Modern Regression and Classification Course- Washington
++ ++++++ +++MODERN REGRESSION AND CLASSIFICATION: +++ ++++++ +++ Widely applicable statistical methods +++ +++for modeling and prediction +++ ++++++ +++ UPDATED: covering state-of-the-art developments in+++ +++ boosting methods and support vector machines!+++ ++++++ +++Washington, DC June 19-20, 2000 +++ ++++++ +++Trevor Hastie, +++ +++Rob Tibshirani, Stanford University +++ ++++++ ++ This two-day course will give a detailed overview of statistical models for regression and classification. Known as machine-learning in computer science and artificial intelligence, and pattern recognition in engineering, this is a hot field with powerful applications in finance, science and industry. This is a very popular course, normally offered only twice a year in the U.S. and once overseas. Recently our Munich course was attended by 65 attendees from all over Europe. For further information and registration forms see http://www-stat.stanford.edu/~hastie/mrc.html or email to Professor Trevor Hastie ([EMAIL PROTECTED]) or Professor Robert Tibshirani ([EMAIL PROTECTED]) and ask for full details, or contact Prof. Trevor Hastie Stanford University CA Phone/FAX: (650) 326-0854 -- ** Rob Tibshirani, Dept of Health Research & Policy and Dept of Statistics HRP Redwood Bldg Stanford University Stanford, California 94305-5405 phone: HRP: 650-723-7264 (Voice mail), Statistics 650-723-1185 FAX 650-725-8977 [EMAIL PROTECTED] http://www-stat.stanford.edu/~tibs === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
Re: Split half coefficient?
To: busker (not sure if I adequately un-SPAMmed your address) Yes, I'd been going to write that you seem to be needing Measurement 101 along with Statistics 101; but I see Paul Gardner has told you that already. Good luck! -- DFB. Donald F. Burrill [EMAIL PROTECTED] 348 Hyde Hall, Plymouth State College, [EMAIL PROTECTED] MSC #29, Plymouth, NH 03264 603-535-2597 184 Nashua Road, Bedford, NH 03110 603-471-7128 === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
Re: linear model or interactive model?
Good message, Alan -- As you indicate, the model is LINEAR in the coefficients b0, b1, b2, b3 and in the 4-D space of y,x1,x2,x3(i.e., x1*x2) the function lies in a PLANE. But in the 3-D space of y,x1,x2 the surface is TWISTED ( not in a PLANE). -- Joe - Original Message - From: Alan McLean <[EMAIL PROTECTED]> To: Wen-Feng Hsiao <[EMAIL PROTECTED]> Cc: <[EMAIL PROTECTED]> Sent: Sunday, April 16, 2000 4:01 PM Subject: Re: linear model or interactive model? | The model | | y = b0 + b1 * x1 + b2 * x2 + b3 * x1*x2 | | is a nonlinear model, just as in engineering. However, it is 'linear in the | variables'. In statistics this is useful, because in estimating the model from a | data set, one can define a 'new' variable x3 = x2*x2 and apply, for example, a | linear regression algorithm. | | But in interpreting the results you have to remember that the model is nonlinear! | | Regards, | Alan | | | | | | Wen-Feng Hsiao wrote: | | > Dear Hartig, | > | > Thanks for your reply. I am sorry for my poor knowledge in statistics. | > But I wonder why the definition of 'linearity' of statistics is different | > from that of engineering mathematics, which defines 'linear' as: | > | > Each unknown xj appears to the first power only, and that there are no | > cross product terms xi*xj with i!=j. | > | > Wen-Feng | > | > In article <[EMAIL PROTECTED]>, | > [EMAIL PROTECTED] says... | > > Generally, you can include an interaction (or moderator) term in a linear | > > model, like | > > y = b0 + b1 * x1 + b2 * x2 + b3 * x1*x2, | > > and the model still is linear. If you decide not to include x1 and x2, like | > > y = b0 + b1 * x1*x2, | > > you still have a linear model. | > | > === | > This list is open to everyone. Occasionally, less thoughtful | > people send inappropriate messages. Please DO NOT COMPLAIN TO | > THE POSTMASTER about these messages because the postmaster has no | > way of controlling them, and excessive complaints will result in | > termination of the list. | > | > For information about this list, including information about the | > problem of inappropriate messages and information about how to | > unsubscribe, please see the web page at | > http://jse.stat.ncsu.edu/ | > === | | -- | Alan McLean ([EMAIL PROTECTED]) | Department of Econometrics and Business Statistics | Monash University, Caulfield Campus, Melbourne | Tel: +61 03 9903 2102Fax: +61 03 9903 2007 | | | | | === | This list is open to everyone. Occasionally, less thoughtful | people send inappropriate messages. Please DO NOT COMPLAIN TO | THE POSTMASTER about these messages because the postmaster has no | way of controlling them, and excessive complaints will result in | termination of the list. | | For information about this list, including information about the | problem of inappropriate messages and information about how to | unsubscribe, please see the web page at | http://jse.stat.ncsu.edu/ | === | === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
Re: Split half coefficient?
busker wrote: > > I'm completely new to statistics but am putting together a > customer satisfaction survey, thanks to which I am daily > becoming fascinated by my whole new world of Means and > Medians and Variabilities and Variances, and so forth. I am > told that certain "duplicate" questions are sometimes put > in to test the consistency/'truthfulness' of a respondent's > answers,and that these 'check' questions are called split > half coefficients (or thereabouts). But i find no reference > in the text books I'm poring over. Can anyone enlighten me? > I hope I've explained myself correctly and, if not, that I > cn be pointed on the right track: I know how vital it is to > have the correct terms in this business. > Chris: The split-half coefficient was invented in the early years of the 20th century as a way of checking the internal consistency of a measurement scale. One takes half the items in a scale (say the odd numbered items) and scoresd their total, and then correlates this with the score on the other half of the scale. An adjustment is then made to correct for the shortened length of the scale by taking only half the items. Nobody bothers with this any more; the procedure has been superseded by the more convenient Cronbach's alpha coefficient. Neither of these statistics is directly concerned with the issue you raise, namely that of having repeated items in order to check whether an individual respondent is answering the same question consistently. You won't find these concepts discussed in books on basic statistics. Look instead for books on educational and psychological measurement. You local university library should be able to help. Paul Gardner begin:vcard n:Gardner;Dr Paul tel;cell:0412 275 623 tel;fax:Int + 61 3 9905 2779 (Faculty office) tel;home:Int + 61 3 9578 4724 tel;work:Int + 61 3 9905 2854 x-mozilla-html:FALSE adr:;; version:2.1 email;internet:[EMAIL PROTECTED] x-mozilla-cpt:;-29488 fn:Dr Paul Gardner, Reader in Education and Director, Research Degrees, Faculty of Education, Monash University, Vic. Australia 3800 end:vcard
Re: linear model or interactive model?
The model y = b0 + b1 * x1 + b2 * x2 + b3 * x1*x2 is a nonlinear model, just as in engineering. However, it is 'linear in the variables'. In statistics this is useful, because in estimating the model from a data set, one can define a 'new' variable x3 = x2*x2 and apply, for example, a linear regression algorithm. But in interpreting the results you have to remember that the model is nonlinear! Regards, Alan Wen-Feng Hsiao wrote: > Dear Hartig, > > Thanks for your reply. I am sorry for my poor knowledge in statistics. > But I wonder why the definition of 'linearity' of statistics is different > from that of engineering mathematics, which defines 'linear' as: > > Each unknown xj appears to the first power only, and that there are no > cross product terms xi*xj with i!=j. > > Wen-Feng > > In article <[EMAIL PROTECTED]>, > [EMAIL PROTECTED] says... > > Generally, you can include an interaction (or moderator) term in a linear > > model, like > > y = b0 + b1 * x1 + b2 * x2 + b3 * x1*x2, > > and the model still is linear. If you decide not to include x1 and x2, like > > y = b0 + b1 * x1*x2, > > you still have a linear model. > > === > This list is open to everyone. Occasionally, less thoughtful > people send inappropriate messages. Please DO NOT COMPLAIN TO > THE POSTMASTER about these messages because the postmaster has no > way of controlling them, and excessive complaints will result in > termination of the list. > > For information about this list, including information about the > problem of inappropriate messages and information about how to > unsubscribe, please see the web page at > http://jse.stat.ncsu.edu/ > === -- Alan McLean ([EMAIL PROTECTED]) Department of Econometrics and Business Statistics Monash University, Caulfield Campus, Melbourne Tel: +61 03 9903 2102Fax: +61 03 9903 2007 === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
Split half coefficient?
I'm completely new to statistics but am putting together a customer satisfaction survey, thanks to which I am daily becoming fascinated by my whole new world of Means and Medians and Variabilities and Variances, and so forth. I am told that certain "duplicate" questions are sometimes put in to test the consistency/'truthfulness' of a respondent's answers,and that these 'check' questions are called split half coefficients (or thereabouts). But i find no reference in the text books I'm poring over. Can anyone enlighten me? I hope I've explained myself correctly and, if not, that I cn be pointed on the right track: I know how vital it is to have the correct terms in this business. Also - is there a good forum or discussion group for basic learners like me? I'm v happy to lurk among the pros but my needs are pretty simply at this stage and books are my best standby for the Stats Analysis 101 stage I'm at. Thank you very much, anyone out there with the time to help. Chris * Sent from AltaVista http://www.altavista.com Where you can also find related Web Pages, Images, Audios, Videos, News, and Shopping. Smart is Beautiful === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
Re: linear model or interactive model?
Thanks for all your replies. And, again, I apologize my vague description about my question. I will try to rephrase it in another way below. Suppose I wants to know what kind of combination of products will attract consumers most. There are five products in my research. Suppose the preference ordering of these five products has been obtained from a group of subject as: product A product B product C product D product E rank 1 rank 2 rank 3 rank 4 rank 5 Now, the combination of prodcuts will include any two of the five, or per se twice. So there are 15 combinations. To understand which combination attracts consumers most, we conduct an paired-comparison experiment between the 15 combinations. (So, each subject has 105(=15C2) comparisons.) We particularly desire to know the tie situations, such as the preference between (product A, product E), (product B, product D), and (product C, product C). The subject's preferences are further fed into Multiple Dimensional Scaling to analyze. The graph shows that the first two dimensions can explain the data well. Suppose these two dimensions are labeled as: price and fancy of a combined products. And now we have only the price information for each product. So, what I tring to do is using mathematical equations to obtain the degree of fancy for each product. I assume an aggregation model as the following: Y(rank of the combined product) = X11 (1st price) * X12 (1st fancy) + X21 (2nd price) * X22 (2nd fancy). Where Y, X11, X21 are knowns, and X12 and X22 need to be calculated. I am sorry for my ignorance about statistics. Please correct me if anything wrong in the process I am doing. Wen-Feng In article <[EMAIL PROTECTED]>, [EMAIL PROTECTED] says... > On 13 Apr 2000, Wen-Feng Hsiao wrote: > > > Suppose I have an aggregation model which is in the following form: > > Y = X11 * X12 + X21 * X22. > > It may be that you're not getting answers because many of us are not at > all sure of the question. (For example, the phrase "aggregation model" > is not familiar to me.) Your "Subject:" question (linear or > interactive?) suggests that you're thinking in terms of multiple linear > regression as a means of analyzing your model; but then your example, > of aggregating the knowledge of two persons, conflicts with my view of > how "persons" ought to be represented (as cases, not as variables) in a > multiple regression problem. > > Donald F. Burrill [EMAIL PROTECTED] > 348 Hyde Hall, Plymouth State College, [EMAIL PROTECTED] > MSC #29, Plymouth, NH 03264 603-535-2597 > 184 Nashua Road, Bedford, NH 03110 603-471-7128 === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
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Re: hyp test:better def
I agree with Dennis that students need to be exposed to the use of Bayesian priors within the process of teaching classical hypothesis testing. I realize that Bayesians might wonder why anyone would go back to classical hypothesis testing once one has the entire posterior distribution. I realize that classical frequentists have little motivation to consider the influence of subjective priors when dealing with a factual state of knowledge (the value of the population parameter). And as a teacher, I'm well aware of the difficulty of trying to manipulate priors into posteriors -- within the time constraints of an intro stats class. But I've done it (taught classical hypothesis testing while including Bayesian priors) for several years in Intro Business Stats using Bayes Rule and a 2x2 table (much like medical tests). For further details, consult two papers I've written: "Using Bayesian Inference in Classical Hypothesis Testing", 1996 JSM ASA "Using Bayesian Strength of Belief to Teach Classical Statistics", 1998 ICOTS-5 On-line copies are available at: www.augsburg.edu/ppages/schield Scroll down to PUBLICATIONS IN STATISTICS. Although I've given many talks on this subject (on 4 different continents), I've never gotten much usable feedback. Both Bayesians and frequentists find it "interesting..." My conclusion is that any statistical activity that involves both Bayesian and frequentist elements is difficult for either group to support as being useful to students in REALLY understanding statistics. The biggest problem I've encountered (per the 2nd paper) is student difficulty in handling conditional probability. (David Moore noted this problem in his analysis of the Bayesian-frequentist issue). I don't think we should de-emphasize conditional probability. I do agree that teaching conditional probability straight on (algebraically) has not worked well enough. I'm working at teaching conditional probability in a different way. Once I've got students up to speed on conditional probability, then I'm ready to go back and teach classical hypothesis testing while including Bayesian priors and see whether students really understand what is going on. Time will tell. Milo (Feedback appreciated) === dennis roberts wrote in message <[EMAIL PROTECTED]>... >it appears to me that we are having the same kinds of discussions on this >topic as usual and we go round and round ... and where we stop depends >on when people get tired of it > >is progress being made? i wonder ... >finally, i WOULD LIKE to offer some summary points that do seem sensible to me > >A. the reliance on ... and dominance of ... traditional 'significance' >testing ... in almost all of printed scientific literature ... across most >disciplines ... is TOTALLY out of whack in terms of what this 'method' can >tell us about phenomena > >B. the failure of statisticians in general, particularly those (me >included) who TEACH students about this stuff, to build into their psyches >'priors', in some form, as herman and others have been preaching ... is >tantamount to unethical statistical instructional practice > >and C. > >if we do A and don't do B ... we do a tremendous disservice to students we >work with > >now, how we reinvent our strategies ... is difficult INdeed ... but, we >must try === === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
