1093 .1075 .1056 .1038 .1020 .1003 .0985
21.1 .1357 .1335 .1314 .1292 .1271 .1251 .1230 .1210 .1190 .1170
21.0 .1587 .1562 .1539 .1515 .1492 .1469 .1446 .1423 .1401 .1379
20.9 .1841 .1814 .1788 .1762 .1736 .1711 .1685 .1660 .1635 .1611
20.8 .2119 .2090 .2061 .2033 .2005 .1977 .1949 .1922 .1894 .1867
20.7 .2420 .2389 .2358 .2327 .2296 .2266 .2236 .2206 .2177 .2148
20.6 .2743 .2709 .2676 .2643 .2611 .2578 .2546 .2514 .2483 .2451
20.5 .3085 .3050 .3015 .2981 .2946 .2912 .2877 .2843 .2810 .2776
20.4 .3446 .3409 .3372 .3336 .3300 .3264 .3228 .3192 .3156 .3121
20.3 .3821 .3783 .3745 .3707 .3669 .3632 .3594 .3557 .3520 .3483
20.2 .4207 .4168 .4129 .4090 .4052 .4013 .3974 .3936 .3897 .3859
20.1 .4602 .4562 .4522 .4483 .4443 .4404 .4364 .4325 .4286 .4247
20.0 .5000 .4960 .4920 .4880 .4840 .4801 .4761 .4721 .4681 .4641
For values of z less than 23.49, use 0.000 to approximate the area.
Copyright 2023 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Areas of a Standard Normal Distribution continued
z .00 .01 .02 .03 .04 .05 .06 .07 .08 .09
0.0 .5000 .5040 .5080 .5120 .5160 .5199 .5239 .5279 .5319 .5359
0.1 .5398 .5438 .5478 .5517 .5557 .5596 .5636 .5675 .5714 .5753
0.2 .5793 .5832 .5871 .5910 .5948 .5987 .6026 .6064 .6103 .6141
0.3 .6179 .6217 .6255 .6293 .6331 .6368 .6406 .6443 .6480 .6517
0 z 0.4 .6554 .6591 .6628 .6664 .6700 .6736 .6772 .6808 .6844 .6879
0.5 .6915 .6950 .6985 .7019 .7054 .7088 .7123 .7157 .7190 .7224
The table entry for z is the area to
0.6 .7257 .7291 .7324 .7357 .7389 .7422 .7454 .7486 .7517 .7549
the left of z.
0.7 .7580 .7611 .7642 .7673 .7704 .7734 .7764 .7794 .7823 .7852
0.8 .7881 .7910 .7939 .7967 .7995 .8023 .8051 .8078 .8106 .8133
0.9 .8159 .8186 .8212 .8238 .8264 .8289 .8315 .8340 .8365 .8389
1.0 .8413 .8438 .8461 .8485 .8508 .8531 .8554 .8577 .8599 .8621
1.1 .8643 .8665 .8686 .8708 .8729 .8749 .8770 .8790 .8810 .8830
1.2 .8849 .8869 .8888 .8907 .8925 .8944 .8962 .8980 .8997 .9015
1.3 .9032 .9049 .9066 .9082 .9099 .9115 .9131 .9147 .9162 .9177
1.4 .9192 .9207 .9222 .9236 .9251 .9265 .9279 .9292 .9306 .9319
1.5 .9332 .9345 .9357 .9370 .9382 .9394 .9406 .9418 .9429 .9441
1.6 .9452 .9463 .9474 .9484 .9495 .9505 .9515 .9525 .9535 .9545
1.7 .9554 .9564 .9573 .9582 .9591 .9599 .9608 .9616 .9625 .9633
1.8 .9641 .9649 .9656 .9664 .9671 .9678 .9686 .9693 .9699 .9706
1.9 .9713 .9719 .9726 .9732 .9738 .9744 .9750 .9756 .9761 .9767
2.0 .9772 .9778 .9783 .9788 .9793 .9798 .9803 .9808 .9812 .9817
2.1 .9821 .9826 .9830 .9834 .9838 .9842 .9846 .9850 .9854 .9857
2.2 .9861 .9864 .9868 .9871 .9875 .9878 .9881 .9884 .9887 .9890
2.3 .9893 .9896 .9898 .9901 .9904 .9906 .9909 .9911 .9913 .9916
2.4 .9918 .9920 .9922 .9925 .9927 .9929 .9931 .9932 .9934 .9936
2.5 .9938 .9940 .9941 .9943 .9945 .9946 .9948 .9949 .9951 .9952
2.6 .9953 .9955 .9956 .9957 .9959 .9960 .9961 .9962 .9963 .9964
2.7 .9965 .9966 .9967 .9968 .9969 .9970 .9971 .9972 .9973 .9974
2.8 .9974 .9975 .9976 .9977 .9977 .9978 .9979 .9979 .9980 .9981
2.9 .9981 .9982 .9982 .9983 .9984 .9984 .9985 .9985 .9986 .9986
3.0 .9987 .9987 .9987 .9988 .9988 .9989 .9989 .9989 .9990 .9990
3.1 .9990 .9991 .9991 .9991 .9992 .9992 .9992 .9992 .9993 .9993
Areas of a Standard Normal
3.2 .9993 .9993 .9994 .9994 .9994 .9994 .9994 .9995 .9995 .9995
Distribution continued
3.3 .9995 .9995 .9995 .9996 .9996 .9996 .9996 .9996 .9996 .9997
(b) Confidence Interval 3.4 .9997 .9997 .9997 .9997 .9997 .9997 .9997 .9997 .9997 .9998
Critical Values zc
For z values greater than 3.49, use 1.000 to approximate the area.
Level of Critical
Confidence c Value zc
0.70, or 70% 1.04
0.75, or 75% 1.15
Areas of a Standard Normal Distribution continued
0.80, or 80% 1.28
0.85, or 85% 1.44 (c) Hypothesis Testing, Critical Values z0
0.90, or 90% 1.645 Level of Significance A 5 0.05 A 5 0.01
0.95, or 95% 1.96 Critical value z0 for a left-tailed test 21.645 22.33
0.98, or 98% 2.33 Critical value z0 for a right-tailed test 1.645 2.33
0.99, or 99% 2.58 Critical values 6z0 for a two-tailed test 61.96 62.58
c is a confidence level
Critical Values for Student’s t Distribution
one-tail area 0.250 0.125 0.100 0.075 0.050 0.025 0.010 0.005 0.0005
two-tail area 0.500 0.250 0.200 0.150 0.100 0.050 0.020 0.010 0.0010
Area c d.f. c 0.500 0.750 0.800 0.850 0.900 0.950 0.980 0.990 0.999
1 1.000 2.414 3.078 4.165 6.314 12.706 31.821 63.657 636.619
–t 0 t 2 0.816 1.604 1.886 2.282 2.920 4.303 6.965 9.925 31.599

3 0.765 1.423 1.638 1.924 2.353 3.182 4.541 5.841 12.924
4 0.741 1.344 1.533 1.778 2.132 2.776 3.747 4.604 8.610
5 0.727 1.301 1.476 1.699 2.015 2.571 3.365 4.032 6.869
6 0.718 1.273 1.440 1.650 1.943 2.447 3.143 3.707 5.959
One-tail area
7 0.711 1.254 1.415 1.617 1.895 2.365 2.998 3.499 5.408
8 0.706 1.240 1.397 1.592 1.860 2.306 2.896 3.355 5.041
9 0.703 1.230 1.383 1.574 1.833 2.262 2.821 3.250 4.781
Right-tail
area 10 0.700 1.221 1.372 1.559 1.812 2.228 2.764 3.169 4.587
11 0.697 1.214 1.363 1.548 1.796 2.201 2.718 3.106 4.437
0 t 12 0.695 1.209 1.356 1.538 1.782 2.179 2.681 3.055 4.318
13 0.694 1.204 1.350 1.530 1.771 2.160 2.650 3.012 4.221
14 0.692 1.200 1.345 1.523 1.761 2.145 2.624 2.977 4.140
15 0.691 1.197 1.341 1.517 1.753 2.131 2.602 2.947 4.073
Left-tail
16 0.690 1.194 1.337 1.512 1.746 2.120 2.583 2.921 4.015
area 17 0.689 1.191 1.333 1.508 1.740 2.110 2.567 2.898 3.965
18 0.688 1.189 1.330 1.504 1.734 2.101 2.552 2.878 3.922
–t 0
19 0.688 1.187 1.328 1.500 1.729 2.093 2.539 2.861 3.883
20 0.687 1.185 1.325 1.497 1.725 2.086 2.528 2.845 3.850
21 0.686 1.183 1.323 1.494 1.721 2.080 2.518 2.831 3.819
22 0.686 1.182 1.321 1.492 1.717 2.074 2.508 2.819 3.792
Two-tail area 23 0.685 1.180 1.319 1.489 1.714 2.069 2.500 2.807 3.768
24 0.685 1.179 1.318 1.487 1.711 2.064 2.492 2.797 3.745
25 0.684 1.178 1.316 1.485 1.708 2.060 2.485 2.787 3.725
Area
26 0.684 1.177 1.315 1.483 1.706 2.056 2.479 2.779 3.707
27 0.684 1.176 1.314 1.482 1.703 2.052 2.473 2.771 3.690
28 0.683 1.175 1.313 1.480 1.701 2.048 2.467 2.763 3.674
–t 0 t
29 0.683 1.174 1.311 1.479 1.699 2.045 2.462 2.756 3.659
30 0.683 1.173 1.310 1.477 1.697 2.042 2.457 2.750 3.646
35 0.682 1.170 1.306 1.472 1.690 2.030 2.438 2.724 3.591
STATISTICS FORMULA CARD 40 0.681 1.167 1.303 1.468 1.684 2.021 2.423 2.704 3.551
for Brase/Brase. Understandable Statistics
Copyright © Cengage Learning. All rights reserved. 45 0.680 1.165 1.301 1.465 1.679 2.014 2.412 2.690 3.520
50 0.679 1.164 1.299 1.462 1.676 2.009 2.403 2.678 3.496
60 0.679 1.162 1.296 1.458 1.671 2.000 2.390 2.660 3.460
70 0.678 1.160 1.294 1.456 1.667 1.994 2.381 2.648 3.435
80 0.678 1.159 1.292 1.453 1.664 1.990 2.374 2.639 3.416
100 0.677 1.157 1.290 1.451 1.660 1.984 2.364 2.626 3.390
500 0.675 1.152 1.283 1.442 1.648 1.965 2.334 2.586 3.310
1000 0.675 1.151 1.282 1.441 1.646 1.962 2.330 2.581 3.300
` 0.674 1.150 1.282 1.440 1.645 1.960 2.326 2.576 3.291
For degrees of freedom d.f. not in the table, use the closest d.f. that is smaller.
f 5 frequency s 5 sample standard deviation p̂ 5 sample proportion
n 5 sample size  5 population standard deviation p5 population proportion
N_ 5 population size s2 5 sample variance p5 probability of success
x 5 sample mean  2 5 population variance q5 probability of failure
m 5 population mean
THIRTEENTH EDITION
Understandable
Statistics
CONCEPTS AND METHODS
Charles Henry Brase

REGIS UNIVERSITY
Corrinne Pellillo Brase

ARAPAHOE COMMUNITY COLLEGE
Jason Dolor
PORTLAND STATE UNIVERSITY
James Seibert
REGIS UNIVERSITY
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
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Printed in the United States of America

Print Number: 02 Print Year: 2022
This book is dedicated to the memory of
a great teacher, mathematician, and friend
Burton W. Jones
Professor Emeritus, University of Colorado
iv
Contents
Preface viii
Table of Prerequisite Material xxv
1 Getting Started 2
FOCUS PROBLEM: Where Have All the Fireflies Gone? 3
1.1 What Is Statistics? 4
1.2 Random Samples 12
1.3 Introduction to Experimental Design 20
Summary 30
Important Words & Symbols 30
Chapter Review Problems 31
Data Highlights: Group Projects 33
Linking Concepts: Writing Projects 33
USING TECHNOLOGY 34
2 Organizing Data 36
FOCUS PROBLEM: Say It with Pictures 37
2.1 Frequency Distributions, Histograms, and Related Topics 39
2.2 Bar Graphs, Circle Graphs, and Time-Series Graphs 57
2.3 Stem-and-Leaf Displays 66
Summary 75
USING TECHNOLOGY 80
3 Averages and Variation 84

FOCUS PROBLEM: Water: Yellowstone River 85
3.1 Measures of Central Tendency: Mode, Median, and Mean 86
3.2 Measures of Variation 96
3.3 Percentiles and Box-and-Whisker Plots 112
Summary 122
USING TECHNOLOGY 127
Cumulative Review Problems 129
iv
CONTENTS v
4 Elementary Probability Theory 132

FOCUS PROBLEM: How Often Do Lie Detectors Lie? 133
4.1 What Is Probability? 134
4.2 Some Probability Rules—Compound Events 145
4.3 Trees and Counting Techniques 164
Summary 175
5 The Binomial Probability Distribution

and Related Topics 182
FOCUS PROBLEM: Experiencing Other Cultures: How Many International Students? 183
5.1 Introduction to Random Variables and Probability Distributions 184
5.2 Binomial Probabilities 193
5.3 Additional Properties of the Binomial Distribution 208
5.4 The Geometric and Poisson Probability Distributions (eTextbook only)
Summary 220
6 Normal Curves and Sampling Distributions 228

FOCUS PROBLEM: Impulse Buying 229
PART I: Normal Distributions 230
6.1 Graphs of Normal Probability Distributions 230
6.2 Standard Units and Areas Under the Standard Normal Distribution 242
6.3 Areas Under Any Normal Curve 252
PART I: Summary 267
PART II: Sampling Distributions and the Normal Approximation to Binomial
Distribution 267
6.4 Sampling Distributions 267
6.5 The Central Limit Theorem 275
6.6 Normal Approximation to the Binomial Distribution and to the pˆ
Distribution 286
PART II: Summary 295
Summary 296
7 Estimation 308
FOCUS PROBLEM: The Trouble with Wood Ducks 309
PART I: Estimating a Single Mean or Single Proportion 310
7.1 Estimating m When σ Is Known 310
vi CONTENTS
7.2 Estimating m When σ Is Unknown 323

7.3 Estimating p in the Binomial Distribution 335
PART I: Summary 349
PART II: Estimating the Difference Between Two Means or Two
Proportions 349
7.4 Estimating m1 − m2 and p1 − p2 350
Summary 371
8 Hypothesis Testing 382

FOCUS PROBLEM: Benford’s Law: The Importance of Being Number 1 383
PART I: Testing a Single Mean or Single Proportion 384
8.1 Introduction to Statistical Tests 384
8.2 Testing the Mean m 400
8.3 Testing a Proportion p 415
PART I: Summary 426
PART II: Testing a Difference Between Two Means or Two
Proportions 426
8.4 Tests Involving Paired Differences (Dependent Samples) 427
8.5 Testing m1 − m2 and p1 − p2 (Independent Samples) 439
Summary 462
Finding the P-Value Corresponding to a Sample Test
Statistic 462
9 Correlation and Regression 470

FOCUS PROBLEM: Changing Populations and Crime Rate 471
PART I: Simple Linear Regression 472
9.1 Scatter Diagrams and Linear Correlation 472
9.2 Linear Regression and the Coefficient of Determination 488
9.3 Inferences for Correlation and Regression 503
PART I: Summary 522
PART II: Multiple Regression 522
9.4 Multiple Regression 523
Summary 537
CONTENTS vii
10 Chi-Square and F Distributions548

FOCUS PROBLEM: Archaeology in Bandelier National Monument 549
PART I: Inferences Using the Chi-Square Distribution 550
10.1 Chi-Square: Tests of Independence and of Homogeneity 551
10.2 Chi-Square: Goodness of Fit 566
10.3 Testing and Estimating a Single Variance or Standard Deviation 575
PART I: Summary 587
PART II: Inferences Using the F Distribution 588
10.4 Testing Two Variances 589
10.5 One-Way ANOVA: Comparing Several Sample Means 598
10.6 Introduction to Two-Way ANOVA 614
Summary 626
Part I 626
Part II 626
Part I 626
Part II 626
11 Nonparametric Statistics 634

FOCUS PROBLEM: How Cold? Compared to What? 635
11.1 The Sign Test for Matched Pairs 636
11.2 The Rank-Sum Test 643
11.3 Spearman Rank Correlation 650
11.4 Runs Test for Randomness 660
Summary 669
Appendix I: Additional Topics (eTextbook only) A1

PART I: Bayes’s Theorem
PART II: The Hypergeometric Probability Distribution
Appendix II: Tables A3

Table 1: Random Numbers A3
Table 2: Binomial Coefficients Cn,r A4
Table 3: Binomial Probability Distribution Cn,r prqn2r A5
Table 4: Poisson Probability Distribution A10
Table 5: Areas of a Standard Normal Distribution A16
Table 6: Critical Values for Student’s t Distribution A18
Table 7: The χ Distribution A19
2
Table 8: Critical Values for F Distribution A20

Table 9: Critical Values for Spearman Rank Correlation, rs A30
Table 10: Critical Values for Number of Runs R (Level of Significance a 5 0.05) A31
Answers and Key Steps to Odd-Numbered Problems A33
Index I1
viii Preface
Preface
Welcome to the exciting world of statistics! We have written this text to make statis-
tics accessible to everyone, including those with a limited mathematics background.
Statistics affects all aspects of our lives. Whether we are testing new medical devices
or determining what will entertain us, applications of statistics are so numerous that,
in a sense, we are limited only by our own imagination in discovering new uses for
statistics.
Overview
The thirteenth edition of Understandable Statistics: Concepts and Methods contin-
ues to emphasize concepts of statistics that are covered in Introductory Statistics
courses. Statistical methods are carefully presented with a focus on understanding
both the suitability of the method and the meaning of the result. Statistical methods
and measurements are developed in the context of applications.
Critical thinking and interpretation are essential in understanding and evaluat-
ing information. Statistical literacy is fundamental for applying and comprehending
statistical results. In this edition we have expanded and highlighted the treatment
of statistical literacy, critical thinking, and interpretation. Updated Critical Thinking
activities give students opportunities to deeply explore concepts through hands-
on learning that challenge student thinking beyond procedural fluency. Revised
Viewpoint boxes also help students synthesize what they’ve learned by engaging
with real data and applying concepts to real-world situations.
We have retained and expanded features that made the first 12 editions of the
text very readable. Definition boxes highlight important terms. Procedure displays
summarize steps for analyzing data. Examples, exercises, and problems have been
updated for currency, relevancy, and an increased focus on diversity, equity, and in-
clusion. Additionally, the Cengage Instructor Center at faculty.cengage.com contains
more than 100 data sets and technology guides.
WebAssign for Brase/Brase’s Understandable Statistics: Concepts and Methods,

Thirteenth Edition, puts powerful tools in the hands of instructors with a flexible
and fully customizable online instructional solution, enabling them to deploy as-
signments, instantly assess individual student and class performance, and help stu-
dents master the course concepts. With WebAssign’s powerful digital platform and
Understandable Statistics’ specific content, instructors can tailor their course with a
wide range of assignment settings, add their own questions and content, and connect
with students effectively using communication tools.
Major Changes in the Thirteenth Edition

With each new edition, the authors reevaluate the scope, appropriateness, and effec-
tiveness of the text’s presentation and reflect on extensive user feedback. Revisions
have been made throughout the text to clarify explanations of important concepts,
engage students in discussion and active learning using simulations, and help all
students feel included in the content.
viii
Preface ix
Global Updates
• Contexts throughout the text have been updated to improve diversity, equity, and
inclusion.
• Examples, Guided Exercises, and Problems have been updated for currency and
relevancy.
• Critical Thinking and Viewpoint boxes have been revised to engage students in
discussions and hands-on learning using simulations and real data, including data
from Cengage’s Dataset Hub.
• SALT (Statistical Analysis and Learning Tool) has been incorporated into the Tech
Notes and Using Technology sections.
• Over 100 new exercises have been added.
• Expand Your Knowledge has been streamlined to incorporate relevant content into the
main text and remove content that was beyond the scope of the learning objectives.
Chapter Updates
• Chapter 2: Organizing Data
New Focus Problem on Covid-19.
∞
• Chapter 3: Averages and Variation

New introduction to Standard Deviation in Section 3.2.
∞
New coverage on Grouped Data in Section 3.2.

∞
• Chapter 4: Elementary Probability Theory

New explanation of the Law of Large Numbers in Section 4.1.
∞
New discussion of events with very high or very low probabilities in Section 4.1.
∞
New Critical Thinking simulation activity on probability in Section 4.1.

∞
• Chapter 5: The Binomial Probability Distribution and Related Topics

New Focus Problem on Experiencing Other Cultures.
∞
Removed coverage of “Linear Functions of a Random Variable” and “Linear

∞
Combinations of Independent Random Variables” in Section 5.1.

Removed coverage of “Sampling Without Replacement: Use of the Hypergeometric
∞
Probability Distribution” in Section 5.2.

Section 5.4 updated and available in the etextbook only.
∞
• Chapter 6: Normal Curves and Sampling Distributions

Introduction to sampling distributions significantly expanded to include a p̂ distribu-
∞
tion example and exercises assessing the normality distributions in Section 6.4.
New Critical Thinking activity on p̂ distribution in Section 6.4.
∞
New Critical Thinking simulation activity on sampling distributions in Section 6.4.

∞
• Chapter 7: Estimation
New Critical Thinking simulation activity on confidence intervals in Section 7.1.
∞
New Critical Thinking simulation activity on how confidence level, sample size,
∞
and sample proportion impact a confidence interval for a proportion in Section 7.3.
• Chapter 8: Hypothesis Testing
Expanded explanation of p-value with accompanying Critical Thinking activity
∞
in Section 8.1.
New Critical Thinking simulation activity on Hypothesis Testing in Section 8.3.
∞
• Chapter 9: Correlation and Regression

New Critical Thinking simulation activity on the effects of outliers on regression
∞
and correlation in Section 9.2.
Continuing Content
Critical Thinking, Interpretation, and Statistical Literacy
The thirteenth edition of this text continues and expands the emphasis on critical
thinking, interpretation, and statistical literacy. Calculators and computers are very
good at providing numerical results of statistical processes. However, numbers from
x Preface
a computer or calculator display are meaningless unless the user knows how to in-
terpret the results and if the statistical process is appropriate. This text helps students
determine whether or not a statistical method or process is appropriate. It helps stu-
dents understand what a statistic measures. It helps students interpret the results of a
confidence interval, hypothesis test, or linear regression model.
Introduction of Hypothesis Testing Using P-Values

In keeping with the use of computer technology and standard practice in research,
hypothesis testing is introduced using P-values. The critical region method is still
supported but not given primary emphasis.
Use of Student’s t Distribution in Confidence Intervals and

Testing of Means
If the normal distribution is used in confidence intervals and testing of means, then
the population standard deviation must be known. If the population standard devia-
tion is not known, then under conditions described in the text, the Student’s t distri-
bution is used. This is the most commonly used procedure in statistical research. It
is also used in statistical software packages such as Microsoft Excel, Minitab, SPSS,
and TI-84Plus/TI-83Plus/TI-Nspire calculators.
Confidence Intervals and Hypothesis Tests of Difference

of Means
If the normal distribution is used, then both population standard deviations must be
known. When this is not the case, the Student’s t distribution incorporates an approx-
imation for t, with a commonly used conservative choice for the degrees of freedom.
Satterthwaite’s approximation for the degrees of freedom as used in computer soft-
ware is also discussed. The pooled standard deviation is presented for appropriate
applications (s1 ≈ s2).
Features in the Thirteenth Edition

Chapter and Section Lead-ins
• Preview Questions at the beginning of each chapter are keyed to the sections.
• Focus Problems at the beginning of each chapter demonstrate types of questions
students can answer once they master the concepts and skills presented in the
chapter.
• Learning Objectives at the beginning of each section describe what students should
be able to do after completing the section.
Carefully Developed Pedagogy

• Examples show students how to select and use appropriate procedures.
• Guided Exercises within the sections give students an opportunity to work with a
new concept. Completely worked-out solutions appear beside each exercise to give
immediate reinforcement.
• Definition boxes highlight important terminology throughout the text.
• Procedure displays summarize key strategies for carrying out statistical proce-
dures and methods. Conditions required for using the procedure are also stated.
• What Does (a concept, method or result) Tell Us? summarizes information we
obtain from the named concepts and statistical processes and gives insight for
additional application.
• Important Features of a (concept, method, or result) summarizes the features of
the listed item.
Preface xi
• Looking Forward features give a brief preview of how a current topic is used later.
• Labels for each example or guided exercise highlight the technique, concept, or
process illustrated by the example or guided exercise. In addition, labels for sec-
tion and chapter problems describe the field of application and show the wide
variety of subjects in which statistics is used.
• Section and chapter problems require the student to use all the new concepts mas-
tered in the section or chapter. Problem sets include a variety of real-world appli-
cations with data or settings from identifiable sources. Key steps and solutions to
odd-numbered problems appear at the end of the book.
• Basic Computation problems ask students to practice using formulas and statistical
methods on very small data sets. Such practice helps students understand what a
statistic measures.
• Statistical Literacy problems ask students to focus on correct terminology and
processes of appropriate statistical methods. Such problems occur in every section
and chapter problem set.
• Interpretation problems ask students to explain the meaning of the statistical
results in the context of the application.
• Critical Thinking problems ask students to analyze and comment on various issues
that arise in the application of statistical methods and in the interpretation of
results. These problems occur in every section and chapter problem set.
• Cumulative review problem sets occur after every third chapter and include key
topics from previous chapters. Answers to all cumulative review problems are
given at the end of the book.
• Data Highlights and Linking Concepts provide group projects and writing projects.
• Viewpoints present real data in context and ask students to analyze and interpret
the data using what they’ve learned.
• Critical Thinking activities strengthen conceptual understanding by engaging stu-
dents in discussions and hands-on learning using simulations.
Technology Within the Text

• Tech Notes within sections provide brief point-of-use instructions for the
TI-84Plus, TI-83Plus, and TI-Nspire (with 84Plus keypad) calculators, Microsoft
Excel, SALT, and Minitab.
• Using Technology sections show the use of SPSS as well as the TI-84Plus,
TI-83Plus, and TI-Nspire (with TI-84Plus keypad) calculators, Microsoft Excel,
SALT, and Minitab.
Alternate Routes Through the Text

Understandable Statistics: Concepts and Methods, Thirteenth Edition, is designed
to be flexible. It offers the professor a choice of teaching possibilities. In most
one-semester courses, it is not practical to cover all the material in depth. However,
depending on the emphasis of the course, the professor may choose to cover various
topics. For help in topic selection, refer to the Table of Prerequisite Material on
page 1.
• Introducing linear regression early. For courses requiring an early presentation of
linear regression, the descriptive components of linear regression (Sections 9.1 and
9.2) can be presented any time after Chapter 3. However, inference topics involv-
ing predictions, the correlation coefficient r, and the slope of the least-squares
line b require an introduction to confidence intervals (Sections 7.1 and 7.2) and
hypothesis testing (Sections 8.1 and 8.2).
• Probability. For courses requiring minimal probability, Section 4.1 (What Is
Probability?) and the first part of Section 4.2 (Some Probability Rules—Compound
Events) will be sufficient.
xii Preface
Instructor Resources
Additional resources for this product are available in the Cengage Instructor Center.
Instructor assets include a Complete Solutions Manual, PowerPoint® slides, Guide
to Teaching Online, Educator’s Guide, a test bank powered by Cognero®, and more.
Sign up or sign in at faculty.cengage.com to search for and access this product and
its online resources.
• Complete Solutions Manual—provides solutions and answers to textbook ques-
tions.
• PowerPoint® slides—support lectures with definitions, formulas, examples, and
activities.
• Guide to Teaching Online—offers tips for teaching online and incorporating
WebAssign activities into your course.
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personalize your course.
• Cengage Testing, powered by Cognero®—a flexible, online system that allows you
to access, customize, and deliver a test bank from your chosen text to your students
through your LMS or another channel outside of Webassign.
• Data Sets—provide the data from textbook exercises in downloadable files.
• Technology Guides—help students work through problems using TI-83, TI-84,
TI-Nspire calculators, Excel, Minitab, and SPSS.
• Transition Guide—outlines changes between the 12th and 13th editions of the
textbook.
Acknowledgments
It is our pleasure to acknowledge all of the reviewers, past and present, who have
helped make this book what it is over its thirteen editions:
Reza Abbasian, Texas Lutheran University

Paul Ache, Kutztown University
Kathleen Almy, Rock Valley College
Polly Amstutz, University of Nebraska at Kearney
Delores Anderson, Truett-McConnell College
Peter Arvanites, Rockland Community College
Robert J. Astalos, Feather River College
Jorge Baca, Cosumnes River College
Lynda L. Ballou, Kansas State University
Wayne Barber, Chemeketa Community College
Molly Beauchman, Yavapai College
Nick Belloit, Florida State College at Jacksonville
Kimberly Benien, Wharton County Junior College
Mary Benson, Pensacola Junior College
Larry Bernett, Benedictine University
Kiran Bhutani, The Catholic University of America
Abraham Biggs, Broward Community College
Kristy E. Bland, Valdosta State University
John Bray, Broward Community College
Bill Burgin, Gaston College
Dexter Cahoy, Louisiana Tech University
Maggy Carney, Burlington County College
Toni Carroll, Siena Heights University
Pinyuen Chen, Syracuse University
Emmanuel des-Bordes, James A. Rhodes State College
Jennifer M. Dollar, Grand Rapids Community College
Christopher Donnelly, Macomb Community College
Another random document with
no related content on Scribd:
A pathetic incident is recorded of another formidable outburst of the
witch-mania—at Bamberg in 1628. The Burgomaster, Johannes
Junius, was among those put on trial. In the beginning he denied all
the charges against him, but being put to the torture, confessed that
he had been present at a witch gathering and a witch-dance and had
desecrated the Host. Such a confession, though it spared him further
torture, did not, of course, stay his execution. Some little time after,
having partially recovered from his first agonies, he was in great
distress of mind as to the opinion his dearly-loved daughter should
hold of him after his death. With sorely maimed hands he yet
managed to scrawl a letter and ensure its reaching her. In it he
appeals in agony of heart that she shall not believe the matter of his
enforced confession: "Innocent have I come into prison, innocent
have I been tortured, and innocent must I die.... I confessed only in
order to escape the great anguish and bitter torture, such as it was
impossible for me longer to bear." Unfortunately the torturers were
never satisfied with a confession unless it implicated other people as
well, and the case of Junius and some of his friends and neighbours
who also suffered formed no exception to the rule.
The Bamberg persecution was succeeded by one at Wurzburg in the
following year. Fortunately the noble Jesuit priest and poet, Friedrich
von Spee, was appointed confessor of those sentenced to death,
and was inspired to write, in 1631, his "Cautio Criminalis," which,
published anonymously, did much to stem the tide of persecution.
"Incredible among us Germans," he begins, "and especially (I blush
to say it) among Catholics, are the popular superstitions, envy,
calumnies, backbitings, insinuations and the like, which being neither
punished by the magistrates nor refuted by the pulpit, first stir up
suspicion of witchcraft. All the Divine judgments which God has
threatened in Holy Writ are now ascribed to witches. No longer do
God or Nature aught, but witches everything."
It was a long time, however, before such enlightened views could
obtain universal credence, and it was in Germany that the last
European execution for witchcraft took place, so lately as 1793.
The international epidemic did not spread to Sweden till the end of
the century, when it broke out, in more than usually eccentric form, in
the village of Mohra. It was chiefly remarkable for the number of
children concerned. "Four score and five persons, fifteen of them
children, were condemned, and most, if not all of them, were burnt
and executed. There were besides six-and-thirty children that ran the
gauntlet and twenty were whipt on the hands at the Church-door
every Sunday for three weeks together." The whole proceedings
were, indeed, almost a children's drama and no emanation of
childish imagination but was eagerly swallowed by a normally sober
and sensible community. Most probably, indeed, the whole affair had
its foundation in some myth or folk-story more or less popular in all
the local nurseries. Indeed, were we of the present generation to
return to the earlier belief in lycanthropy and the ceaseless
malignancy of ubiquitous were-wolves, it is easily within the bounds
of possibility that "Red Riding Hood," a story which quite conceivably
owes its origin to the same superstition, might bring about some
similar panic. An imaginative child might easily mix up the
grandmother in the story with the wolf who devours her: might thus
come to the conclusion that his own grandmother occasionally
masqueraded in the form of a wolf: might in time convince himself
that he had actually seen her thus transmogrified, and might thus in
time bring not only his own venerable relative but those of half the
other children in the school that he attended under unpleasant
suspicion and not improbably to a more unpleasant death.
The mainstay of the Mohra panic was the sudden belief—
propagated by the children themselves—that some hundreds of
them had been brought under the power of the Devil by local
witches. The whole community took the alarm, the Government was
appealed to, and a Royal Commission embodied to investigate the
charges—with sanguinary results. It was declared that the witches
instructed the children to go to the cross-ways, and there to invoke
the Devil, begging him to carry them to the Blockula, the favourite
local mountain meeting-place for Sabbaths. Satan, in answering their
prayers, appeared in many forms, the most original being that of a
man with a red beard, wearing a grey coat, red and blue stockings, a
high-crowned hat adorned with ribbons of many colours, and
preposterous garters. So attired he must have wanted only a magic
pipe to serve as double to the Pied Piper of Hamelin, the Teutonic
legend most nearly recalled by the whole circumstance. He provided
the children with mounts and anointed them with unguent composed
of the scrapings of altars and the filings of church-clocks. Another
account says that the witches accompanied the children, riding with
them to the Blockula on men's backs—the said men, upon arriving
there, being propped against the wall, fast asleep. Now and again
they preferred to ride upon posts, or goats transfixed upon spits, and
they flew through walls, chimneys, and windows without either
injuring themselves or breaking the glass and bricks.
The actual transportation of the children gave rise to many weighty
arguments. All the time they asserted they were at the Blockula, their
parents declared that they had held them asleep in their arms. It was
finally concluded that their nocturnal travels might be either in the
flesh or the spirit, according to circumstances. So firmly did many
parents credit their children's assertions that a local clergyman
determined to watch his little son throughout the night, holding him
tightly in his arms; but even this ocular demonstration did not serve
to convince the mother.
Upon the Blockula was declared to be a fine house, having a gate
painted in very gay colours. Within it were a large banqueting-hall
and other rooms. The food served at the banquets consisted of such
nourishing fare as coleworts, bacon, and bread, butter, milk and
cheese—all of them, be it noted, familiar to childish palates, as was
the feast of the Lancashire witches—quoted elsewhere—to the
"Informer." Those who attended the Blockula gave birth to sons and
daughters, who were married in their turn to each other, their
children being toads and serpents. They built houses, but so badly
that the walls fell upon them, making them black and blue; they were
beaten, abused, and laughed at—yet when on one occasion they
thought the Devil was dead, the place was filled with wailings and
lamentations. As usually happened in such persecutions, the
bloodshed at last brought people to their senses—perhaps the
execution of fifteen children gave their parents pause. At all events,
the Commission was in due course dissolved, and the persecution
came to a sudden end, though prayers continued to be offered
weekly in the church against any other such horrible visitation—as
indeed they well might!
It is not my intention to give more than a general idea of the most
outstanding historic persecutions—for, as I have said, they differ only
in minor degrees in different times and places. There are, however,
yet one other group too striking to be ignored—those which raged in
the New England Colonies. It might have been supposed, by one
unconversant with human nature, that the memory of their own
sufferings would have softened the hearts of the colonists when they
themselves were in power. The reverse was the case; their enmity
against their former oppressors was diverted towards this new
channel, gaining force in the process. There is indeed some excuse
to be found for their mental attitude. Springing in the most cases
from the humbler class, they had many privations and sufferings to
endure before they could gain any respite in their newly-settled
country to think of progressive education. Their warfare against the
Indians might well have given both sides reason to think that the
Devil was indeed arrayed upon the side of their enemies—and in
time the gloomy superstitions of the natives served to buttress the
imported beliefs of Europe.
From the beginning of the seventeenth century to the end the
settlers had been forced to devote most of their thoughts to means of
subsistence alone, and there had been no opportunity for
speculative thought to modify ideas which, standing still, became
more and more stereotyped. The precarious existence of the infant
State also gave its leaders every ground for taking the severest
measures towards anything considered to be dangerous to its
welfare. As early as 1648, Margaret Jones of Charlestone was
accused of practising witchcraft. The charge was "that she was
found to have such a malignant touch as many persons, men,
women and children whom she stroked or touched in any affliction or
displeasure, were taken with deafness or vomiting, or other violent
pains or sickness." Governor Winthrop, in whose Journals the
account is found, also adds that "in prison there was seen in her
arms a little child which ran from her into another room, the officer
following it, it vanished."
Margaret Jones was found guilty of the crime of witchcraft, and was
hanged according to the law. Soon after her execution her husband
wished to go to Barbadoes in a vessel lying in Boston Harbour. He
was refused a passage as being the husband of a witch, and
thereupon the vessel began to roll as though it would turn over.
Instead of the phenomenon being attributed to the refusal to take an
innocent man on board, it was reported to the magistrate, and an
officer was sent to arrest Jones. On his exhibiting the warrant for the
arrest, the vessel instantly ceased to roll. Jones was thrown into
prison, but there is no evidence of his ever having been tried.
In 1655, Ann Hibbins was hanged at Boston for witchcraft; there
were witch-executions in different places at ever-decreasing
intervals. One of the most interesting cases of witchcraft was that of
the Goodwin family in 1688. A full account of this case is given by
Cotton Mather, "Minister of the Gospel," in a book which purported to
contain "a faithful account of many Wonderful and Surprising Things
that have befallen several Bewitched and Possessed Persons in
New England." In his own words, in 1689, "There dwells at this time
in the South part of Boston a sober and pious man, whose name is
John Goodwin, whose Trade is that of a Mason, and whose Wife (to
whom a good Report gives a share with him in all the characters of
Virtue) has made him the Father of six (now living) children. Of these
children all but the eldest, who works with his Father at his calling,
and the youngest, who lives yet upon the Breast of its mother, have
laboured under the direful effects of a (no less palpable than)
stupendous WITCHCRAFT." After explaining the godly and virtuous
tendencies of the children and the excellence of their upbringing and
religious education, Mather says:—"Such was the whole Temper and
Courage of the children that there cannot easily be anything more
unreasonable than to imagine that a Design to Dissemble could
cause them to fall into any of their odd Fits."
In 1688 the eldest daughter, on examining the linen, found that some
of it was missing, and questioned the daughter of the washerwoman
with regard to it. The washerwoman—as might have happened in
much later times—used very bad language in her daughter's
defence, whereupon poor Miss Goodwin "became variously
indisposed in her health, and was visited with strange Fits, beyond
those that attend an Epilepsy or a Catalepsy, or those that they call
the Diseases of Astonishment." Shortly afterwards one of her sisters
and two of her brothers were seized in a like manner and "were all
four tortured everywhere in a manner so very grievous that it would
have broken an heart of stone to have seen their agonies."
"Physicians were of no avail. Sometimes they would be Deaf,
sometimes Dumb, and sometimes Blind, and often all this at once.
One while their Tongues would be drawn down their throats, another
while they would be pulled out upon their chins to a prodigious
length. They would have their mouths opened into such wideness
that their Jaws went out of joint; and anon they would clap together
with a force like that of a Strong Spring-Lock. The same would
happen to their Shoulder-Blades, and their Elbows and Hand-wrists
and several of their Joints. They would at times ly in a benummed
condition, and be drawn together as those that are tyed Neck and
Heels, and presently be stretched out, yea, drawn Backwards to
such a degree it was feared the very skin of their Bellies would have
crack'd." There were many other symptoms which Mather relates
with zealous satisfaction.—At last the distracted father told the
Magistrates of his suspicions of the washerwoman Glover. On being
examined, she gave such a poor account of herself that she was
committed to prison. It was found that she could not say the Lord's
Prayer, even when it was repeated to her clause by clause, and
when she was committed it was found that all the children "had
some present ease." The supposed witch was brought to trial, but,
being an Irishwoman, there were difficulties in her understanding the
questions, which told very badly against her. Orders were given to
search her house, and several small images—dolls, perhaps—made
of rags and stuffed with goat's-hair, were found. The old woman then
confessed "that her way to torment the objects of her malice was by
rubbing of her Finger with her spittle, and stroaking of those little
Images." When one of the images was brought to her, she took it in
her hand, and immediately one of the children fell into fits before the
whole assembly. Witnesses were easily found against her, one of
whom said that Glover had sometimes come down her chimney.
After her condemnation the worthy Mather visited her in prison, "but
she entertained me with nothing but Irish, which language I have not
Learning enough to understand without an Interpreter." On her way
to execution she declared that her death would not end the
sufferings of the children, as there were more in it besides herself;
and so it proved. The children would bark like dogs and purr like
cats, and they would fly like geese. "Such is Satanic perversity that if
one ordered them to Rub a clean table, they were able to do it
without any disturbance; if to rub a dirty Table, presumably they
would, with many Torments, be made uncapable." Mather relates
that owing to their Bewitchments, holy Books caused them horrible
agonies. One girl told him that if she went to read the Bible, her eyes
would be strangely twisted and blinded, and her neck presumably
broken, but also that if anyone else did read the Bible in the Room,
though it were wholly out of her sight, and without the least voice or
noise of it, she would be cast into very horrible agonies. "_A Popish
Book_," says Mather, "she would endure very well and also books
such as the 'Oxford Tests'"—Mather must be forgiven for being a
partisan—but "my grand-father Cotton's catechism called 'Milk for
Babes' and the Assemblie's Catechism would bring hideous
convulsions on the child if she look'd into them." With a certain
unconscious jocularity, Mather hopes that he has "not spoilt the
credit of the books by telling how much the Devil hated them."
At last Cotton Mather and some devout neighbours kept a day of
prayer on behalf of the afflicted children, and gradually "the liberty of
the children increased daily more and more, and their vexation
abated by degrees," though demons and spirits continued to trouble
Boston for some time after.
In 1692 Salem village was the scene of a fierce outbreak against
witchcraft, which lasted some 16 months. Cotton Mather attributes it
to the Indian "Paw-Maws," but Hutchinson, with his usual common
sense, probably hits upon at least one of the real causes. Mather
had published a book on witchcraft in 1689. It was strongly
recommended in England by Richard Baxter, who a short time later
published his own "Certainty of the World of Spirits." This contained
a testimony to Mather, and he, in his turn, caused it to be widely
circulated in New England. The witch epidemic at Salem occurred
but a short time after this and Hutchinson attributes it to "Mr. Baxter's
book," and "his and his father's" (_i.e._, Mather's book and that of his
father) and the false principles and frightful stories that "filled the
people's mind with great fears and dangerous notions."
The witchcraft scare in Salem began in the house of Mr. Parris,
minister of the place, and several other people soon began to act in
an unusual manner. "They crept into holes and under chairs and
stools. They used antick gestures and spake ridiculous speeches
and fell into fits. After some time and a day of prayer kept, the
afflicted persons named several that they said they saw in their fits
afflicting them, and in particular an Indian woman." The Indian
woman, Tihuba was her name, was deposed to have used charms,
at the beginning of the outbreak, for the discovery of the witches, but
the fact of her being an Indian would probably have been sufficient to
cast suspicion upon her. On being beaten and threatened by her
master she confessed that she was a witch, and said the Devil urged
her to sign a book. Two other women, Osborn and Good, were
accused by the Parris children of having bewitched them, and
warrants were issued for their arrest. All three were sent to the jail in
Boston. Good's little daughter, Dorcas, aged five, was called upon to
testify against her mother, and her evidence amounted only to this:
"That her mother had 2 birds, one black and one green, and these
birds hurt the children and afflicted persons." Sarah Good was
sentenced to be hanged. The Rev. Mr. Voyes told her as she stood
on the scaffold, "You are a witch and you know you are a witch." She
replied, "You are a liar. I am no more a witch than you are a wizard,
and if you take my life God will give you blood to drink." Sarah
Osborn died in prison, and the bill of the Boston jailer for the
expenses of both women runs thus:—
£ s. d.
To chains for Sarah Good
14 0
and Sarah Osborn
To keeping Sarah Osborn 1 3 5
from the 7th March to 10th
May, when she died,
being nine weeks and two
days
Tihuba was kept in prison for 13 months and was then sold to pay
her prison fees.
The arrest of these three women was followed almost immediately
by many more accusations. The arrival of Governor Phips in May,
armed with a charter which empowered the general court to erect
and constitute judicatories and courts of record, or other courts of
which the Governor was to appoint the judges, gave a great impetus
to the persecution. Finding the prison full of witches he gave orders
for their immediate trial. All through June and July the cases
crowded one upon another, and such was the pitch of superstitious
terror to which the people of Salem had arrived, that two dogs were
put to death for witchcraft. The cases of Martha and Giles Carey, and
of Rebecca Nurse, are so well-known that we will rather turn to the
trial of Susanna Martin, held in the court of Oyer and terminated at
Salem on June 29th, 1692.
Cotton Mather relates of her that:—"Susanna Martin, pleading 'Not
Guilty' to the indictment of witchcraft brought in against her, there
were produced the evidences of many persons very sensibly and
grievously bewitched, who all complained of the prisoner at the bar
as the person they believed the cause of their miseries."
At the examination the cast of Susanna's eye was supposed to strike
the afflicted people to the ground whether they saw it or not.
_Magistrate._ Pray what ails these people?

_Martin._ I don't know.
_Mag._ But what do you think ails them?
_Martin._ I don't desire to spend my judgment upon it.
_Mag._ Don't you think they are bewitched?
_Martin._ No, I do not think they are.
_Mag._ Tell us your thoughts about them then.
_Martin._ No, my thoughts are my own when they are in; but
when they are out they are another's. Their master——
_Mag._ Their Master? Who do you think _is their Master_?
_Martin._ If they be dealing in the Black Art, you may know as
well as I.
_Mag._ Well. What have you done towards this?
_Martin._ Nothing at all.
_Mag._ Why, it is you or your appearance.
_Martin._ I cannot help it.
_Mag._ Is it not _your Master_? How comes your appearance to
hurt these?
_Martin._ How do I know? He that appeared in the shape of
Samuel, a glorified Saint, may appear in any-one's shape.
John Allen, of Salisbury, testified that he having refused because of

the weakness of his oxen to cart some staves at Susanna Martin's
request, she was angry and said, "It had been as good that he had,
for his oxen should never do him much more service." The witness
answered her, "Dost thou threaten me, thou old witch? I'll throw thee
into the brook!" to escape which she flew over the bridge and
escaped. From that time various misfortunes happened to his oxen
and they ended by swimming out into the sea. Of fourteen good
oxen only one was saved, the rest were cast up drowned in different
places.
John Atkinson also testified to the bewitching of cattle by Martin, and
Bernard Peache said, "that Being in Bed, on a Lord's Day night, he
heard a Scrubbing at the Window, whereat he then saw Susanna
Martin come in and jumped down upon the floor." She took hold of
witness's feet and drew his body up into a heap. For two hours he
could neither speak nor stir, but at length he caught her hand and bit
three of her fingers to the bone. Whereupon she went down the
stairs and out of the door. Snow was lying on the ground and drops
of blood were found upon it, as also in a bucket on the left-hand side
of the door. The marks of her two feet were found just without the
threshold, but there was no sign of them any further off. Another
accusation against Susanna was that after a long walk her feet were
dry when other people's would have been wet. John Kembal had
wished to buy a puppy of Martin, but as she would not let him
choose the one he wanted he bought one elsewhere. "Whereupon
Susanna Martin replied, 'If I live I'll give him puppies enough.' Within
a few days after this, Kembal coming out of the woods, there arose a
little cloud in the N.W. and Kembal immediately felt a force upon him
that made him not able to avoid running upon the stumps of trees
that were before him, albeit that he had a broad plain cartway before
him; but though he had his ax also upon his shoulder to endanger
him in his Falls, he could not forbear going out of his way to tumble
over them. When he came below the Meeting House there appeared
unto him a little thing like a Puppy of a Darkish colour, and it shot
Backwards and forwards between his Leggs. He had the courage to
use all possible Endeavours of cutting it with his ax; but he could not
Hit it; the Puppy gave a jump from him and went, as to him it seem'd,
into the ground. Going a little further, there appeared unto him a
Black Puppy, somewhat bigger than the first, but as Black as a Cole.
Its motions were quicker than those of his ax; it flew at his Belly and
away; then at his Throat and over his Shoulder one way and then
over his Shoulder another. His heart now began to fail him and he
thought the Dog would have tore his Throat out. But he recovered
himself and called upon God in his Distress; and naming the Name
of Jesus Christ, it vanished away at once. The Deponent spoke not
one word of these accidents for fear of affrighting his wife. But the
next morning Edmund Eliot going into Martin's house, this woman
asked him where Kembal was? He Replyed, 'At home abed for
aught he knew.' She returned, 'They say he was frighted last night.'
Eliot asked, 'With what?' She answered, 'With Puppies.' Eliot asked
when she heard of it, for he had heard nothing of it; she rejoined,
'about the Town'; altho' Kembal had mentioned the Matter to no
creature Living."
Susanna could do nothing against such evidence as this. She was
found "Guilty" and executed on July 19th.
In sixteen months nineteen persons were hanged, one (Giles Corry)
was pressed to death and eight more were condemned. More than
fifty confessed themselves to be witches, a hundred and fifty were in
prison and two hundred others were accused. But people were
growing weary; and it was thought time to cease the persecutions.
By about April, 1693, all those imprisoned were set at liberty, and
others who had fled the country were allowed to return home. It is a
striking comment that Mr. Parris, in whose house the supposed
witchcrafts had begun, was accused by his congregation "that he
hath been the beginner and procurer of the sorest afflictions, not to
this village only, but to this whole country that did ever befall them,"
and he was dismissed.
CHAPTER XIV
PHILTRES, CHARMS AND POTIONS
Were it not that dogs and horses have frequently been observed to
express their fear of ghosts, an apt definition for man would be "the
superstitious animal." Certainly no human feeling is more universal
or more enduring. If, as I have endeavoured to prove, the first
mother was the first witch, she must have brought superstition with
her as a legacy from the unknown world. Not only is it universal in
mankind, it is also essential to mankind, if only that it is the one
barrier between them and the tyranny of fact. As many-headed as a
Hydra, it is to be found in one form or other, in the composition of
every human being, from the sage to the savage. Dr. Johnson's
idiosyncrasy for touching every post he passed upon his walks
abroad, Napoleon's belief in his star, the burglar's faith in his lump of
coal as his surest safeguard against discovery, and the bunch of
bells which every Italian waggoner hangs about his team to scare
away errant demons, are all alike variations upon the one theme—
humanity's revolt against the tyranny of knowledge. Our boasted
education avails nothing against the rock upon which superstition is
securely based. The Girton girl who wears a bracelet hung with
lucky-pigs, or rejoices when she finds white heather growing upon a
brae-side, may not perhaps consciously accept them as capable of
influencing her fortunes, any more than does the card-player believe
with his head that if he wins when not playing for money that his next
gamble will result in loss, or the race-course punter that a horse
whose name includes some particular word such as gold, or love, or
black will, for that reason, win races. But all alike have in their hearts
this unexpressed belief, and though they may not admit it, does any
unexpected good fortune befall them, their mascot has some share
of their thanks. Few of us but hold that a certain colour, as, for
instance, green, or a certain stone, as the opal, is unlucky. Many of
us would not pass under a ladder if we could help it, even though we
know that we are thus upholding a superstition based upon a former
connection between a ladder and a gallows. In Paris, fashionable
people carry little images of their special friends and in case of their
illness mutter prayers or charms over the part affected. Indeed,
those who protest most strongly their freedom from such degrading
weakness thereby show themselves the more believing—he who
resolutely walks under every ladder he passes as a mute protest is
but acknowledging the faith he seeks to outrage.
All these modern forms of civilised superstition are, of course,
survivals from a former age. Some of them, as, for instance, that of
spilling salt or sitting thirteen at table, can be traced back to religious
or other sources. Others, again, have endured from the earliest days
of the human race. Many directly emanate from the art of witchcraft.
A full-fledged witch must have her regular recipes and prescriptions
—the first witch as much as the last. With the genius that made her a
witch, she must seize and formulate the shadowy conceptions that
form so large a share of her _clientèle's_ beliefs; with her power of
organisation, she must elaborate and adapt them to individual
needs; in answer to the primitive appeal, she must return the full-
fledged spell or charm. As we have seen, her magical powers were
exercised in various directions; her methods were consequently as
variant. In her capacity as healer, and conversely as disease-inflicter,
her various spells must cover all the ills that flesh is heir to. She must
be able to cure the disease she inflicts; more, those who combat her
must have their own ammunition of the like kind. To the Greek
Abracadabra the Church must oppose the sign of the Cross or the
mention of the Trinity. Thus in time arose an enormous store of such
early methods of faith cure—a store which has since accumulated to
such vast proportions as make it hopeless to do more than
enumerate a few gleaned from various ages and countries as
examples of the rest.
A great number of these charms are given by Wierus, who is
severely reprobated by Bodin for propagating such iniquities.
Toothache being a common and distracting complaint, there were
various recipes for its cure. To repeat the following was found to be
very efficacious:—
Galbes, Galbat, Galdes, Galdat.
Or it was equally good to write the following on a piece of paper, and

then to hang it round your neck:—
Strigiles, falcesque, dentatae.

Dentium, dolorem persanate.
Another and more religious means was to quote John, ch. ix.,
concerning the curse of the blind man, and Exodus, ch. xii., where it
is written that no bone of the Passover shall be broken; and then to
touch your teeth during Mass, by which time it was more than
probable that your pains should cease. Ague, another common
complaint, had several remedies. You might either write Abracadabra
triangularly and hang it round your neck, or visit at dead of night the
nearest cross-road five different times, and there bury a new-laid egg
(this has never been known to fail), or emulate Ashmole, the
astrologer, who wrote in 1661:—
I took early in the morning a good dose of elixir and hung three
spiders about my neck; they drove my ague away.
Against mad-dog bite there were more complicated methods than

mere Pasteurisation, and what is more, you had a large choice. A
cure was effected by writing on a piece of bread the words:—
Irioni Khiriori effera Kuder fere.
then swallowing it; or writing on a piece of paper or bread the words:

—
Oh, King of Glory, Jesus Christ, come in peace in the name of

the Father + max in the name of the Son + max in the name of
the Holy Ghost, prax, Gaspar, Melchior, Balthasar + prax + max
+ God imax +.
Some people were known to have been cured by a man who wrote
Hax, pax, max, Deus adimax
on an apple, which he gave the patient to eat; but this, says Wierus,
was very impious.
According to Cato, bones out of joint could be put back into place by
the charm:—
Danata, daries, dardaries, astataries.
Divers were but little distinguished from one another, and we find a
number of cures for fevers included under one generic form. Several
cures are given by Wierus:—
Wash your hands with the patient and say Psalm 144. "Exaltabo
te, Deus meus Rex."
Or:—
Take the invalid's hand and say "Acque facilis tibi febris haec fit,
atque Mariae Virgini Christi partus."
Or:—
Take three holy wafers, and write on the first, "So is the Father,
so is Life"; on the second, "So is the Son, so is the Saint"; on the
third, "So is the Holy Ghost, so is the remedy." Take these three
wafers to the fever patient and tell him to eat them on three
consecutive days, neither eating nor drinking anything else; also
say fifteen times daily the Pater and the Ave.
A similar prescription is found in the following:—
Cut an apple in three places and write on the first, "Increatus

Pater"; on the second, "Immensus Pater"; and on the third,
"Aeternus Pater"; then let the patient eat them fasting on three
different days.
The following savours little less of religion:—
For fever wryt thys words on a lorell lef + Ysmael + Ysmael +

adjuro vos per angelum ut soporetur iste Homo. And ley thys lef
under hys head that he mete not thereof and let hym ete Letuse
oft and drynk Ip'e seed smal grounden in a mortar and temper yt
with ale.
A cure for epilepsy was contained in the following words:—

Gaspare fert myrrham, thus Melchior, Balthasar aurum
Haec tria cui secum portabit nomina regum
Soluitur a morbo Christi pietate caduco.
Another remedy was to take the hand of the patient and say in his
ear:—
I conjure you by the Sun, the Moon, the Gospel of the Day,
given of God to Saint Hubert, Gilles, Corneille and Jein, that you
get up without falling again, in the name of the Father, the Sonn
and the Holy Ghost. Amen.
For the cure of headache Pliny recommends a plant growing on the

head of a statue (_i.e._, that has never touched the ground),
gathered in the lappet of any one of the garments, and attached to
the neck with a red string.
Against the King's Evil, vervaine, plucked with the root, wrapped in a
leaf, and warmed under cinders, was considered efficacious. This
might at first sight seem to differ little in character from a medical
prescription, whether useless or no, but to be efficacious certain
conditions must be complied with. It must be applied, that is to say,
by a young and fasting virgin, and the patient must receive it fasting.
While touching his hand the virgin must say, "Apollo, let not the
plague increase which a virgin has allayed." And thereafter she must
spit three times.
Pliny also provides us with a recipe against accidents in general,
originally taken from the Druids of Gaul:—"Carry about your person
the plant 'selago,' gathered without the use of iron and with the right
hand passed through the left sleeve of the tunic, as though
committing a theft. When you gather it your clothing must be white,
your feet bare and clean, while a sacrifice of bread and wine must be
offered previously."
There were also many specific cures for different accidents. An
incantation for thorn-pricks is found in the recorded case of one Mr.
Smerdon:—"When our Saviour Christ was on earth He pricked His
forefinger on the right hand with a black thorn, or whatever it may be,
and the Blood sprang up to Heaven, nor moath, nor rust, nor canker
did corrupt, and if Mr. Smerdon will put his trust in God his will do the
same. In the name of the Father and of the Son and of the Holy
Ghost." This is to be repeated three times, and at the end Amen and
the Lord's Prayer are to be said.
A once-popular "prayer" for a "scalt" is the following:—
Their was two angels came from the East. One carried Fire, the
other carried Frost. Out Fire. In Frost. Father, Son and Holy
Ghost.
A more modern version runs thus:—
There were three Angels came from East and West,

One brought Fire and another brought Frost,
And the Third it was the Holy Ghost.
Out Fire. In Frost, &c., &c.
A simple way of extracting an arrow is:—
Say three times, while kneeling, the Pater and Ave, and then +
add these words:—A Jewish soldier evilly inclined struck Jesus
Christ + Lord Jesus Christ I pray Thee + by this iron + by this
lance + by this blood + and by this water, draw out this iron + in
the name, &c., &c.
There are several charms useful for stanching blood. One runs:—
Jesus that was in Bethlehem born and baptized was in the

flumen Jordane, as stinte the water at hys comyng, so stinte the
blood of thys Man N. thy servaunt throw the vertu of Thy Holy
Name—Jesu—and of Thy cosyn swete Saint Jon. And sey thys
charme fyve tymes, with fyve Paternosters in the worschip of the
fyve woundys.
Another runs:—
In nomine Patris et Filii et Spiritus Sancti, carat, Cara, sarite,

confirma consana imabolite.
And another:—
Sepa + sepaga + sepagoga + Blood cease to flow. All is

consummated in the Name of the Father + podendi + and of the
son + pandera + and of the Holy Spirit + pandorica + peace be
with you. Amen.
The following simple charm may be found efficacious against the

assaults of stinging-nettles:—
Nettle in, Dock out,

Dock in, Nettle out,
Nettle in, Dock out,
Dock rub, Nettle out.
The famous Nothhemd, or "_chemise de nécessité_," had such
magical qualities that it was worn alike by men to protect them
against arrows and other weapons in battle, and by women to assist
them in their delivery. It was spun by virgins upon a night in
Christmas week. On the breast were two heads: on the right side
that of a bearded man wearing a morion, that on the left being
hideously ugly and having a crown like that of Beelzebub. By a
curious confusion of thought, a cross was placed on either side of
these heads.
From spells and charms against disease and accident we may turn
to those intended to protect against injury from outside agencies, as,
for example, caterpillars, serpents, and particularly thieves.
Were your cabbages or roses suffering from the over-attentive
caterpillar you had no need to approach the chemist for a remedy. In
Thuringia, for example, they might be banished from the cabbage-
patch if a woman could be found to run naked round the field or
garden before sunrise on the day of the annual fair. In Cleves it was
sufficient to say:—"Beloved caterpillar, this meat that you are having
in the autumn profits you as little as it profits the Virgin Mary when, in
eating and drinking, people do not speak of Jesus Christ. In the
name of God. Amen."
Yet another infallible cure was to pick a switch in the neighbourhood
of an adulterer's house, or, by a curious contrast, that of an upright
magistrate, and to strike with it the infected cabbages. Provided you
walk straight through and across the cabbage-bed, the caterpillars
will faint and fall away, but if you turn round you lose all chance of
getting rid of them.
A good way of exterminating serpents, toads, lizards, and other
vermin was to obtain a supply of the herb called "serpentine." When
making use of it you must draw three rings on the earth, and say:—
In nomine Patris an + et Filii elion + et Spiritus sancti tedion + Pater
Noster. Then say three times:—"Super aspidem et basilicum
ambulabis et conculcabis leonem et draconem."
The numerous aids towards discovering thieves seem to indicate
that the difficulty of distinguishing between meum and tuum is of no
modern growth. Many religious formulæ were, of course, pressed
into the detective service, perhaps the most famous being the curse
of Saint Adalbert. Such value was placed upon it that the Church
only permitted its employment with the licence of the Bishop under
pain of excommunication. It is of interminable length, and
commences as follows:—"In the authority of all-powerful God,
Father, Son, and Holy Ghost and of the Holy Virgin Mary, mother of
our Lord Jesus Christ and of the holy angels and archangels, and of
Saint Michael and of John the Baptist, in the name of the apostle
Saint Peter and of the other apostles, of Saint Sylvester, Saint
Adalbert, and of all Confessors, of Saint Aldegonde, of holy virgins,
of all the saints which are in Heaven and on the earth to whom
power is given to bind and unbind, we excommunicate, damn, curse,
and anathematise and forbid the entrance into Holy Mother Church
of these thieves, 'sacrilegists,' ravishers, their companions,
coadjutors, and coadjutrices who have committed this theft, or who
have taken any part in it," &c., &c.
Another method combines an invocation with the use of a crystal:—
Turn towards the East, make a cross above the crystal with olive
oil, and write the name of Saint Helen below this cross. Then a
young boy of legitimate birth must take the crystal in his right
hand, while you kneel down behind him and say three times
devoutly, "I pray you, holy Lady Helen, mother of King
Constantine, who have found the cross of our Lord Jesus Christ,
that in the name and favour of this very holy devotion and
invention of the cross; in the name of this very holy cross; in
favour of this joy that you experienced when you found this very
holy cross; in consideration of the great love you bore your son,
King Constantine; in short, in the name of all the good things
you enjoy for ever, may it please you to show in this crystal what
I ask and am longing to know." Then the boy will see the angel
in the crystal, and you will ask what you want, and the angel will
reply. This should be done at sunrise and when the sun has
risen.
A simpler and more homely means runs thus:—

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Understandable Statistics.

Understandable Statistics: Concepts And Methods (AP

Understandable Statistics: Concepts and Methods 12th

Understanding Basic Statistics 8th Edition Charles

Understandable Statistics 12th Edition Brase C.H.

Understanding basic statistics 8 metric version Edition

Elementary Statistics (13th Edition ) 13th Edition

Corbin's Concepts of Fitness And Wellness: A

eTextbook Elementary Statistics 13th Edition

–t 0 t 2 0.816 1.604 1.886 2.282 2.920 4.303 6.965 9.925 31.599

Charles Henry Brase

Corrinne Pellillo Brase

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Product Assistant: Kyra Kruger Library of Congress Control Number: 2021921577

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Printed in the United States of America

3 Averages and Variation 84

Cumulative Review Problems 129

4 Elementary Probability Theory 132

5 The Binomial Probability Distribution

6 Normal Curves and Sampling Distributions 228

7.2 Estimating m When σ Is Unknown 323

8 Hypothesis Testing 382

9 Correlation and Regression 470

10 Chi-Square and F Distributions548

11 Nonparametric Statistics 634

Cumulative Review Problems 672

Appendix I: Additional Topics (eTextbook only) A1

Appendix II: Tables A3

Table 8: Critical Values for F Distribution A20

WebAssign for Brase/Brase’s Understandable Statistics: Concepts and Methods,

Major Changes in the Thirteenth Edition

• Chapter 3: Averages and Variation

New coverage on Grouped Data in Section 3.2.

• Chapter 4: Elementary Probability Theory

New Critical Thinking simulation activity on probability in Section 4.1.

• Chapter 5: The Binomial Probability Distribution and Related Topics

Removed coverage of “Linear Functions of a Random Variable” and “Linear

Combinations of Independent Random Variables” in Section 5.1.

Probability Distribution” in Section 5.2.

• Chapter 6: Normal Curves and Sampling Distributions

New Critical Thinking simulation activity on sampling distributions in Section 6.4.

• Chapter 9: Correlation and Regression

and correlation in Section 9.2.

Introduction of Hypothesis Testing Using P-Values

Use of Student’s t Distribution in Confidence Intervals and

Confidence Intervals and Hypothesis Tests of Difference

Features in the Thirteenth Edition

Carefully Developed Pedagogy

Technology Within the Text

Alternate Routes Through the Text

Reza Abbasian, Texas Lutheran University

_Magistrate._ Pray what ails these people?

John Allen, of Salisbury, testified that he having refused because of

8 Hypothesis Testing 382

9 Correlation and Regression 470

10 Chi-Square and F Distributions548

Appendix I: Additional Topics (eTextbook only) A1

Appendix II: Tables A3