the benefit one can derive from doing a trial run ...
ON THOSE WHO ULTIMATELY WILL BE the target population ...
it would only have taken probably 10 potential voters to view and have
confusion about this ballot expressed ...
==
dennis roberts
interesting, i have never seen SO many posts about AN issue as this one is
getting ... i reckon that is good ...
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober
the people claim that since it had been publicized in the newspaper trial
printing of the ballot ... that it was assumed that al gore, who IS listed
second on the left ... that his vote would be the second hole ... so, it
seems like many just like automatons ... punched the second hole ...
i think if you look at the graphs down the page at the url shown below ...
http://madison.hss.cmu.edu/palm-beach.pdf
it is pretty hard to argue that the data for buchanan this year is similar
to what it was in 1996 against dole ...
other counties showed even more votes for buchanan back then
At 03:51 PM 11/9/00 -0500, Reg Jordan wrote:
Did it cost Gore votes? Doesn't matter. Incompetence is not a defense.
on what basis can you conclude that the 19,000 invalidated ballots were due
to incompetence ... this seems to be your supposition ...
what if you saw a table that showed that
At 11:45 AM 11/10/00 -0500, you wrote:
Well, let's look at that. In the '96 election, 14,000 or so ballots were
discarded as "spoiled" because of precisely the same problem. Given the
voter turnout in that election, 19,000 discards in this election is really
not different than that of '96.
did
might i ask why one group has n=160 and the other only n=15?
At 05:44 PM 11/6/00 +, [EMAIL PROTECTED] wrote:
Hi all,
I have a little problem on how to handle the following:
==
dennis roberts, penn state university
educational
this is the third in our series of short www assignments for extra credit
in the edpsy 400 class
due on ... wednesday november 22 ... day before thanksgiving
holiday
using any or all of the following search engines,
http://www.google.com
http://www.directhit.com
http://www.alltheweb.com
i
could be of value to some
http://freeservices.uni.cc/
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don't forget to look at all that is available online for doing analysis ...
http://members.aol.com/johnp71/javastat.html
check out specific routines or ... click on the jump to free software ...
some works with macs
=
try this page from my website ... the first link has many downloadable
MINITAB files ...
and leads to other data set sites
http://roberts.ed.psu.edu/users/droberts/datasets.htm
At 01:58 PM 10/25/00 +, Frank E Harrell Jr wrote:
I need to write up a case study of ordinary least squares
a colleague of mine and i spent about 2 hours walking around the psu campus
sunday ... beautiful day ... between us, took about 170 digital pictures
... all in the same venues ... some inside and most outside ...
i have a sony mavica and he an hp ... and both had our settings on the BEST
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 to
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
here are some figures on how much "trash" accumulates at a number of big 10
football stadiums for home football games ...
penn state generates about 40 tons ... and at ohio state, which has a
stadium and fan turnout about the same as penn state, the figure is about
16/17 tons ...
i have NO
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?
i would submit that for most intro courses ... where correlation is
anyone who likes fall colors might enjoy some of these pics ... if you want
to use them in any way ... fine by me
http://community.webshots.com/album/6003455WVyPzlswHT
http://community.webshots.com/album/6003696MOlRFapcVS
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==
dennis
the null that two means are identical,
and they are amazed.
why do you have to insert the term ... point biserial here? would this be
true if i just used the term ... pearson product-moment correlation?
==
dennis roberts, penn state
what is interesting to me in our discussions of p values ... .05 for
example is ... we have failed (generally that is) to put this one piece of
information in the context of the total environment of the investigation or
study ... we have blown totally out of proportion ... THIS one "fact" to
randomly independent events have the p value being the multiplication of
each event's p value ... so ... p for getting a head in a good coin is
.5 ... 2 in a row = .25 ... etc.
here is a table up to 10 in a row of the same side
Row numheads pvalue
1 1 0.50
2
This has got to be one of the funniest things I have read on a stats
newsgroup. I'm sure its not really meant to be funny, but the thought
of truckloads upon truckload of rats arriving to satisfy power
requirements puts a highly amusing spin on the whole thing. :)
I am stifling an insane cackle
as a general strategy ... you apply both models to the observed data ...
look at the (squared) residuals of the fits to the real data points ... and
see which model produces the smaller amount of squared error ...
sometimes this is rather obvious if you look at the data ... for example,
what
At 01:52 PM 10/19/00 +, Jerry Dallal wrote:
"Karl L. Wuensch" wrote:
The origins of the silly .05 criterion of statistical significance are
discussed in the article:
I disagree with the characterization. If it were silly, it would
not have persisted for 75 years and be so widely used
At 04:57 PM 10/19/00 +0100, David Hardman wrote:
Actually, it often strikes me as curious that so many
people continue to report results as p .05, when they
could in fact report the actual value.
though true, and generally this is what we do ... that is, give the exact p
values ... the
At 05:38 PM 10/17/00 -0700, David Heiser wrote:
The 5% is a historical arifact, the result of statistics being invented
before electronic computers were invented.
an artifact is some anomaly of the data ... but, how could 5% be considered
an artifact DUE to the lack of electronic computers?
one nice full issue of a journal about this general topic of hull
hypothesis testing that i came across recently is:
Research in the Schools, Vol 5, Number 2, Fall 1998 ...
you could contact jim mclean at ... jmclean@ etsu.edu ... and inquire about
obtaining a copy
we are in the process of
robert ... i disagree ... now, if minitab will reimburse him for NOT
selling them ... that is a different story ... but, if they won't AND he
has not USED the project ... i see nothing to prevent him from obtaining a
return on his investment ...
the mistake he made was to "advertise" them ...
minitab (like most products) comes in a sealed box with shrinkwrap on it
... now, INside the box are manuals (the one i got anyway) and the SEALED
cd ...
now, there is nothing on the outside SHRUNKWRAPPED box ... that states the
"use" conditions ... it appears only on the SEALED cd wrapper
or
perform better? there is no incentive to do this ... however, if we forget
about ability ... then our goal is to help them learn as much as they can ...
======
dennis roberts, penn state university
educational psychology, 81486
'bout that one?
At 01:11 AM 10/3/00 -0500, Joe Ward wrote:
Hi, Graham --
It's been a long time since I've heard any discussion about
UNDERACHIEVERS and OVERACHIEVERS. I've never been able to understand
the discussions.
==
dennis
l Granaas wrote:
Ok, I'll play. Please keep in mind that these thoughts are still rough
and are put forward in that form.
==========
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/d
At 07:00 AM 9/28/00 -0700, Jenny Goodspeed wrote:
I have a question regarding the creation of an
overall scale from several likert-type items.
I have a group of items that I'd like to sum to
create the scale. Results of a factor analysis show
that the items load high on one factor.
found the data ... entered it ... here is some stuff on it
===
Row X1 Y1 X2 Y2 X3 Y3 X4 Y4
1 108.04 10 9.14 107.46 86.58
2 86.95 8 8.14 86.77 85.76
3 137.58 13
have a look ... sorry about the last empty message
=
Hi Dennis,
As of Thursday, Sept 14, e-academy.com has become the official download
site of the Minitab 13 30-day trial demo. Anyone accessing the demo from
Minitab.com, who indicates an academic/work status of "student", or
but, this is why we don't use one item on a test ... we use not only
multiple items on tests but, multiple tests ...
this is why we don't use one course in college to decide whether we
graduate a student or not ... we use 40/50 courses ...
that's why we don't let someone graduate (in theory of
i am sure most have seen ... http://www.ilstu.edu/~gcramsey/Gallery.html
if not, it's worth a trip!
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the reason you won't see this in books is because, as i have said before
... this statement makes no sense
and it sure won't help the person who originally posted the question about
a book recommendation ...
==
dennis roberts, penn
i would say that what bob has indicated below is BIAS ... not consistency
...
At 12:18 PM 9/6/00 -0300, Robert J. MacG. Dawson wrote:
More seriously, using the sample median as a robust estimator of the
population mean is consistent if the population is symmetric, but
inconsistent
here is one clue do you think that the difference in ability between
someone with an IQ of 100 compared to someone with an IQ of 110 ... has the
same meaning as the difference between a person with an IQ of 140 ... and
one with a 150?
At 12:00 PM 8/25/00 -0400, William Levine wrote:
this crossed my electronic desk ...
===
How The Government Works
Once upon a time the government had a vast scrap yard in the middle of a
desert.
Congress said someone may steal from it at night; so they created a
night watchman,
GS-4 position and hired a person for the
in some cases ... chi square test statistics require using ONLY 1 tail ...
of the relevant chi square distribution ... but some cases require using a
two tailed approach ...
same can be said of F test statistics ...
can we say that about t test statistics? ( i am not talking the case where
given that is beginning fall semester at penn state (whatever happened to
starting after labo(U)r day?) , this is just a reminder about ...
i run a list called introstat-l (don burrill and others have been very
helpful contributors) ... that has been operational since last february ...
that
At 02:22 PM 8/22/00 -0500, Herman Rubin wrote:
No geographer would take the heights of mountains and
convert them to a probability scale.
i beg to differ ... for, it is not totally an uninteresting question that
someone might ask ... for all mountains ... what is the p value for
selecting at
tates" of nature?
======
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/drober~1.htm
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Instructions f
http://www.salary.com/
interesting site
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1. i find interesting the obvious that ... while students seem to fear
statistics primarily because it contains "math" ... and they dislike math
... since they think math is so OBjective and exact ... while the fact of
the matter is that there are wide variations ( ... our discussion of bar
well this indeed is interesting ... i now know what we can talk about for
the first ENTIRE week of a basic stat class ...
histograms and bar charts
1. a compilation of all the definitions thereof (including greek roots)
2. discussion of whether a "histogram" can be used for depicting a
if you have X bar .. that IS the point estimate OF mu ... (it is one value)
if you have calculated some confidence interval ... then that is the
INTERVAL estimate of mu ... (this is a range of values within which ... you
hope that mu falls ... )
to build the CI ... you start with a point
unfortunately, most books are not clear on everything ... hopefully, the
book will deal with basic issues and concepts reasonably well
ask students the following:
say you were at the race track and ... you have picked your favorite horse
for race #7 ...
1. how many minutes do you think it
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==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/droberts.htm
it is very difficult to set a "price" on a course ... between and within
institutions ... especially even within an institution since, workloads
vary and job responsibilities vary ...
it would indeed be an interesting accounting exercise for an institution to
implement ... trying to figure
all of this discussion re: t test and normality and when it makes a
difference and when it does not ... plus all the other assumptions made in
all kinds of tests with similar sometimes/sometimes not problems ...
just reinforces the fact that we need to be real skeptical about p values
the internet movie database is a great site where reviews and info about
movies can be found
http://us.imdb.com/
one movie i looked at was mystery, alaska ... found at
http://us.imdb.com/Title?0134618
now, if you scroll down a bit and click on VOTE HERE ... you see the kinds
of charts they
At 07:32 AM 7/13/00 -0400, Paige Miller wrote:
How exactly do you generalize the results from a "sample" of people who
elect to respond to an opinion question, for example at http://cnn.com,
to a larger population?
this is precisely the problem ... since, there is essentially NO control
over
the main problem of course ... with online surveys ... or, with any other
'kind of convenient' surveys ... is to whom do you generalize the results?
the notion is simple in inference ... our sample is meant to tell us
something about THE population that we want to generalize the findings TO
/
===
==
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
Email: [EMAIL PROTECTED], AC 814-863-2401, FAX 814-863-1002
WWW: http://roberts.ed.psu.edu/users/droberts/drober~1.htm
... this does not
really tell me anything of import about the overall population ...
it is the inference where the problem lies ... and what we can say about
the population FROM the sample ... that is of concern ...
==
Dennis Roberts
.
maybe to get you into a better perspective ... you should try yuengling
from pennsylvania ... from america's oldest brewery
==
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
Email: [EMAIL PR
...
==
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
Email: [EMAIL PROTECTED], AC 814-863-2401, FAX 814-863-1002
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==
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
Email: [EMAIL PROTECTED], AC 814-863-2401, FAX 814-863-1002
WWW: http://roberts.ed.psu.edu/users/droberts/drober~1.htm
for my strategy but here goes
==
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.ed.psu.edu/users/droberts/droberts.htm
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dennis roberts, penn state university
educational psychology, 8148632401
http
... to call all
about 1 seems not quite fair either
the best rule of a thumb variety or not is ... take them all with a grain
of salt
using statistics ... and understanding what each might provide (ie, what IS
the mean anyway) .. are not the same ...
Dennis Roberts, EdPsy, Penn State University
208 C
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?
and, if there is not an answer to this ... tell me that too
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Dennis Roberts, EdPsy, Penn State University
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... as long as you KNOW they are turned on!
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
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Dennis Roberts
and information about how to
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Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
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on the screen mimiced the actions taken by the instructor,
e.g. the cursor moved, formale were typed in and there was a voice over
lay. I think the software was called screen player or something like
that. Anyone out there have a clue?
Thanks
Bill
Dennis Roberts, EdPsy, Penn State University
208
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Dennis Roberts, EdPsy, Penn State University
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presentations
(where you can as well have animations, sliding arrows, recorded voice,
etc.? Smaller files or something?
thanks
- Original Message -
From: dennis roberts [EMAIL PROTECTED]
To: William Dudley [EMAIL PROTECTED]
Cc: [EMAIL PROTECTED]
Sent: Tuesday, May 23, 2000 10:21 AM
Subject
cases ... since
you could make the movie longer ... but go more slowly ... visuals might be
sufficient ...
the small file size seems to be a real plus ... even with modems, could
download quickly
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
Email: [EMAIL
/
===
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
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a bank does not mean that they agree with (nor would we
expect them to) all the practices of the bank ... scale scores (not even
from a rasch developed scale) are not a true guttman scale
certainly though ... one does not need the rasch model to detect these
tendencies ...
Dennis Roberts, EdPsy
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Dennis Roberts, EdPsy, Penn State University
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Email: [EMAIL
i spotted this ...
http://www.sa.psu.edu/sara/pulse/bookstore.html
about 1/2 way down the page ... see the graph titled
"Penn State Bookstore Support for Activities" ...
should these dots be connected?
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Par
sample (maybe from the
first large group) and follow up with them ... in DETAIL ... probing ...
too bad too much of the literature is ONLY based on Phase 1 kinds of things
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
Email: [EMAIL PROTECTED], AC 814-863
t.ncsu.edu/
=======
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
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here is ... is the difference big enough and/or important enough
... that it will impact on other things you want to do where assumptions
are ALSO made about variabilities in the groups/populations
it may or may not ... and anything inbetween too
Dennis Roberts, EdPsy, Penn State University
208 Ced
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to bring it up to date but, if any of you can use it ... go ahead
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
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of 'typical' studies as to
make such p value squabbles rather silly ...
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
Email: [EMAIL PROTECTED], AC 814-863-2401, FAX 814-863-1002
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of efficiency
and/or interest ... and why?
thanks for your assistance
Dennis Roberts, EdPsy, Penn State University
208 Cedar Bldg., University Park PA 16802
Email: [EMAIL PROTECTED], AC 814-863-2401, FAX 814-863-1002
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but, another alternative is to think about not ONE package ... but perhaps
2 ... sure, to become comfortable with both, it takes more time BUT, many
packages allow for pretty good inter changeability of worksheets AND ...
there are some student editions that would keep the cost down ...
i
At 11:09 AM 4/28/00 -0500, EAKIN MARK E wrote:
Besides independent normal errors with mean zero and constant
variance, some (many?) econometric text books do make the assumption that
the independent variables are uncorrelated. For example see
Gujarti, Damodar (1988), _Basic Econometrics 2nd
comment re: command language ... not only does minitab
downplay it ... and have been for several releases now ... they almost
don't even acknowlege that it exists ... it does!
==
dennis roberts, penn state university
educational psychology
At 07:57 AM 4/26/00 -0500, Herman Rubin wrote:
It does not surprise me one bit. The typical statistics
course teaches statistical methods and pronouncements, with
no attempt to achieve understanding. snip of more
this is something i happen to agree with herman about ... but, it is a
table?) but that SPSS and other software will not compute such a
correlation."
if you can handle one residual variable ... why not two?
======
dennis roberts, penn state university
educational psychology, 8148632401
http://roberts.
is there a standard error ... for an effect size?
as an example ... say you were looking at differences between means between
control and treatment ... and, the effect size came out to be ... for sake
of argument ... .3 ... in favor of the treatment
is there (in this case) some standard error
let's say that one designs a simple experiment about the effectiveness of a
weight change program ...
you set your sights on a power of .7 ... (beta therefore being .3) ...
select a two tailed alpha of .05 ... because the situation is such that
this program could actually make you gain weight
At 03:37 PM 4/18/00 -0400, Rich Ulrich wrote:
I don't know how well they handle real data, but (a) Dennis has seemed
to fail this STANDARD, on certain hypothetical questions. However, I
don't like those hypothetical questions, because it is too easy to
pretend that they are something else. I
At 10:32 AM 4/17/00 -0300, Robert Dawson wrote:
There's a chapter in J. Utts' mostly wonderful but flawed low-math intro
text "Seeing Through Statistics", in which she does much the same. She
presents a case study based on some of her own work in which she looked at
the question of gender
At 08:07 PM 4/17/00 +, Charles D Madewell wrote:
As a working engineer and part time graduate student I do not even
understand why anyone would want to do away with hypothesis testing.
I have spent many, many hours of my graduate school life learning,
reading, calculating, and analyzing
At 04:26 PM 4/17/00 -0500, Paul R Swank wrote:
I disagree with the statement that the split-half reliability coefficient
is of no use anymore. Coefficient alpha, while being an excellent estimator
of reliability, does have one rather stringent requirement. The items must
be homogeneous.
i don't
see what happens when i ... usually about once a year ... post a note
asking what value is there, if any, in classical statistical hypothesis
testing? the discussion runs amok ...
i love it!
and we wonder why STUDENTS have a difficult time in stat?
if we were to compile the dozens and dozens
At 08:37 AM 4/13/00 -0400, Art Kendall wrote:
in the "harder to do" sciences it is common to distinguish an experiment
from a
quasi-experiment.
Part of the difficulty of these fields is that we can not (or ethically may
not) manipulate many independent variables. Therefore we lose the
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