Melady Preece wrote:
>
> Hi. I am teaching educational statistics for the first time, and although I
> can go on at length about complex statistical techniques, I find myself at a
> loss with this multiple choice question in my test bank. I understand why
> the range of (b) is smaller than (a)
Shareef Siddeek wrote:
> Anyway, what is the general, easy to understand, definition of df that could be
> applied in any situation: chi-square test, ANOVA, linear and non-linear
> multiparameter model fitting by least square, MLH method. etc.?
This question is raised every few years. It's abou
Alex Yu wrote:
>
> In 1940 Helen M. Walker wrote an article in the journal of Educational
> Psychology regarding the concept degrees of freedom. In 1970s, I. J. Good
> wrote something to criticize Walker's idea. I forgot the citation. I tried
> many databases and even searched the internet but g
Herman Rubin wrote:
> I also doubt
> whether learning to compute answers gives any insight
> into the concepts, except for those with good research
> potential, and even there it tends to confuse.
It depends on what "learning to compute" means. (*I'm* saying this
in repsonse to a comment from Pr
Herman Rubin wrote:
>
> In article <[EMAIL PROTECTED]>,
> Jeff <[EMAIL PROTECTED]> wrote:
> >Hello,
>
> >Would like to ask the design of experiment gurus to help me with the
> >following questions:
>
> >1. why designs for experiments should be orthogonal ?
>
> The computations get easier.
Als
Herman Rubin wrote:
>
> In article <[EMAIL PROTECTED]>,
> Jerry Dallal <[EMAIL PROTECTED]> wrote:
>
> ...
>
> >> As an example, there was an article in a recent issue of an APA journal
> >> where the research
A few years ago (many years ago?) someone wrote an article for the
newsletter of the newsletter of the ASA Section on Teaching
Statistics in the Health Sciences in which he described having each
student select a published article "at random" and check for
internal consistency. Round-off errors we
Herman Rubin wrote:
> A p-value tells me nothing of importance.
It's hard to resist the challenge, except I have to agree (if we
qualify it by adding the word 'alone', that is, 'A p-value alone
tells me nothing of importance.')
=
"Robert J. MacG. Dawson" wrote:
>
> Can anybody out there who is teaching (or has recently taught) a
> stats course at the first year level aimed specifically at non-science
> students send me - either by direct mail or through the group, at your
> discretion - a brief curriculum/course
dennis roberts wrote:
> start with the realistic case ... even if it takes a bit more "doing" to
> explain it
Depends what you're trying to teach. If mathematical statistics, I
wouldn't think of starting with a t. If data analysis, I wouldn't
think of starting with a z. As a read through some
"d.u." wrote:
>
> I now think that the betas would have to be within [-1,+1].
Just for fun, regress Y on the 3 Xs.
x1 x2 x3y
19.5 43.1 29.1 11.9
24.7 49.8 28.2 22.8
30.7 51.9 37.0 18.7
29.8 54.3 31.1 20.1
19.1 42.2 30.9 12.9
25.6 53.9 23.7 21.7
31.4 58.5 27.6 27.1
27.9 52.1 30.6 25.4
2
"d.u." wrote:
>
> I now think that the betas would have to be within [-1,+1].
Nope.
=
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"Mark W. Humphries" wrote:
> If I understand correctly the t test, since it takes into account degrees of
> freedom, is applicable whatever the sample size might be, and has no
> drawbacks that I could find compared to the z test. Have I misunderstood
> something?
>From my class notes (which, in
"Richard A. Beldin" wrote:
>
> Clearly, if you get so tired of doing assignments, you must face the
> question, "Why did I enroll?"
Required course.
=
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Rich Ulrich wrote:
>
> On Fri, 06 Apr 2001 13:34:03 GMT, Jerry Dallal
> <[EMAIL PROTECTED]> wrote:
> > It's worth noting that some lists have gateways to Usenet groups.
> > Usenet does not support attachments, so they will be lost to Usenet
> > readers.
"Drake R. Bradley" wrote:
> While I agree with the sentiments expressed by others that attachments should
> not be sent to email lists, I take exception that this should apply to small
> (only a few KB or so) gif or jpeg images. Pictures *are* often worth a
> thousand words, and certainly it make
As much as we might want 1 or 2 "sided" or "tailed" to work as a
shorthand (Lord knows, I've tried), they can't because there are
always multiple interpretations, one in terms of directionality, the
other in terms of agreement being too good as well as bad. The only
rigorous solution seems to be
Rich Ulrich ([EMAIL PROTECTED]) wrote:
: Notice, you can take out a 0.1% test and leave the main
: test as 4.9%, which is not effectively different from 5%.
I've no problem with having different probabilities in the
two tails as long as they're specified up front. I say
so on my web page abo
EugeneGall ([EMAIL PROTECTED]) wrote:
: >
: >It is frustrating to keep getting errors when I try to access a
: >printable version of the report, whether by using IE or Netscape. Is
: >there a known workaround?
: >
: Try:
: http://web.mit.edu/fnl/women/women.html#The Study
Thanks. I was able to
I've thought about your proposal. Pages of mathematics with sups over
composite parameter spaces reduce to this: The two-stage procedure is
equivalent to a two-sided test. That is, from his/her behavior, it would
be impossible to tell whether someone was acting according to your
proposed two-stag
Irving Scheffe wrote:
> Original MIT Report on the Status of Women Faculty:
> http://mindit.netmind.com/proxy/http://web.mit.edu/fnl/
It is frustrating to keep getting errors when I try to access a
printable version of the report, whether by using IE or Netscape. Is
there a known workaround?
We don't really disagree. Any apparent disagreement is probably due
to the abbreviated kind of discussion that takes place in Usenet.
See http://www.tufts.edu/~gdallal/onesided.htm
Alan McLean ([EMAIL PROTECTED]) wrote:
> My point however is still true - that the person who receives
> the contr
Alan McLean ([EMAIL PROTECTED]) wrote:
: There is certainly an argument that when trialling a new treatment (I
: initially used the word 'testing' here, but figure that it may be
: confused with the statistical test of the resultant data) it is
: presumably expected to work. Consequently, if a pe
dennis roberts ([EMAIL PROTECTED]) wrote:
: it would only be unethical if a better alternative were available ... or
: even a possibly better alternative were available ... and the investigator
: or the one making the decision to give or not to give ... KNOWS this ...
: AND HAS the ability to
Will Hopkins wrote:
>
> Jerry Dallal wrote, ironically:
> >If you're doing a 1 tailed test, why test at all? Just switch from
> >standard treatment to the new one. Can't do any harm. Every field
> >is littered with examples where one-tailed tests would
Will Hopkins wrote:
>
> At 7:34 PM + 12/3/01, Jerry Dallal wrote:
> >Don't do one-tailed tests.
>
> If you are going to do any tests, it makes more sense to one-tailed
> tests.
If you're doing a 1 tailed test, why test at all? Just switch from
standard trea
auda wrote:
>
> Hi, all,
> We are testing a group of subjects on their performance in two different
> conditions (say, A and B), and we are testing them individually. We have an
> alternative hypothesis that reaction time in condition A should be longer
> than in condition B, so we perform a one-
Irving Scheffe wrote:
>
> Jerry:
>
> A quick response.
>
Thanks.
As we all agree, an intelligent discussion of the situation that
prompted the thread demands the participants become familiar with
the details. I am not and never have claimed to be.
My contribution was meant as an aside in
Radford Neal wrote:
>
> In article <[EMAIL PROTECTED]>,
> Jerry Dallal <[EMAIL PROTECTED]> wrote:
>
> > We often have a group of individuals who are judged comparable in
> > responsibilities and performance. In such cases, it *may* be
> > appropriate
Jim,
Unfortunately, the issues are too complex to distilled this way.
If you're arguing in your example, that workers should be paid for
piecework, then fine. So be it. Pay the Detroit Pistons by the
point.
I've got no problem with that.
Often in these cases, performance is not so easily qua
dennis roberts wrote:
>
> i found the multtest i was looking for ... posted by gerry dallal ...
>
> http://www.tufts.edu/~gdallal/multtest.htm
>
Sorry for the confusion but it's Gerard with a 'G', Jerry with a 'J'
Former US President Gerald Ford does the same thing--Jerry with a
'J'.
One time
dennis roberts wrote:
> just for fun ... i repeated this "test" 20 times ... with the following
> frequency distribution of the number out of 20 what i was told TO PUBLISH!!!
>
> 0 = 6 p = .3
> 1 = 9 p = .45
> 2 = 4 p = .2
> 3 = 1 p = .05
>
> interesting
>
> gerry's note at the bottom
dennis roberts wrote:
>
> someone posted a url recently (that i have lost obviously) to a demo about
> getting significant results when the null is true ... but doing multiple
> tests ... the file i think was
>
> multtest.htm ...
>
> anyone know from whence this came? thanks
>
> __
"Magill, Brett" wrote:
>
> The more general concern about significance testing notwithstanding, I have
> a question about the use of testing, or other inferential statistical
> techniques, in experiments using human subjects, or any other research
> method that does not use probability sampling..
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