Abstract
We surveyed a national sample of U.S. undergraduate psychology programs regarding the structure and content of statistical training. Results revealed considerable diversity in approaches and offerings. Contemporary trends in data analysis (e.g., power and effect size analysis, confidence interval estimation, general linear model approaches) as well as measurement issues appear to receive relatively little attention in the core sequence. Respondents tended to view such topics as appropriate for more advanced courses, which they said were infrequently required. We discuss options for addressing issues of course sequencing, content focus, and advanced-level offerings in the major.
