Green, Christopher D.Arshinoff, Spencer Henry2025-04-102025-04-102024-09-112025-04-10https://hdl.handle.net/10315/42755In the midst of the ongoing replication crisis, it is more important than ever for psychologists to look critically at methodology. Nearly every psychologist uses null hypothesis significance testing (NHST) to analyze and draw conclusions from quantitative data, despite its imperfections and the heavy criticisms it has received, particularly in recent years. Though NHST is usually taught as a strictly formalized, “objective” procedure inherent to the field, it was only introduced to psychology in the 1930s. The method reached its current status of ubiquity during the so-called “inference revolution” of 1940-55 (Gigerenzer & Murray, 1987). However, the means through which this revolution occurred remain unclear. By reviewing course catalogues from six major Canadian universities from 1940-55 and situating my findings in the broader historical context, I aim to disentangle how, and why, NHST became the gold standard of psychological statistics during this time.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Electronic Thesis or Dissertation2025-04-10Statistical inferenceNull hypothesis significance testingInference revolutionPost-secondary educationHistorical reviewCanada1940s1950sCourse cataloguesStatistical instruction