at
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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dennis roberts, educational
seems to me that if you are talking about, for example, generating a
sampling distribution of means, ... then each and every SRS is assumed to
be randomly and INDEPENDENTLY drawn from said population ... thus, sampling
with replacement is assumed
if not, each NEXT sample is not being drawn
/
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dennis roberts, educational psychology, penn state university
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
or resampling
... just as well ... and in a sense more efficiently ... than our normal
strategy of generating new SRSes from a defined population
_
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208 cedar, AC 8148632401, mailto
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GOT
the data ... and, in addition, the logic about inference is not that simple
to follow
IMHO of course
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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are scaled categories, instead of being symmetrical
ratings around Undecided or indifferent. But the content
is more surprising. Race relations have surely shifted --
==
dennis roberts, penn state university
educational psychology, 8148632401
and Publishers of Research in the Schools
agreed to have this issue put in a web format.
here is the link
http://roberts.ed.psu.edu/users/droberts/sigtest.htm
these are in pdf format ... if you have any problems, let me know
_
dennis roberts
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dennis roberts, educational psychology, penn state university
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
group ... ON AVERAGE ...
had a mean that was about 1.11 times (control group sd units) larger than
the control group mean, which is purely DESCRIPTIVE ... what can you say
that is important?
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dennis roberts, educational psychology, penn
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dennis roberts, educational psychology, penn state university
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dennis roberts, penn state university
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method ... structural equation modeling ...
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
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dennis roberts, penn state university
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the item is ambiguous ... and hence will
use the don't agree as a way to NOT making a response ... but still
making one
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http
responded 5 ... equally different than the person who said
5???
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
... does not provide that S with ANY response that fits his/her attitudinal
pattern ...
thus, without the other end of the continuum being one of the RESPONSE
OPTIONS for the S ... the 0 point i don't agree simply provides ambiguous
data to the data collector
cheers
Michelle
Dennis Roberts
led - so that you have a line like so:
strongly disagree
strongly agree
|___|
in any case ... likert did not use this visual method
_____
dennis roberts, educational psychology, penn state university
2
?
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dennis roberts, educational psychology, penn state university
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dennis roberts, penn state university
a summary.
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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... and use this as
our PROXY measure ...
BUT IN any case ... i think it is helpful NOT to call the actual instrument
... the paper and pencil collection of items ... THE scale ...
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dennis roberts, educational psychology, penn state university
obvious ... in looking at the histogram
graph ... independent OF the dot in the boxplot ... out past the upper whisker
doxplots would kill two birds with one graphic stone
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dennis
MTB
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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' around 68/69 not because of ONE gender
concentrating there ... but, OVERLAPPING between the sexes ... at this
approximate location of heights
modes are tricky
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dennis roberts, educational psychology, penn state university
208 cedar, AC
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dennis roberts, educational psychology, penn state university
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element ... so, if you did pick D ... then it has to be because
you knew that isolated fact ... which certainly is about as low level as
you can get
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401
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dennis roberts, penn state university
educational psychology, 8148632401
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dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
at
http://jse.stat.ncsu.edu/
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
At 10:40 AM 8/26/01 -0500, Olsen, Chris wrote:
Dear Sir or Madam:
I read with interest your posting on the issue of the so-called Tukey
boxplot. I would like to make a few observations, if you will forgive the
temerity of a high school teacher.
since i was not the person posting the
response here -- apparently I cannot
choose a different font, so I will bracket my comments by -- and ---.
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
is seriously flawed ...
toss the sucker!!!
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
about
the problem of INAPPROPRIATE MESSAGES are available at
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dennis roberts, penn state university
educational psychology
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dennis roberts, penn state university
educational
irrelevant to me
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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some might be interested in this ...
http://web.centredaily.com/content/centredaily/2001/08/18/news_local/18minitab.htm
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http
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area with color,
etc.
since when you save it, it is a bmp file i think ... quality is good
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
bet you think you know what these are ... do you?
http://community.webshots.com/photo/6073830/6073886GMgEftrGUI
==
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and highly limited
2. data management is primitive
3. the integration of correlated techniques is highly limited
4. the utility of working with many variables and doing interrelated
analyses is very cumbersome
5. and the number of analytical routines is sparse
and the list goes on
dennis roberts, penn
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto
in the write up too
dennis roberts, educational psychology, penn state university
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dennis roberts, educational psychology, penn state university
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At 09:33 AM 7/25/01 -0400, Sanford Lefkowitz wrote:
In a certain process, there are millions of people voting for thousands
of candidates. The top N will be declared winners. But the counting
process is flawed and with probability 'p', a vote will be miscounted.
(it might be counted for the wrong
these days is really complicated due (partly) to
THAT ... the volume of possible output becomes huge ... hence, the
confusion factor of reading (heaven forbid ... understanding!) what is
there drastically increases
_
dennis roberts
...
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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for a good treatment of this issue ... levels of measurement and statistics
to use ... though, it is not real simple ...
see
ftp://ftp.sas.com/pub/neural/measurement.html
warren sarle of SAS wrote this and, it is excellent
forget about scales and statistics for a moment ... what kinds of
interval level data is much more tenable ...
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
here are a few videos of likert ...
http://ollie.dcccd.edu/mgmt1374/book_contents/3organizing/org_process/Likert.htm
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http
problem?
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
-7128
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
?
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educational psychology, 8148632401
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL
the extent to which the minor is prescribed, then such an exam should not
be that difficult to create ... but, to the extent to which a minor can be
any number of combinations of courses ... in stat OR biostat ... with NO
fixed core ... then, i think it becomes more impossible ...
now, for
or not they are similar
assuming any significant level.
DB
Sorry, Cantor: this is not possible, in general.
some try however ... see http://www.turnitin.com ... a plagiarism detection
company
_
dennis roberts, educational psychology, penn state
... it depends on the stat you are interested in ...
==
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dennis roberts, educational psychology, penn state university
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this was in operation,
might have a look at the following link ... some of the material there may
be of interest
http://roberts.ed.psu.edu/users/droberts/introstat/introstat.htm
__
dennis roberts, educational psychology, penn state university
208
... so beware ...
anyway, for any interested, have a look at
http://roberts.ed.psu.edu/users/droberts/introstat/powbeta.htm
you need access to a recent release of minitab ...
==
dennis roberts, penn state university
educational psychology
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
about
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dennis roberts, educational psychology, penn state university
208 cedar
here is some help info from minitab about trimmed means ...
===
Trimmed mean
The trimmed mean (TrMean) is like the mean, but it excludes the most
extreme values in the data set. The highest and lowest 5% of the values
(rounded to the nearest integer) are dropped, and the mean is
jay warner had earlier elaborated on the use of the term ... item
independence ... to mean that the position of an item in the test would
not impact on the likelihood of examinees answering the item correctly or
not ... yes ... this is usually the meaning given to that term
but, i would
At 01:34 AM 6/16/01 -0500, Jay Warner wrote:
but Doug Sawyer did not ask exactly that question. What he _may_ be asking
is whether a bank of questions could be developed, that are more or less
independent of one another,
you mean uncorrelated??? across the same set of examinees when
i am just passing along information i saw in the classifieds of our local
newspaper ...
there were 3 positions listed with rather large ads ... for:
1. technical communications specialist
2. database programmer
3. customer support specialists
information can be found at:
w d allen seems not to be happy with the feedback that a few of us sent, in
response to his (apparent) blasting of educators and their understanding
of the median ...
sorry ...
but, as don pointed out ... you provided NO context whatsoever in your
blast ... as to what was said when, and by
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dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL
this is not unlike having scores for students in a class ... one score for
each student and ... the age of the teacher of THOSE students ... for a
class ... scores will vary but, age for the teacher remains the same ...
but the age might be different in ANother class with a different teacher
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is that the editorial practices are faulty. I
don't find Dennis Roberts' reasons in his 27 Apr message too satisfying.
i was not satisfied with my own list either but, these are reasons why
screw ups do occur
I regularly have students write critiques of articles in their
respective areas
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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the notion of being able to fix errors in manuscripts that have NOT yet
been published is one thing ... but, the ability to correct glaring errors
in manuscripts PUBLISHED is quite a different story. i have a paper (that i
can't find at the moment ... from either chemistry or physiology i
let's see ... there is a population of 3 different items ... boxes, people,
colors, whatever ... right?
it appears to me that the problem you are presenting is the following:
let's say you take 3 elements, at random and WITH REPLACEMENT, from a
population (with 3 distinct elements)
you take
in my class, i gave students an option for doing some extra credit
web/internet work related to stat ... and, the 4th of these was
1. to join SOME stat list (edstat was not THE list ... it was one of a
number of possibilities ... i had given them mike fuller's great list of
stat lists as
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At 09:58 AM 4/26/01 -0500, Herman Rubin wrote:
For the important part, it is ALWAYS appropriate. An
argument against open book is that they spend too much
time looking things up, but I always allow crib sheets.
This way they know that they will get no credit for
memorizing definitions and
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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each time you use your word processor, you get better AT using it AND its
features
same holds for a decent stat package
the more students practice with it, the better they get with it
and the instructor should help them in this
minitab for example, has tried in recent releases to enhance the
At 09:29 PM 4/26/01 -0500, Christopher Tong wrote:
On 26 Apr 2001, dennis roberts wrote:
i would put a different spin on this ... if students use the crib sheet
(which i let them have too) AND have to depend on it TO remember important
formulas/definitions ... then this works against them
of that is
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401, mailto:[EMAIL PROTECTED]
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as for the use of t tables ... or any other ...
1. one issue is can the student USE the table ... that is, you specify some
from the table and you want to know if they can find it
2. another issue is what the student knows about what happens in the table
as df changes
3. another issue is
I think that reading the scientific literature would disabuse one
about the limited application of statistical significance. My
students tell me that learning about statistical inference
greatly increases their capacity to read primary
literature. Perhaps it is different in your discipline.\
the way this is usually done is to assign everyone the same grade ... and
THERE is the rub
i am totally surprised that it has taken you 20 years to encounter this
problem ... i would say you have been a mighty LUCKY person!
we have to distinguish between the goal of the group project ... and
that ... also some thoughts about what would be the
2/3 KEY notions one would be attempting to inculcate in students ... with
these examples
thanks
_
dennis roberts, educational psychology, penn state university
208 cedar, AC 8148632401
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