IBM SPSS Exact Tests
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Binomials, Contingency Tables, Chi-Square Tests
Binomials, contingency tables, chi-square tests Joe Felsenstein Department of Genome Sciences and Department of Biology Binomials, contingency tables, chi-square tests – p.1/16 Confidence limits on a proportion To work out a confidence interval on binomial proportions, use binom.test. If we want to see whether 0.20 is too high a probability of Heads when we observe 5 Heads out of 50 tosses, we use binom.test(5, 50, 0.2) which gives probability of 5 or fewer Heads as 0.09667, so a test does not exclude 0.20 as the Heads probability. > binom.test(5,50,0.2) Exact binomial test data: 5 and 50 number of successes = 5, number of trials = 50, p-value = 0.07883 alternative hypothesis: true probability of success is not equal to 0.2 95 percent confidence interval: 0.03327509 0.21813537 sample estimates: probability of success 0.1 Binomials, contingency tables, chi-square tests – p.2/16 Confidence intervals and tails of binomials Confidence limits for p if there are 5 Heads out of 50 tosses p = 0.0332750 is 0.025 p = 0.21813537 is 0.025 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Binomials, contingency tables, chi-square tests – p.3/16 Testing equality of binomial proportions How do we test whether two coins have the same Heads probability? This is hard, but there is a good approximation, the chi-square test. You set up a 2 × 2 table of numbers of outcomes: Heads Tails Coin #1 15 25 Coin #2 9 31 In fact the chi-square test can test bigger tables: R rows by C columns. -
12.6 Sign Test (Web)
12.4 Sign test (Web) Click on 'Bookmarks' in the Left-Hand menu and then click on the required section. 12.6 Sign test (Web) 12.6.1 Introduction The Sign Test is a one sample test that compares the median of a data set with a specific target value. The Sign Test performs the same function as the One Sample Wilcoxon Test, but it does not rank data values. Without the information provided by ranking, the Sign Test is less powerful (9.4.5) than the Wilcoxon Test. However, the Sign Test is useful for problems involving 'binomial' data, where observed data values are either above or below a target value. 12.6.2 Sign Test The Sign Test aims to test whether the observed data sample has been drawn from a population that has a median value, m, that is significantly different from (or greater/less than) a specific value, mO. The hypotheses are the same as in 12.1.2. We will illustrate the use of the Sign Test in Example 12.14 by using the same data as in Example 12.2. Example 12.14 The generation times, t, (5.2.4) of ten cultures of the same micro-organisms were recorded. Time, t (hr) 6.3 4.8 7.2 5.0 6.3 4.2 8.9 4.4 5.6 9.3 The microbiologist wishes to test whether the generation time for this micro- organism is significantly greater than a specific value of 5.0 hours. See following text for calculations: In performing the Sign Test, each data value, ti, is compared with the target value, mO, using the following conditions: ti < mO replace the data value with '-' ti = mO exclude the data value ti > mO replace the data value with '+' giving the results in Table 12.14 Difference + - + ----- + - + - + + Table 12.14 Signs of Differences in Example 12.14 12.4.p1 12.4 Sign test (Web) We now calculate the values of r + = number of '+' values: r + = 6 in Example 12.14 n = total number of data values not excluded: n = 9 in Example 12.14 Decision making in this test is based on the probability of observing particular values of r + for a given value of n. -
Binomial Test Models and Item Difficulty
Binomial Test Models and Item Difficulty Wim J. van der Linden Twente University of Technology In choosing a binomial test model, it is impor- have characteristic functions of the Guttman type. tant to know exactly what conditions are imposed In contrast, the stochastic conception allows non- on item difficulty. In this paper these conditions Guttman items but requires that all characteristic are examined for both a deterministic and a sto- functions must intersect at the same point, which chastic conception of item responses. It appears implies equal classically defined difficulty. The that they are more restrictive than is generally beta-binomial model assumes identical char- understood and differ for both conceptions. When acteristic functions for both conceptions, and this the binomial model is applied to a fixed examinee, also implies equal difficulty. Finally, the compound the deterministic conception imposes no conditions binomial model entails no restrictions on item diffi- on item difficulty but requires instead that all items culty. In educational and psychological testing, binomial models are a class of models increasingly being applied. For example, in the area of criterion-referenced measurement or mastery testing, where tests are usually conceptualized as samples of items randomly drawn from a large pool or do- main, binomial models are frequently used for estimating examinees’ mastery of a domain and for de- termining sample size. Despite the agreement among several writers on the usefulness of binomial models, opinions seem to differ on the restrictions on item difficulties implied by the models. Mill- man (1973, 1974) noted that in applying the binomial models, items may be relatively heterogeneous in difficulty. -
Bitest — Binomial Probability Test
Title stata.com bitest — Binomial probability test Description Quick start Menu Syntax Option Remarks and examples Stored results Methods and formulas Reference Also see Description bitest performs exact hypothesis tests for binomial random variables. The null hypothesis is that the probability of a success on a trial is #p. The total number of trials is the number of nonmissing values of varname (in bitest) or #N (in bitesti). The number of observed successes is the number of 1s in varname (in bitest) or #succ (in bitesti). varname must contain only 0s, 1s, and missing. bitesti is the immediate form of bitest; see [U] 19 Immediate commands for a general introduction to immediate commands. Quick start Exact test for probability of success (a = 1) is 0.4 bitest a = .4 With additional exact probabilities bitest a = .4, detail Exact test that the probability of success is 0.46, given 22 successes in 74 trials bitesti 74 22 .46 Menu bitest Statistics > Summaries, tables, and tests > Classical tests of hypotheses > Binomial probability test bitesti Statistics > Summaries, tables, and tests > Classical tests of hypotheses > Binomial probability test calculator 1 2 bitest — Binomial probability test Syntax Binomial probability test bitest varname== #p if in weight , detail Immediate form of binomial probability test bitesti #N #succ #p , detail by is allowed with bitest; see [D] by. fweights are allowed with bitest; see [U] 11.1.6 weight. Option Advanced £ £detail shows the probability of the observed number of successes, kobs; the probability of the number of successes on the opposite tail of the distribution that is used to compute the two-sided p-value, kopp; and the probability of the point next to kopp. -
Chapter 4: Fisher's Exact Test in Completely Randomized Experiments
1 Chapter 4: Fisher’s Exact Test in Completely Randomized Experiments Fisher (1925, 1926) was concerned with testing hypotheses regarding the effect of treat- ments. Specifically, he focused on testing sharp null hypotheses, that is, null hypotheses under which all potential outcomes are known exactly. Under such null hypotheses all un- known quantities in Table 4 in Chapter 1 are known–there are no missing data anymore. As we shall see, this implies that we can figure out the distribution of any statistic generated by the randomization. Fisher’s great insight concerns the value of the physical randomization of the treatments for inference. Fisher’s classic example is that of the tea-drinking lady: “A lady declares that by tasting a cup of tea made with milk she can discriminate whether the milk or the tea infusion was first added to the cup. ... Our experi- ment consists in mixing eight cups of tea, four in one way and four in the other, and presenting them to the subject in random order. ... Her task is to divide the cups into two sets of 4, agreeing, if possible, with the treatments received. ... The element in the experimental procedure which contains the essential safeguard is that the two modifications of the test beverage are to be prepared “in random order.” This is in fact the only point in the experimental procedure in which the laws of chance, which are to be in exclusive control of our frequency distribution, have been explicitly introduced. ... it may be said that the simple precaution of randomisation will suffice to guarantee the validity of the test of significance, by which the result of the experiment is to be judged.” The approach is clear: an experiment is designed to evaluate the lady’s claim to be able to discriminate wether the milk or tea was first poured into the cup. -
Learn About ANCOVA in SPSS with Data from the Eurobarometer (63.1, Jan–Feb 2005)
Learn About ANCOVA in SPSS With Data From the Eurobarometer (63.1, Jan–Feb 2005) © 2015 SAGE Publications, Ltd. All Rights Reserved. This PDF has been generated from SAGE Research Methods Datasets. SAGE SAGE Research Methods Datasets Part 2015 SAGE Publications, Ltd. All Rights Reserved. 1 Learn About ANCOVA in SPSS With Data From the Eurobarometer (63.1, Jan–Feb 2005) Student Guide Introduction This dataset example introduces ANCOVA (Analysis of Covariance). This method allows researchers to compare the means of a single variable for more than two subsets of the data to evaluate whether the means for each subset are statistically significantly different from each other or not, while adjusting for one or more covariates. This technique builds on one-way ANOVA but allows the researcher to make statistical adjustments using additional covariates in order to obtain more efficient and/or unbiased estimates of groups’ differences. This example describes ANCOVA, discusses the assumptions underlying it, and shows how to compute and interpret it. We illustrate this using a subset of data from the 2005 Eurobarometer: Europeans, Science and Technology (EB63.1). Specifically, we test whether attitudes to science and faith are different in different countries, after adjusting for differing levels of scientific knowledge between these countries. This is useful if we want to understand the extent of persistent differences in attitudes to science across countries, regardless of differing levels of information available to citizens. This page provides links to this sample dataset and a guide to producing an ANCOVA using statistical software. What Is ANCOVA? ANCOVA is a method for testing whether or not the means of a given variable are Page 2 of 14 Learn About ANCOVA in SPSS With Data From the Eurobarometer (63.1, Jan–Feb 2005) SAGE SAGE Research Methods Datasets Part 2015 SAGE Publications, Ltd. -
Pearson-Fisher Chi-Square Statistic Revisited
Information 2011 , 2, 528-545; doi:10.3390/info2030528 OPEN ACCESS information ISSN 2078-2489 www.mdpi.com/journal/information Communication Pearson-Fisher Chi-Square Statistic Revisited Sorana D. Bolboac ă 1, Lorentz Jäntschi 2,*, Adriana F. Sestra ş 2,3 , Radu E. Sestra ş 2 and Doru C. Pamfil 2 1 “Iuliu Ha ţieganu” University of Medicine and Pharmacy Cluj-Napoca, 6 Louis Pasteur, Cluj-Napoca 400349, Romania; E-Mail: [email protected] 2 University of Agricultural Sciences and Veterinary Medicine Cluj-Napoca, 3-5 M ănăş tur, Cluj-Napoca 400372, Romania; E-Mails: [email protected] (A.F.S.); [email protected] (R.E.S.); [email protected] (D.C.P.) 3 Fruit Research Station, 3-5 Horticultorilor, Cluj-Napoca 400454, Romania * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel: +4-0264-401-775; Fax: +4-0264-401-768. Received: 22 July 2011; in revised form: 20 August 2011 / Accepted: 8 September 2011 / Published: 15 September 2011 Abstract: The Chi-Square test (χ2 test) is a family of tests based on a series of assumptions and is frequently used in the statistical analysis of experimental data. The aim of our paper was to present solutions to common problems when applying the Chi-square tests for testing goodness-of-fit, homogeneity and independence. The main characteristics of these three tests are presented along with various problems related to their application. The main problems identified in the application of the goodness-of-fit test were as follows: defining the frequency classes, calculating the X2 statistic, and applying the χ2 test. -
Jise.Org/Volume31/N1/Jisev31n1p72.Html
Journal of Information Volume 31 Systems Issue 1 Education Winter 2020 Experiences in Using a Multiparadigm and Multiprogramming Approach to Teach an Information Systems Course on Introduction to Programming Juan Gutiérrez-Cárdenas Recommended Citation: Gutiérrez-Cárdenas, J. (2020). Experiences in Using a Multiparadigm and Multiprogramming Approach to Teach an Information Systems Course on Introduction to Programming. Journal of Information Systems Education, 31(1), 72-82. Article Link: http://jise.org/Volume31/n1/JISEv31n1p72.html Initial Submission: 23 December 2018 Accepted: 24 May 2019 Abstract Posted Online: 12 September 2019 Published: 3 March 2020 Full terms and conditions of access and use, archived papers, submission instructions, a search tool, and much more can be found on the JISE website: http://jise.org ISSN: 2574-3872 (Online) 1055-3096 (Print) Journal of Information Systems Education, Vol. 31(1) Winter 2020 Experiences in Using a Multiparadigm and Multiprogramming Approach to Teach an Information Systems Course on Introduction to Programming Juan Gutiérrez-Cárdenas Faculty of Engineering and Architecture Universidad de Lima Lima, 15023, Perú [email protected] ABSTRACT In the current literature, there is limited evidence of the effects of teaching programming languages using two different paradigms concurrently. In this paper, we present our experience in using a multiparadigm and multiprogramming approach for an Introduction to Programming course. The multiparadigm element consisted of teaching the imperative and functional paradigms, while the multiprogramming element involved the Scheme and Python programming languages. For the multiparadigm part, the lectures were oriented to compare the similarities and differences between the functional and imperative approaches. For the multiprogramming part, we chose syntactically simple software tools that have a robust set of prebuilt functions and available libraries. -
Statistical Analysis in JASP
Copyright © 2018 by Mark A Goss-Sampson. All rights reserved. This book or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of the author except for the purposes of research, education or private study. CONTENTS PREFACE .................................................................................................................................................. 1 USING THE JASP INTERFACE .................................................................................................................... 2 DESCRIPTIVE STATISTICS ......................................................................................................................... 8 EXPLORING DATA INTEGRITY ................................................................................................................ 15 ONE SAMPLE T-TEST ............................................................................................................................. 22 BINOMIAL TEST ..................................................................................................................................... 25 MULTINOMIAL TEST .............................................................................................................................. 28 CHI-SQUARE ‘GOODNESS-OF-FIT’ TEST............................................................................................. 30 MULTINOMIAL AND Χ2 ‘GOODNESS-OF-FIT’ TEST. .......................................................................... -
1 Sample Sign Test 1
Non-Parametric Univariate Tests: 1 Sample Sign Test 1 1 SAMPLE SIGN TEST A non-parametric equivalent of the 1 SAMPLE T-TEST. ASSUMPTIONS: Data is non-normally distributed, even after log transforming. This test makes no assumption about the shape of the population distribution, therefore this test can handle a data set that is non-symmetric, that is skewed either to the left or the right. THE POINT: The SIGN TEST simply computes a significance test of a hypothesized median value for a single data set. Like the 1 SAMPLE T-TEST you can choose whether you want to use a one-tailed or two-tailed distribution based on your hypothesis; basically, do you want to test whether the median value of the data set is equal to some hypothesized value (H0: η = ηo), or do you want to test whether it is greater (or lesser) than that value (H0: η > or < ηo). Likewise, you can choose to set confidence intervals around η at some α level and see whether ηo falls within the range. This is equivalent to the significance test, just as in any T-TEST. In English, the kind of question you would be interested in asking is whether some observation is likely to belong to some data set you already have defined. That is to say, whether the observation of interest is a typical value of that data set. Formally, you are either testing to see whether the observation is a good estimate of the median, or whether it falls within confidence levels set around that median. -
Supporting Information Supporting Information Corrected September 30, 2013 Fredrickson Et Al
Supporting Information Supporting Information Corrected September 30, 2013 Fredrickson et al. 10.1073/pnas.1305419110 SI Methods Analysis of Differential Gene Expression. Quantile-normalized gene Participants and Study Procedure. A total of 84 healthy adults were expression values derived from Illumina GenomeStudio software recruited from the Durham and Orange County regions of North were transformed to log2 for general linear model analyses to Carolina by community-posted flyers and e-mail advertisements produce a point estimate of the magnitude of association be- followed by telephone screening to assess eligibility criteria, in- tween each of the 34,592 assayed gene transcripts and (contin- cluding age 35 to 64 y, written and spoken English, and absence of uous z-score) measures of hedonic and eudaimonic well-being chronic illness or disability. Following written informed consent, (each adjusted for the other) after control for potential con- participants completed online assessments of hedonic and eudai- founders known to affect PBMC gene expression profiles (i.e., monic well-being [short flourishing scale, e.g., in the past week, how age, sex, race/ethnicity, BMI, alcohol consumption, smoking, often did you feel... happy? (hedonic), satisfied? (hedonic), that minor illness symptoms, and leukocyte subset distributions). Sex, your life has a sense of direction or meaning to it? (eudaimonic), race/ethnicity (white vs. nonwhite), alcohol consumption, and that you have experiences that challenge you to grow and become smoking were represented -
Notes: Hypothesis Testing, Fisher's Exact Test
Notes: Hypothesis Testing, Fisher’s Exact Test CS 3130 / ECE 3530: Probability and Statistics for Engineers Novermber 25, 2014 The Lady Tasting Tea Many of the modern principles used today for designing experiments and testing hypotheses were intro- duced by Ronald A. Fisher in his 1935 book The Design of Experiments. As the story goes, he came up with these ideas at a party where a woman claimed to be able to tell if a tea was prepared with milk added to the cup first or with milk added after the tea was poured. Fisher designed an experiment where the lady was presented with 8 cups of tea, 4 with milk first, 4 with tea first, in random order. She then tasted each cup and reported which four she thought had milk added first. Now the question Fisher asked is, “how do we test whether she really is skilled at this or if she’s just guessing?” To do this, Fisher introduced the idea of a null hypothesis, which can be thought of as a “default position” or “the status quo” where nothing very interesting is happening. In the lady tasting tea experiment, the null hypothesis was that the lady could not really tell the difference between teas, and she is just guessing. Now, the idea of hypothesis testing is to attempt to disprove or reject the null hypothesis, or more accurately, to see how much the data collected in the experiment provides evidence that the null hypothesis is false. The idea is to assume the null hypothesis is true, i.e., that the lady is just guessing.