burt <[EMAIL PROTECTED]> wrote:
>It seems like I read once that a characteristic of a
>Poisson arrival pattern at a waiting line facility is that
>there will be long periods of no or few arrivals followed
>by periods of many arrivals. Can anyone refer me to a
>reference that discusses this charac
Jerry Dallal wrote:
> I have a note from Frank Anscombe in my files. It says, "Cardano.
> See the bit from "De Vita Propria" at the head of Chap. 6 of FN
> David's "Games, Gods, and Gambling (1962). That shows that the idea
> of a test of significance, informally described, is very ancient."
>
On 23 Oct 2000 11:20:18 -0700, [EMAIL PROTECTED] (GEORGE
FULTON) wrote:
>
> "Can you help? I'm doing a couple of stats modules
at Napier University in Edinburgh. One of the questions I have to
answer for my course work relates to the history / origins of my
chosen distribution. I will be dis
Jerry Dallal posted an interesting web page about p-values:
http://www.tufts.edu/~gdallal/pval.htm
and I have a few comments about this page and the discussion about
significance testing on edstat-l.
First, it is pretty clear to all of us that the p-value does not answer any
questions about pra
(on the subject of point-biserial correlation)
On Mon, 23 Oct 2000 09:57:42 -0400, Art Kendall
<[EMAIL PROTECTED]> wrote:
> Even if the term PBS didn't stick, I would hope that somewhere in a first
> course a student would retain the concept that a correlation between gender and
> height means
Herman Rubin wrote:
> and until recently,
> scientists believed that their models could be exactly right.
but, as you wrote in another context
--
3 Oct 1998 08:07:23 -0500;
Message-ID:6v57ib$[EMAIL PROTECTED]
"Normality is rarely a tenable hypothesis. Its usefulness as a means
of der
In article <[EMAIL PROTECTED]>,
Robert J. MacG. Dawson <[EMAIL PROTECTED]> wrote:
>[EMAIL PROTECTED] wrote (in part):
<> I'm saying that the entire concept of practical significance is not only
<> subjective, but limited to the extent of current knowledge. You may
<> regard a 0.01% effect at th
One of the original questions on this thread had to do with the origin of the
".05" cutoff. I suggested that if naive subjects were placed in a situation in
which they had to detect whether a coin was fair or not, it would correspond
closely to the commonly used .05 level. I just did it with 65
Petr Kuzmic wrote:
>
> Jerry Dallal wrote:
> [...]
> > http://www.tufts.edu/~gdallal/pval.htm
> > http://www.tufts.edu/~gdallal/p05.htm
>
> Thanks for sharing these links. However, a lot of URSs on the "Little
> Handbook of Statistical Practice" website
> (http://www.tufts.edu/~gdallal/LHSP.HTM
Here are a couple of more recent articles on the issue in the emails below,
usually referred to as the inverse regression or calibration problem. The
second reference is a good review to get you started...
1. Cheng, C. L. and Van Ness, J. W. Robust Calibration. Technometrics.
1997;
Jerry Dallal wrote:
[...]
> http://www.tufts.edu/~gdallal/pval.htm
> http://www.tufts.edu/~gdallal/p05.htm
Thanks for sharing these links. However, a lot of URSs on the "Little
Handbook of Statistical Practice" website
(http://www.tufts.edu/~gdallal/LHSP.HTM) have broken links to image
files.
Hello
Can you help? I'm doing a couple of stats modules at Napier
University in Edinburgh. One of the questions I have to answer for my
course work relates to the history / origins of my chosen distribution. I
will be discussing the Weibull distribution for my course work. Can you
su
Assume that I have observed the following purchase patterns
100100010110111001001{00...0}
where "0" represents no purchase, "1" represents an purchase.
Thus, I have purchase gaps of 2,3,1,0,1,0 ,0,2,2. Assume
further, that the purchase gaps are generated by a single
Poisson process, with mean la
while this may be the case ... in general ... for some decisions we make
... we would not even allow this level of snickering to suggest to us that
something is afoul ... whereas for others ... it would not bother us (or
should not) if the chances were larger ...
it all depends ...
At 10:36 A
I remember seeing the same thing a year or so ago on this list. I tried
it for the first time this semester with my "refresher" course in
statistics for a class of incoming graduate students. I tossed a coin a
number of times and reported the result as "heads" each time
irrespective of the actual
Even if the term PBS didn't stick, I would hope that somewhere in a first
course a student would retain the concept that a correlation between gender and
height means the same thing as a difference in mean height for the genders.
This helps lay the foundation for later realizing that ANOVA is a s
I wrote:
> I'm preparing some notes for my students on "Why P=0.05?"
> I'll post them in the next few days (so I don't end up writing
> them twice and piecemeal, to boot!).
I'm writing these notes as I'm teaching, so they are necessarily a
series of first drafts. I don't have time to polish th
[Apologies if you receive this more than once]
*
* Second *
* CALL FOR PAPERS *
* *
* The
At 12:25 AM 10/23/00 -1000, Daniel Blaine wrote:
> I'm not sure what you mean by a "no brainer" since I've
> "interpreted your interpretations" to suggest that concepts in
> and around parameter estimation and hypothesis testing are not
> easy ones for our students
On Sun, 22 Oct 2000, dennis roberts wrote:
> don ... no wonder students go bananas in statistics ... if we "sink" to
> this level of discussion about a formula ... a formula that really has so
> little utility ... how much time do we spend on the really important ones?
>
"(R)eally imp
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