A Guide to Doing Statistics in Second Language Research Using SPSS and R

A Guide to Doing Statistics in Second Language Research Using SPSS and R

Volumn , Issue , 2015, Pages 1-507

  Larson Hall, Jenifer ^a  

^a Fukuoka Jo Gakuin University   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85166747651     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315775661     Document Type: Book

References (314)

1. Abdi, H. (2010). The Greenhouse-Geisser correction. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 544-548). Thousand Oaks, CA: Sage.
2. Abrahamsson, N. (2012). Age of onset and nativelike L2 ultimate attainment of morphosyntactic and phonetic intuition. Studies in Second Language Acquisition, 34(2), 187-214.
3. Abrahamsson, N., & Hyltenstam, K. (2009). Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny. Language Learning, 59(2), 249-306.
4. Adamson, G., & Bunting, B. (2005). Some statistical and graphical strategies for exploring the effect of interventions in health research. In J. M. P. Gilbert (Ed.), A handbook of research methods for clinical and health psychology (pp. 279-294). New York: Oxford University Press.
5. Adler, J. (2010). R in a nutshell. Sebastopol, CA: O'Reilly.
6. Albirini, A., & Benmamoun, E. (2014). Concatenative and nonconcatenative plural formation in L1, L2, and heritage speakers of Arabic. The Modern Language Journal, 98(3), 854-871.
7. Algina, J., Keselman, H. J., & Penfield, R. D. (2005). An alternative to Cohen's standardized mean difference effect size: A robust parameter and confidence interval in the two independent groups case. Psychological Methods, 10(3), 317-328.
8. Allison, P. D. (2002). Missing data. Thousand Oaks, CA: Sage Publications.
9. American College of Physicians (2001). Primer on statistical significance and p values. Effective Clinical Practice, 4(4), 183-184.
10. American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.
11. Anscombe, F. J. (1973). Graphs in statistical analysis. The American Statistician, 27(1), 17-21.
12. Aragon, T. J. (2012). epitools: Epidemiology Tools. R package version 0.5-7 [Software]. Retrieved from http://CRAN.R-project.org/package=epitools
13. Ayoun, D. (2014). The acquisition of future temporality by L2 French learners. Journal of French Language Studies, 24(2), 181-202.
14. Ayoun, D., & Salaberry, M. R. (2008). Acquisition of English tense aspect morphology by advanced French instructed learners. Language Learning, 58(3), 555-595.
15. Baayen, R. H. (2008). Analyzing linguistic data: A practical introduction to statistics using R. Cambridge: Cambridge University Press.
16. Baayen, R. H., Davidson, D. J., & Bates, D. M. (2008). Mixed-effects modeling with crossed random effects for subjects and items. Journal of Memory and Language, 59(4), 390-412.
17. Bakeman, R. (2005). Recommended effect size statistics for repeated measures designs. Behavior Research Methods, 37(3), 379-384.
18. Baker, W., & Trofimovich, P. (2006). Perceptual paths to accurate production of L2 vowels: The role of individual differences. International Review of Applied Linguistics in Language Teaching (IRAL), 44(3), 231-250.
19. Baron, J., & Li, Y. (2003). Notes on the use of R for psychology experiments and questionnaires Retrieved from www.psych.upenn.edu/~baron/rpsych/rpsych.html
20. Bates, D., Mächler, M., Bolker, B. M., & Walker, S. C. (2014). Fitting linear mixed-effects models using lme4. Journal of Statistical Software. Retrieved from http://arxiv.org/pdf/1406.5823v1.pdf
21. Beattie, G., Webster, K., & Ross, J. (2010). The fixation and processing of the iconic gestures that accompany talk. Journal of Language and Social Psychology, 29(2), 194-213.
22. Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, Series B, 57(1), 289-300.
23. Berko Gleason, J. (1958). The child's learning of English morphology. Word, 14, 150-177.
24. Bialystok, E., Craik, F. I., Klein, R., & Viswanathan, M. (2004). Bilingualism, aging, and cognitive control: Evidence from the Simon task. Psychology and Aging, 19(2), 290-303.
25. Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191-205.
26. Blackwelder, W. (1982). "Proving the null hypothesis" in clinical trials. Controlled Clinical Trials, 3(4), 345-353.
27. Bliese, P. (2013). Multilevel modeling in R (2.5): A brief introduction to R, the multilevel package and the nmle package [Software]. Retrieved from http://cran.r-project.org/doc/contrib/Bliese_Multilevel.pdf
28. Boers, F., Eyckmans, J., Kappel, J., Stengers, H., & Demecheleer, M. (2006). Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research, 10(3), 245-261.
29. Brace, N., Kemp, R., & Snelgar, R. (2003). SPSS for psychologists: A guide to data analysis using SPSS for Windows. Mahwah, NJ: Lawrence Erlbaum Associates.
30. Breaugh, J. A. (2003). Effect size estimation: Factors to consider and mistakes to avoid. Journal of Management, 29(1), 79-97.
31. Byrnes, H. (2013). Notes from the editor. The Modern Language Journal, 97(4), 825-827.
32. Canty, A. J. (2002). Resampling methods in R: The boot package. R News, 2/3, 2-7. Retrieved from www.r-project.org/doc/Rnews/Rnews_2002-3.pdf
33. Canty, A., Davison, A. C., & Hinkley, D. V. (2015). boot: Bootstrap Functions [Software]. Retrieved from http://cran.r-project.org/web/packages/boot/
34. Carpenter, J., & Bithell, J. (2000). Bootstrap confidence intervals: when, which, what? A practical guide for medical statisticians. Statistics in Medicine, 19(9), 1141-1164.
35. Carver, R. P. (1978). The case against statistical significance testing. Harvard Educational Review, 48(3), 378-399.
36. Chapelle, C. A., & Duff, P. A. (2003). Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly, 37(1), 157-178.
37. Chatfield, C. (1985). The initial examination of data. Journal of the Royal Statistical Society, Series A, 148(3), 214-253.
38. Cherciov, M. (2013). Investigating the impact of attitude on first language attrition and second language acquisition from a Dynamic Systems Theory perspective. International Journal of Bilingualism, 17(6), 716-733.
39. Chernick, M. R. (2007). Bootstrap methods: A guide for practitioners and researchers. Hoboken: John Wiley & Sons.
40. Chrabaszcz, A., & Gor, K. (2014). Context effects in the processing of phonolexical ambiguity in L2. language Learning, 64(3), 415-455.
41. Clark, M. (2014a). ANCOVA (Class notes). Retrieved from www.unt.edu/rss/class/mike/6810/ANCOVA.pdf
42. Clark, M. (2014b). Equivalence Testing (PowerPoint slides). Retrieved from www.unt.edu/rss/class/mike/5700/Equivalence%20testing.ppt
43. Clark-Carter, D. (2005). The importance of considering effect size and statistical power in research. In J. Miles & P. Gilbert (Eds.), A handbook of research methods for clinical and health psychology (pp. 185-192). New York: Oxford University Press.
44. Clay, R. (2009). Set your data free: Efforts to share research materials gain ground within psychology. Monitor on Psychology, 40(5), 28.
45. Cohen, J. (1962). The statistical power of abnormal-social psychological research: a review. Journal of Abnormal and Social Psychology, 65(3), 145-153.
46. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: L. Erlbaum Associates.
47. Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
48. Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences. New York, NY: Routledge.
49. Cole, R. D. (1927). Free composition vs. translation into the foreign language in developing ability to write a foreign language. The Modern Language Journal, 11 (4), 200-206.
50. Crawley, M. J. (2002). Statistical computing: An introduction to data analysis using S-PLUS. New York: Wiley.
51. Crawley, M. J. (2005). Statistics: An introduction using R. Chichester, West Sussex, England: J. Wiley.
52. Crawley, M. J. (2007). The R book. Hoboken, NJ: Wiley.
53. Crawley, M. J. (2012). The R book (2nd ed.). Hoboken, NJ: Wiley.
54. Cumming, G. (2008). Replication and p intervals: p values predict the future only vaguely, but confidence intervals do much better. Perspectives on Psychological Science, 3(4), 286-300.
55. Cumming, G. (2012). Understanding the new statistics: effect sizes, confidence intervals, and meta-analysis. New York: Routledge.
56. Cumming, G., & Finch, S. (2005). Inference by eye: confidence intervals and how to read pictures of data. American Psychologist, 60(2), 170-180.
57. Cunnings, I. (2012). An overview of mixed-effects statistical models for second language researchers. Second Language Research, 28(3), 369-382.
58. Cunnings, I., & Finlayson, I. (2015). Mixed effects modeling and longitudinal data analysis. In L. Plonsky (Ed.), Advancing quantitative methods in second language research. New York, NY: Routledge.
59. Cuza, A., & Frank, J. (2015). On the role of experience and age-related effects: Evidence from the Spanish CP. Second Language Research, 31(1), 3-28.
60. Dahl, T. I., & Ludvigsen, S. (2014). How I see what you're saying: The role of gestures in native and foreign language listening comprehension. The Modern Language Journal, 98(3), 813-833.
61. Dahlen, K., & Caldwell-Harris, C. (2013). Rehearsal and aptitude in foreign vocabulary learning. The Modern Language Journal, 97(4), 902-916.
62. Dalgaard, P. (2002). Introductory statistics with R. New York: Springer.
63. Davison, A. C., & Kuonen, D. (2003). An introduction to the bootstrap with applications in R. Statistical Computing & Statistical Graphic Newsletter, 13(1), 6-11. Retrieved from www.statoo.com/en/publications/bootstrap_scgn_v131.pdf
64. De Rosario-Martinez, H. (2015). phia: Post-Hoc Interaction Analysis. Retrieved from http://CRAN.R-project.org/package=phia
65. DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22(4), 499-533.
66. DeKeyser, R., & Larson-Hall, J. (2005). What does the critical period really mean?. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 88-108). New York, NY: Oxford University Press.
67. Dethorne, L., Johnson, B., & Loeb, J. (2005). A closer look at MLU: what does it really measure? Clinical Linguistics and Phonetics, 19(8), 635-648.
68. DeVellis, R. F. (2005). Inter-rater reliability. In K. Kempf-Leonard (Ed.), Encyclopedia of social measurement (pp. 317-322). San Diego, CA: Academic.
69. Dewaele, J.-M. (2004a). Blistering barnacles! What language do multilinguals swear in?! Sociolinguistic Studies, 5(1), 83-105.
70. Dewaele, J.-M. (2004b). The emotional force of swearwords and taboo words in the speech of multilinguals. Journal of Multilingual and Multicultural Development, 25(2/3), 204-222.
71. Dewaele, J.-M. (2004c). Perceived language dominance and language preference for emotional speech: The implications for attrition research. In M. S. Schmid, B. Köpke, M. Keijzer, & L. Weilemar (Eds.), First language attrition: Interdisciplinary perspectives on methodological issues (pp. 81-104). Amsterdam/Philadelphia: John Benjamins.
72. Dewaele, J.-M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals. Modern Language Journal, 97(3), 670-684.
73. Dewaele, J.-M., & Pavlenko, A. (2001-2003). Webquestionnaire: Bilingualism and Emotions. Retrieved from www.academia.edu/2134800/Web_questionnaire_bilingualism_and_emotions
74. Dewey, D. P. (2004). A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Studies in Second Language Acquisition, 26, 303-327.
75. Dixon, J. J. (2012). Timelines for English language acquisition: A study of the rates of second language acquisition among Hispanic English language learners including exceptionalities (Doctoral dissertation) Available from ProQuest Dissertations & Theses database. (UMI No. 3492862)
76. Dromey, C., Silveira, J., & Sandor, P. (2005). Recognition of affective prosody by speakers of English as a first or foreign language. Speech Communication, 47(3), 351-359.
77. Efron, B., & Tibshirani, R. J. (1993). An introduction to the bootstrap. New York, NY: Chapman & Hall.
78. Ellis, R. (2000). Editor's statement. Language Learning, 50(3), xi-xiii.
79. Ellis, R., Heimbach, R., Tanaka, Y., & Yamazaki, A. (1999). Modified input and the acquisition of word meanings by children and adults. In R. Ellis (Ed.), Learning a second language through interaction (pp. 63-113). Amsterdam; Philadelphia: John Benjamins Publishing Company.
80. Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339-368.
81. Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59-84.
82. Erceg-Hurn, D. M., & Mirosevich, V. M. (2008). Modern robust statistical methods: An easy way to maximize the accuracy and power of your research. American Psychologist, 63(7), 591-601.
83. Erdener, V. D., & Burnham, D. K. (2005). The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning, 55(2), 191-228.
84. Everitt, B., & Dunn, G. (2001). Applied multivariate data analysis (2nd ed.). New York: Oxford University Press.
85. Eysenck, M. W. (1974). Age differences in incidental learning. Developmental Psychology, 10(6), 936-941.
86. Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191.
87. Faulkner, C., Fidler, F., & Cumming, G. (2008). The value of RCT evidence depends on the quality of statistical analysis. Behavior Research and Therapy, 46(2), 270-281.
88. Field, A. P. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage.
89. Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. London: Sage.
90. Filzmoser, P., & Gschwandtner, M. (2015). mvoutlier: Multivariate outlier detection based on robust methods. R package version 2.0.6 [Software]. Retrieved from http://CRAN.R-project.org/package=mvoutlier
91. Flege, J. E., Schirru, C., & MacKay, I. R. A. (2003). Interaction between the native and second language phonetic subsystems. Speech Communication, 40(4), 467-491.
92. Flege, J. E., Yeni-Komshian, G., & Liu, S. (1999). Age constraints on second-language acquisition. Journal of Memory and Language, 41 (1), 78-104.
93. Fordyce, K. (2014). The differential effects of explicit and implicit instruction on EFL learners' use of epistemic stance. Applied Linguistics, 35(1), 6-28.
94. Foster, P., Bolibaugh, C., & Kotula, A. (2014). Knowledge of nativelike selections in a L2. Studies in Second Language Acquisition, 36(1), 101-132.
95. Fox, J. (1997). Applied regression analysis, linear models, and related models. Thousand Oaks, CA: Sage Publications.
96. Fox, J. (2002a). Linear mixed models. Appendix to An R and S-PLUS companion to applied regression. Retrieved from http://cran.r-project.org/doc/contrib/Fox-Companion/appendix-mixed-models.pdf
97. Fox, J. (2002b). An R and S-PLUS companion to applied regression. Thousand Oaks, CA: Sage Publications.
98. Fox, J. (2003). Effect displays in R for generalised linear models. Journal of Statistical Software, 8(15), 1-27. Retrieved from www.jstatsoft.org/v08/i15/
99. Fox, J. (2005). The R Commander: A basic statistics graphical interface to R. Journal of Statistical Software, 14(9), 1-42. Retrieved from www.jstatsoft.org/v14/i09/paper
100. Fox, J., Friendly, M., & Monette, G. (2014). heplots: Visualizing hypothesis tests in multivariate linear models. R package version 1.0-12 [Software]. Retrieved from http://CRAN.R-project.org/package=heplots
101. French, L. M., & O'Brien, I. (2008). Phonological memory and children's second language grammar learning. Applied Psycholinguistics, 29(3), 463-487.
102. Friendly, M. (2010). HE plots for repeated measures designs. Journal of Statistical Software, 37(4), 1-40.
103. Galwey, N. W. (2006). Introduction to mixed modelling: Beyond regression and analysis of variance. Chichester: Wiley.
104. Geeslin, K. L., & Guijarro-Fuentes, P. (2006). Second language acquisition of variable structure in Spanish by Portuguese speakers. Language Learning, 56(1), 53-107.
105. Gelman, A., & Hill, J. (2007). Data analysis using regression and multilevel/hierarchical models. New York: Cambridge University Press.
106. Gerlanc, D., & Kirby, K. (2013). bootES: Bootstrap effect sizes. R package version 1.01 [Software]. Retrieved from http://CRAN.R-project.org/package=bootES
107. Gigerenzer, G., & Murray, D. J. (1987). Cognition as intuitive statistics. Hillsdale, NJ: Erlbaum Associates.
108. Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8.
109. Granena, G. (2012). Age differences and cognitive aptitudes for implicit and explicit learning in ultimate second language attainment (Doctoral dissertation). University of Maryland, College Park, College Park, MD. Available from ProQuest Dissertations & Theses database. (UMI No. 3517774)
110. Grissom, R. J., & Kim, J. J. (2005). Effect sizes for research: A broad practical approach. Mahwah, NJ: Lawrence Erlbaum Associates.
111. Grömping, U. (2006). Relative importance for linear regression in R: The package relaimpo. Journal of Statistical Software, 17(1), 1-27. Retrieved from www.jstatsoft.org/v17/i01/paper
112. Gross, J., & Ligges, U. (2015). nortest: Tests for Normality. R package version 1.0-3 [Software]. Retrieved from http://CRAN.R-project.org/package=nortest
113. Gurzynski-Weiss, L., & Baralt, M. (2014). Exploring learner perception and use of task-based interactional feedback in FTF and CMC modes. Studies in Second Language Acquisition, 36(1), 1-37.
114. Harlow, L. L., Mulaik, S. A., & Steiger, J. H. (1997). What if there were no significance tests? Mahwah, NJ: Lawrence Erlbaum Associates.
115. Harrell, F. E. J., & Dupont, C. (2014). Hmisc: Harrell Miscellaneous. R package version 3.14-5 [Software]. Retrieved from http://CRAN.R-project.org/package=Hmisc
116. Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. New York, NY: Newbury House Publishers.
117. Hedges, L. V. (1981). Distributional theory for Glass's estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107-128.
118. Heiberger, R. M. (2015). HH: Statistical analysis and data display: Heiberger and Holland. R package version 3.1-5. [Software]. Retrieved from http://CRAN.R-project.org/package=HH
119. Heiberger, R. M., & Holland, B. (2004). Statistical analysis and data display: An intermediate course with examples in S-PLUS, R, and SAS. New York: Springer.
120. Herrington, R. (2001). An introduction to robust measures of location using GNU S-PLUS. Retrieved from www.unt.edu/benchmarks/archives/2001/july01/rss.htm
121. Herrington, R. (2002). Controlling the false discovery rate in multiple hypothesis testing. Retrieved from www.unt.edu/benchmarks/archives/2002/april02/rss.htm
122. Hirata, Y. (2004). Computer assisted pronunciation training for native English speakers learning Japanese pitch and durational contrasts. Computer Assisted Language Learning, 17(3-4), 357-376.
123. Hoenig, J. M., & Heisey, D. M. (2001). The abuse of power: The pervasive fallacy of power calculations for data analysis. The American Statistician, 55(1), 19-24.
124. Honaker, J., King, G., & Blackwell, M. (2011). Amelia II: A Program for Missing Data. Journal of Statistical Software, 45(7), 1-47.
125. Hothorn, T. (2014). Additional multcomp examples. Retrieved from https://dssm.unipa.it/CRAN/web/packages/multcomp/vignettes/multcomp-examples.pdf (August 18, 2004 version).
126. Hothorn, T., Bretz, F., & Westfall, P. (2008). Simultaneous inference in general parametric models. Biometrical Journal (Biometrische Zeitschrift), 50(3), 346-363.
127. Howell, D. C. (2002). Statistical methods for psychology (5th ed.). Pacific Grove, CA: Duxbury/Thomson Learning.
128. Howell, D. C. (2007). Statistical methods for psychology (6th ed.). Belmont, CA: Thomson Wadsworth.
129. Howell, D. C. (2010). Statistical methods for psychology (7th ed.). Belmont, CA: Thomson Wadsworth.
130. Howell, D. C. (2012). Treatment of missing data: Part 1. Retrieved from www.uvm.edu/~dhowell/StatPages/More_Stuff/Missing_Data/Missing.html
131. Huang, B. H. (2014). The effect of age on second language grammar and speech production. Journal of Psycholinguistic Research, 43(4), 397-420.
132. Huber, P. J. (1981). Robust statistics. New York: Wiley.
133. Huberty, C. J. (2002). A history of effect size indices. Educational and Psychological Measurement, 62(2), 227-240.
134. Huynh, H. (1978). Some approximate tests for repeated measurement designs. Psychometrika, 43(2), 161-175.
135. Inagaki, S., & Long, M. (1999). Implicit negative feedback. In K. Kanno (Ed.), The acquisition of Japanese as a second language (pp. 9-30). Amsterdam; Philadelphia: John Benjamins Publishers.
136. Insightful Corporation (2002). S-PLUS 6 Robust Library-User's Guide Version 1.0. Retrieved from https://r-forge.r-project.org/scm/viewvc.php/*checkout*/pkg/robust/Robust.pdf?root=robust
137. Jensen, E. D., & Vinther, T. (2003). Exact repetition as input enhancement in second language acquisition. Language Learning, 53(3), 373-428.
138. Jiang, N., Novokshanova, E., Masuda, K., & Wang, X. (2011). Morphological congruency and the acquisition of L2 morphemes. Language Learning, 61 (3), 940-967.
139. Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60-99.
140. Juffs, A. (2005). The influence of first language on the processing of wh-movement in English as a second language. Second Language Research, 21(2), 121-151.
141. Jurečková, J., & Picek, J. (2006). Robust statistical methods with R. Boca Raton, FL: Chapman & Hall/CRC.
142. Kabacoff, R. (2011). R in action: Data analysis and graphics with R. Shelter Island, NY: Manning.
143. Kang, S.-Y. (2012). Individual differences in language acquisition: Personality traits and language learning strategies of Korean university students studying English as a foreign language. (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 3507501)
144. Kim, J. (2013). Developing conceptual understanding of sarcasm in a second language through concept-based instruction. (Unpublished doctoral dissertation), Pennsylvania State University, State College, PA.
145. Kirby, K. N., & Gerlanc, D. (2013). BootES: An R package for bootstrap confidence intervals on effect sizes. Behavior Research Methods, 45(4), 905-927.
146. Kirk, R. E. (2003). The importance of effect magnitude. In S. F. Davis (Ed.), Handbook of research methods in experimental psychology (pp. 83-105). Malden, MA: Blackwell Publishing.
147. Kline, R. B. (2004). Beyond significance testing: Reforming data analysis methods in behavioral research. Washington, DC: American Psychological Association.
148. Kondo-Brown, K. (2006). How do English L1 learners of advanced Japanese infer unknown "Kanji" words in authentic texts? Language Learning, 56(1), 109-153.
149. Konis, K. (2007). Questions about interpreting lmRob output. Retrieved from https://stat.ethz.ch/pipermail/r-sig-robust/2007/000170.html
150. LaFlair, G. T., Egbert, J., & Plonsky, L. (forthcoming). A practical guide to bootstrapping descriptive statistics, correlations, t tests, and ANOVAs. In L. Plonsky (Ed.), Advancing quantitative methods in second language research. New York: Routledge.
151. Lafrance, A., & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26(4), 559-578.
152. Landau, S., & Everitt, B. (2004). Handbook of statistical analysis using SPSS. Boca Raton, FL: Chapman & Hall/ CRC.
153. Langsrud, Ø. (2003). ANOVA for unbalanced data: Use type II instead of type III sums of squares. Statistics and Computing, 13(2), 163-167.
154. Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11(1), 65-100.
155. Larson-Hall, J. (2004). Predicting perceptual success with segments: A test of Japanese speakers of Russian. Second Language Research, 20(1), 33-76.
156. Larson-Hall, J. (2006). What does more time buy you? Another look at the effects of long-term residence on production accuracy of English /r/ and /l/ by Japanese speakers. Language and Speech, 49(4), 521-548.
157. Larson-Hall, J. (2008). Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research, 24(1), 35-63.
158. Larson-Hall, J. (2013). Why seeing visually equals thinking statistically. Language Learning Rountable. Paper presented at the Improving Quantitative Reasoning in L2 Res, Georgetown University.
159. Larson-Hall, J. (in preparation). Graphics and data accountability in L2 acquisition research.
160. Larson-Hall, J., & Connell, S. (2005). Evidence for a critical period: Remnants from forgotten languages. Paper presented at the Second Language Research Forum, Teachers College, Columbia University, New York.
161. Larson-Hall, J., & Herrington, R. (2009). Improving data analysis in second language acquisition by utilizing modern developments in applied statistics. Applied Linguistics, 31 (3), 368-390.
162. Larson-Hall, J., & Plonsky, L. (2015). Reporting and interpreting quantitative research findings: What gets reported and recommendations for the field. Language Learning, 65(suppl.1), 127-159.
163. Lawrence, M. A. (2013). ez: Easy analysis and visualization of factorial experiments. R package version 4.2-2 [Software]. Retrieved from http://CRAN.R-project.org/package=ez
164. Lee, J. H., & Macaro, E. (2013). Investigating age in the use of L1 or English-only instruction: Vocabulary acquisition by Korean EFL learners. The Modern Language Journal, 97(4), 887-901.
165. Leow, R. P. (1997). Attention, awareness and foreign language behavior. Language Learning, 47(3), 467-506.
166. Leow, R. P., & Morgan-Short, K. (2004). To think aloud or not to think aloud: The issue of reactivity in SLA research methodology. Studies in Second Language Acquisition, 26(1), 35-57.
167. Letts, C., Edwards, S., Sinka, I., Schaefer, B., & Gibbons, W. (2013). Socio-economic status and language acquisition: Children's performance on the new Reynell Developmental Language Scales. International Journal of Language & Communication Disorders, 48(2), 131-143.
168. Little, R. J. A., & Rubin, D. B. (1987). Statistical analysis with missing data. New York: Wiley.
169. Little, T. M. (1981). Interpretation and presentation of results. HortScience, 16(5), 637-640.
170. lqs Help (2015, April 17). Resistant regression. Retrieved from https://stat.ethz.ch/R-manual/R-devel/library/MASS/html/lqs.html
171. Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(3), 399-432.
172. Macaro, E., & Masterman, L. (2006). Does intensive explicit grammar instruction make all the difference? Language Teaching Research, 10(3), 297-327.
173. Mackey, A. (2006). Feedback, noticing and instructed second language learning. Applied Linguistics, 27(3), 405-430.
174. Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum.
175. Mackey, A., & Silver, R. E. (2005). Interactional tasks and English L2 learning by immigrant children in Singapore. System, 33(2), 239-260.
176. Manly, B. F. J. (1997). Randomization, bootstrap and Monte Carlo methods in biology. London: Chapman and Hall.
177. Maronna, R. A., Martin, R. D., & Yohai, V. J. (2006). Robust statistics: Theory and methods. Chichester, England: J. Wiley.
178. Maxwell, S. E. (2004). The persistence of underpowered studies in psychological research: Causes, consequences, and remedies. Psychological Methods, 9(2), 147-163.
179. Maxwell, S. E., & Delaney, H. D. (2004). Designing experiments and analyzing data: A model comparison perspective (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
180. Maxwell, S. E., Kelley, K., & Rausch, J. R. (2008). Sample-size planning for statistical power and accuracy in parameter estimation. Annual Review of Psychology, 59, 537-563.
181. McDonald, J. L. (2000). Grammaticality judgments in a second language: Influences of age of acquisition and native language. Applied Psycholinguistics, 21(3), 395-423.
182. McGuire, M. (2009). Formulaic sequences in English conversation: Improving spoken fluency in non-native speakers. (Master's dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 327681)
183. McKnight, P. E., McKnight, K. M., Sidani, S., & Figueredo, A. J. (2007). Missing data: A gentle introduction. New York: Guildford Press.
184. Medina, S. L. (1991). The effect of a musical medium on the vocabulary acquisition of limited English speakers. (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. DP25424)
185. Meehl, P. E. (1978). Theoretical risks and tabular asterisks: Sir Karl, Sir Ronald, and the slow progress of soft psychology. Journal of Consulting and Clinical Psychology, 46(4), 806-834.
186. Meyer, D., Zeileis, A., & Hornik, K. (2006). The Strucplot Framework: Visualizing multi-way contingency tables with vcd. Journal of Statistical Software, 17(3), 1-48. Retrieved from www.jstatsoft.org/v17/i03/
187. Meyer, D., Zeileis, A., & Hornik, K. (2015). Package 'vcd' [Software]. Retrieved from http://cran.r-project.org/web/packages/vcd/vcd.pdf
188. Miles, J., & Shevlin, M. (2001). Applying regression and correlation: A guide forr students and researchers. London: Sage Publications.
189. Mizuno, N. (1998). The impact of study abroad experience on American college students who studied in Japan (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 9902846)
190. Morris, S. B., & DeShon, R. P. (2002). Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs. Psychological Methods, 7(1), 105-125.
191. Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. Studies in Second Language Acquisition, 21(1), 81-108.
192. Mu, G. M. (2014). Heritage language learning for Chinese Australians: The role of habitus. Journal of Multilingual and Multicultural Development, 35(5), 497-510.
193. Muenchen, R. A. (2008). R for SAS and SPSS users. New York: Springer.
194. Muñoz, C., & Llanes, A. (2014). Study abroad and changes in degree of foreign accent in children and adults. The Modern Language Journal, 98(1), 432-449.
195. Munro, M. J., & Derwing, T. M. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34, 520-531.
196. Munro, M. J., Derwing, T. M., & Morton, S. L. (2006). The mutual intelligibility of L2 speech. Studies in Second Language Acquisition, 28(1), 111-131.
197. Murphy, K. R., & Myors, B. (2004). Statistical power analysis (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
198. Murphy, V. A. (2004). Dissociable systems in second language inflectional morphology. Studies in Second Language Acquisition, 26(3), 433-459.
199. Murrell, P. (2006). R Graphics. Boca Raton, FL: Chapman & Hall/CRC.
200. Nelder, J. A. (1985). Discussion of Dr Chatfield's paper. Journal of the Royal Statistical Society, Series A, 148(Part 3), 238.
201. Nelder, J. A. (1994). The statistics of linear models: Back to basics. Statistics and Computing, 4(4), 221-234.
202. Nelder, J. A., & Lane, P. W. (1995). The computer analysis of factorial experiments: In memoriam-Frank Yates. The American Statistician, 49(4), 382-385.
203. Obarow, S. E. H. (2004). The impact of music on the vocabulary acquisition of kindergarten and first grade students. (Ed. Dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 3120733)
204. Olejnik, S., & Algina, J. (2000). Measures of effect size for comparative studies: Application, interpretations, and limitations. Contemporary Educational Psychology, 25(3), 241-286.
205. Oswald, F. L., & Plonsky, L. (2010). Meta-analysis in second language research: Choices and challenges. Annual Review of Applied Linguistics, 30, 85-110.
206. Oyama, S. (1976). A sensitive period for the acquisition of a nonnative phonological system. Journal of Psycholinguistic Research, 5(3), 261-283.
207. Paavola, L., Kunnari, S., & Moilanen, I. (2005). Maternal responsiveness and infant intentional communication: Implications for the early communicative and linguistic development. Child: Care, Health and Development, 31(6), 727-735.
208. Pandey, A. (2000). TOEFL to the test: Are monodialectal AAL-speakers similar to ESL students? World Englishes, 19(1), 89-106.
209. Patkowski, M. S. (1980). The sensitive period for the acquisition of syntax in a second language. Language Learning, 30(2), 449-468.
210. Pearson, B. Z., Fernandez, S. C., Lewedeg, V., & Oller, D. K. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18(1), 41-58.
211. Peters, E., Hulstijn, J. H., Sercu, L., & Lutjeharms, M. (2009). Learning L2 German vocabulary through reading: The effect of three enhancement techniques compared. Language Learning, 59(1), 113-151.
212. Pierce, C. A., Block, R. A., & Aguinis, H. (2004). Cautionary note on reporting eta-squared values from multifactor ANOVA designs. Educational and Psychological Measurement, 64(6), 916-924.
213. Pinheiro, J., Bates, D., DebRoy, S., Sarkar, D., et al. (2015). nlme: Linear and nonlinear mixed effects models. R package version 3.1-120 [Software]. Retrieved from http://CRAN.R-project.org/package=nlme
214. Pinheiro, J. C., & Bates, D. M. (2000). Mixed-effects models in S and S-PLUS. New York: Springer.
215. Pison, G., Van Aelst, S., & Willems, G. (2002). Small sample correlations for LTS and MCD. Metrika, 55(1-2), 111-123.
216. Plakans, L., & Gebril, A. (2013). Using multiple texts in an integrated writing assessment: Source text use as a predictor of score. Journal of Second Language Writing, 22(3), 217-230.
217. Plomin, R. (1999). Genetics and general cognitive ability. Nature, 402(6761 Suppl), C25-C29.
218. Plonsky, L. (2013). Study quality in SLA: an assessment of designs, analyses, and reporting practices in quantitative L2 research. Studies in Second Language Acquisition, 35(4), 655-687.
219. Plonsky, L., Egbert, J., & Laflair, G. T. (2014). Bootstrapping in applied linguistics: Assessing its potential using shared data. Applied Linguistics. doi: 10.1093/applin/amu001.
220. Plonsky, L., & Oswald, F. L. (2014). How big is "big"? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878-912.
221. Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during computerized dynamic assessment (C-DA). Language Teaching Research, 17(3), 323-342.
222. Pohlert, T. (2015). PMCMR: Calculate Pairwise Multiple Comparisons of Mean Rank Sums [Software]. Retrieved from http://cran.r-project.org/web/packages/PMCMR/index.html
223. Polio, C., Fleck, C., & Leder, N. (1998). "If I only had more time:" ESL learners' changes in linguistic accuracy on essay revisions. Journal of Second Language Writing, 7(1), 43-68.
224. Polio, C., & Gass, S. (1997). Replication and reporting: A commentary. Studies in Second Language Acquisition, 19(4), 499-508.
225. Porte, G. K. (2002). Appraising research in second language learning: A practical approach to critical analysis of quantitative research. Philadelphia, PA: John Benjamins.
226. Porte, G. K. (2010). Appraising research in second language learning: A practical approach to critical analysis of quantitative research (2nd ed.). Philadelphia, PA: John Benjamins.
227. Porte, G. K. (2012). Replication research in applied linguistics. Cambridge: Cambridge University Press.
228. Preece, D. A. (1984). Biometry in the third world: science not ritual. Biometrics, 40(2), 519-523.
229. Proctor, C. P., August, D., Carlo, M. S., & Snow, C. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159-169.
230. Quené, H., & van den Bergh, H. (2004). On multi-level modeling of data from repeated measures designs: A tutorial. Speech Communication, 43(1-2), 103-121.
231. Quené, H., & van den Bergh, H. (2008). Examples of mixed-effects modeling with crossed random effects and with binomial data. Journal of Memory and Language, 59(4), 413-425.
232. Raaijmakers, J. G. W., Schrijnemakers, J. M. C., & Gremmen, F. (1999). How to deal with "The language-as-fixed-effect fallacy": Common misconceptions and alternative solutions. Journal of Memory and Language, 41(3), 416-426.
233. R Core Team (2013). R: A language and environment for statistical computing: Reference index. Retrieved from http://web.mit.edu/r_v3.0.1/fullrefman.pdf
234. Reali, F. (2014). Frequency affects object relative clause processing: Some evidence in favor of usage-based accounts. Language Learning, 64(3), 685-714.
235. Revelle, W. (2005). Using R for psychological research: A simple guide to an elegant language. Retrieved from http://personality-project.org/r/r.guide.html
236. Revelle, W. (2015). Psych: Procedures for psychological, psychometric, and personality research [Software]. Retrieved from http://cran.r-project.org/web/packages/psych/index.html
237. Ricci, V. (2005). Fitting distributions with R (release 0.4-21). Retrieved from http://cran.r-project.org/doc/con-trib/Ricci-distributions-en.pdf
238. Rietveld, T., & van Hout, R. (2005). Statistics in language research: Analysis of variance. New York: Mouton de Gruyter.
239. Ripley, B. (2015). tree: Classification and regression trees [Software]. Retrieved from http://CRAN.R-project.org/package=tree
240. Rizopoulos, D. (2009). bootStepAIC: Bootstrap stepAIC. R package version 1.2-0 [Software]. Retrieved from http://CRAN.R-project.org/package=bootStepAIC
241. Robb, T., Ross, S., & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20(1), 83-95.
242. Robinson, P. (2005). Cognitive abilities, chunk-strength, and frequency effects in implicit artificial grammar and incidental L2 learning: Replications of Reber, Walkenfeld, and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance for SLA. Studies in Second Language Acquisition, 27(2), 235-268.
243. Rodgers, D. M. (2011). The automatization of verbal morphology in instructed second language acquisition. International Review of Applied Linguistics in Language Teaching (IRAL), 49(4), 295-319.
244. Rosa, E., & O'Neill, M. D. (1999). Explicitness, intake, and the issue of awareness. Studies in Second Language Acquisition, 21(4), 511-556.
245. Rosenthal, R. (1994). Parametric measures of effect size. In H. Cooper & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 231-244). New York: Russell Sage Foundation.
246. Rosenthal, R., & DiMatteo, M. R. (2001). Meta-analysis: Recent developments in quantitative methods for literature reviews. Annual Review of Psychology, 52(1), 59-82.
247. Rosnow, R. L., & Rosenthal, R. (1989). Statistical procedures and the justification of knowledge in psychological science. American Psychologist, 44(10), 1276-1284.
248. Rousseeuw, P. J., & Leroy, A. M. (1987). Robust regression and outlier detection. New York: Wiley.
249. Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 133-164). Amsterdam; Philadelphia, PA: John Benjamins Publishing Company.
250. Salsburg, D. S. (1985). The religion of statistics as practiced in medical journals. The American Statistician, 39(3), 220-223.
251. Sanz, C., & Leow, R. P. (2011). Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism. Washington, DC: Georgetown University Press.
252. Sanz, C., & Morgan-Short, K. (2004). Positive evidence versus explicit rule presentation and explicit negative feedback: A computer-assisted study Language Learning, 54(1), 35-78.
253. Sarkar, D. (2008). Lattice: multivariate data visualization with R. New York: Springer.
254. Sasaki, M. (2004). A multiple-data analysis of the 3.5-year development of EFL student writers. Language Learning, 54(3), 525-582.
255. Savage, I. R. (1957). Nonparametric statistics. Journal of the American Statistical Association, 52(279), 331-344.
256. Schauer, G. A. (2006). Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning, 56(2), 269-318.
257. Schmid, M. S., Gilbers, S., & Nota, A. (2014). Ultimate attainment in late second language acquisition: Phonetic and grammatical challenges in advanced Dutch-English bilingualism. Second Language Research, 30(2), 129-157.
258. Schön, D., Boyer, M., Moreno, S., Besson, M., Peretz, I., & Kolinsky, R. (2008). Songs as an aid for language acquisition. Cognition, 106(2), 975-983.
259. Sedlmeier, P., & Gigerenzer, G. (1989). Do studies of statistical power have an effect on the power of studies? Psychological Bulletin, 105(2), 309-316.
260. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.
261. Sheskin, D. J. (2004). Handbook of parametric and nonparametric statistical procedures (3rd ed.). Boca Raton, FL: Chapman & Hall.
262. Smith, B. L., McGregor, K. K., & Demille, D. (2006). Phonological development in lexically precocious 2-year-olds. Applied Psycholinguistics, 27(3), 355-375.
263. Snow, G. (2013). TeachingDemos: Demonstrations for teaching and learning. R package version 2.9 [Software]. Retrieved from http://CRAN.R-project.org/package=TeachingDemos
264. Starkweather, J. (2010). Linear mixed effects modeling using R. Retrieved from www.unt.edu/rss/class/Jon/Benchmarks/LinearMixedModels_JDS_Dec2010.pdf
265. Staudte, R. G., & Sheather, S. J. (1990). Robust estimation and testing. New York: Wiley.
266. Stevens, J. P. (2002). Applied multivariate statistics for the social sciences. Mahwah, NJ: Lawrence Erlbaum Associates.
267. Streiner, D. L. (2003). Unicorns do exist: A tutorial on "proving" the null hypothesis. Canadian Journal of Psychiatry, 48(11), 756-761.
268. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Boston, MA: Allyn & Bacon.
269. Taguchi, N. (2007). Chunk learning and the development of spoken discourse in a Japanese as a foreign language classroom. Language Teaching Research, 11 (4), 433-457.
270. Takimoto, M. (2006). The effects of explicit feedback on the development of pragmatic proficiency. Language Teaching Research, 10(4), 393-417.
271. Toth, P. D. (2006). Processing instruction and a role for output in second language acquisition. Language Learning, 56(2), 319-385.
272. Toth, P. D. (2008). Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for L2 morphosyntactic development. Language Learning, 58(2), 237-283.
273. Trofimovich, P., & Baker, W. (2006). Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition, 28(1), 1-30.
274. Tryon, W. W. (1998). The inscrutable null hypothesis. American Psychologist, 53(7), 796.
275. Tryon, W. W. (2001). Evaluating statistical difference, equivalence, and indeterminacy using inferential confidence intervals: An integrated alternative method of conducting null hypothesis statistical tests. Psychological Methods, 6(4), 371-386.
276. Tufte, E. R. (2003). The cognitive style of PowerPoint: Pitching out corrupts within. Cheshire, CT: Graphics Press.
277. Tukey, J. W. (1962). The future of data analysis. The Annals of Mathematical Statistics, 33(1), 1-67.
278. Tukey, J. W. (1975, 3-5 November). Useable resistant/robust techniques of analysis. Paper presented at the Proceedings of the First ERDA Symposium Los Alamos, New Mexico.
279. Tversky, A., & Kahneman, D. (1971). Belief in the law of small numbers. Psychological Bulletin, 76(2), 105-110.
280. van Buuren, S., & Groothuis-Oudshoorn, K. (2011). mice: Multivariate imputation by chained equations in R. Journal of Statistical Software, 45(3), 1-67.
281. van Compernolle, R. A. (2012). Developing sociopragmatic capacity in a second language through concept-based instruction (Doctoral dissertation). Pennsylvania State University, State College, PA. Available from ProQuest Dissertations & Theses database. (UMI No. 3674265)
282. Venables, W. N., & Ripley, B. D. (2002). Modern applied statistics with S. New York: Springer.
283. Venables, W. N., Smith, D. M., & R Development Core Team (2005). An Introduction to R. Notes on R: A Programming Environment for Data Analysis and Graphics Retrieved from www.american.edu/cas/hpc/upload/R_intro.pdf
284. Verzani, J. (2004). Using R for introductory statistics. Boca Raton, FL: Chapman & Hall/CRC.
285. Volker, M. A. (2006). Reporting effect size estimates in school psychology research. Psychology in the Schools, 43(6), 653-672.
286. Wang, Y. -J., Shang, H. -F., & Briody, P. (2013). Exploring the impact of using automated writing evaluation in English as a foreign language university students' writing. Computer Assisted Language Learning, 26(3).
287. Wartenburger, I., Heekeren, H. R., Abutalebi, J., Cappa, S. F., Villringer, A., & Perani, D. (2003). Early setting of grammatical processing in the bilingual brain. Neuron, 37(1), 159-170.
288. Wasserman, S., & Bockenholt, U. (1989). Bootstrapping: Applications to psychophysiology. Psychophysiology, 26(2), 208-221.
289. Weinberg, S. L., & Abramowitz, S. K. (2002). Data analysis for the behavioral sciences using SPSS. New York: Cambridge University Press.
290. Westfall, P. H., & Young, S. S. (1993). Resampling-based multiple testing: Examples and methods for p-value adjustment. New York: Wiley.
291. Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50(2), 203-243.
292. White, L., Spada, N., Lightbown, P. M., & Ranta, L. (1991). Input enhancement and L2 question formation. Applied Linguistics, 12(4), 416-432.
293. Wickham, H. (2007). Reshaping data with the reshape package. Journal of Statistical Software, 21(12), 1-20. Retrieved from www.jstatsoft.org/v21/i12/paper
294. Wickham, H. (2009). ggplot2: Elegant graphics for data analysis. New York: Springer.
295. Wickham, H. (2011). The split-apply-combine strategy for data analysis. Journal of Statistical Software, 40(1), 1-29. Retrieved from www.jstatsoft.org/v40/i01/paper
296. Wilcox, R. R. (1992). Why can methods for comparing means have relatively low power, and what can you do to correct the problem? Current Directions in Psychological Science, 1 (3), 101-105.
297. Wilcox, R. R. (1995). ANOVA: A paradigm for lower power and misleading measures of effect size? Review of Educational Research, 65(1), 51-77.
298. Wilcox, R. R. (1998). How many discoveries have been lost by ignoring modern statistical methods? American Psychologist, 53(3), 300-314.
299. Wilcox, R. R. (2001). Fundamentals of modern statistical methods: Substantially improving power and accuracy. New York: Springer.
300. Wilcox, R. R. (2003). Applying contemporary statistical techniques. San Diego, CA: Academic Press.
301. Wilcox, R. R. (2005). Introduction to robust estimation and hypothesis testing. Boston, MA: Elsevier/Academic Press.
302. Wilcox, R. R. (2012a). Introduction to robust estimation and hypothesis testing (3rd ed.). Boston, MA: Academic Press.
303. Wilcox, R. R. (2012b). Modern statistics for the social and behavioral sciences: A practical introduction. New York: CRC Press.
304. Wilcox, R. R., & Keselman, H. J. (2012). Modern regression methods that can substantially increase power and provide a more accurate understanding of associations. European Journal of Personality, 26(3), 165-174.
305. Wilcox, R. R., & Schönbrodt, F. D. (2014). The WRS package for robust statistics in R (version 0.24) [Software]. Retrieved from http://r-forge.r-project.org/projects/wrs/
306. Wilkinson, L. (1999). Statistical methods in psychological journals: Guidelines and explanations. American Psychologist, 54(8), 594-604.
307. Williams, J. N. (2005). Learning without awareness. Studies in Second Language Acquisition, 27(2), 269-304.
308. Winter, B. (2013). Linear models and linear mixed effects models in R with linguistic applications. Retrieved from http://arxiv.org/pdf/1308.5499.pdf
309. Wuertz, D., & R Metrics Core Team (2014). fBasics: Rmetrics-Markets and basic statistics. R package version 3011.87 [Software]. Retrieved from http://CRAN.R-project.org/package=fBasics
310. Xiao, Y., & Wong, K. F. (2014). Exploring heritage language anxiety: A study of Chinese heritage language learners. The Modern Language Journal, 98(2), 589-611.
311. Xu, Y., Chang, L.-Y., & Perfetti, C. A. (2014). The effect of radical-based grouping in character learning in Chinese as a foreign language. The Modern Language Journal, 98(3), 773-793.
312. Yates, K. (2003). Teaching linguistic mimicry to improve second language pronunciation (Master's dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 1415258)
313. Young, M. A. (1993). Supplementing tests of statistical significance: Variation accounted for. Journal of Speech and Hearing Research, 36(4), 644-656.
314. Zareva, A. (2005). Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency. System, 33(4), 547-562.