Binary Logistic Regression
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Descriptive Statistics (Part 2): Interpreting Study Results
Statistical Notes II Descriptive statistics (Part 2): Interpreting study results A Cook and A Sheikh he previous paper in this series looked at ‘baseline’. Investigations of treatment effects can be descriptive statistics, showing how to use and made in similar fashion by comparisons of disease T interpret fundamental measures such as the probability in treated and untreated patients. mean and standard deviation. Here we continue with descriptive statistics, looking at measures more The relative risk (RR), also sometimes known as specific to medical research. We start by defining the risk ratio, compares the risk of exposed and risk and odds, the two basic measures of disease unexposed subjects, while the odds ratio (OR) probability. Then we show how the effect of a disease compares odds. A relative risk or odds ratio greater risk factor, or a treatment, can be measured using the than one indicates an exposure to be harmful, while relative risk or the odds ratio. Finally we discuss the a value less than one indicates a protective effect. ‘number needed to treat’, a measure derived from the RR = 1.2 means exposed people are 20% more likely relative risk, which has gained popularity because of to be diseased, RR = 1.4 means 40% more likely. its clinical usefulness. Examples from the literature OR = 1.2 means that the odds of disease is 20% higher are used to illustrate important concepts. in exposed people. RISK AND ODDS Among workers at factory two (‘exposed’ workers) The probability of an individual becoming diseased the risk is 13 / 116 = 0.11, compared to an ‘unexposed’ is the risk. -
Teacher Guide 12.1 Gambling Page 1
TEACHER GUIDE 12.1 GAMBLING PAGE 1 Standard 12: The student will explain and evaluate the financial impact and consequences of gambling. Risky Business Priority Academic Student Skills Personal Financial Literacy Objective 12.1: Analyze the probabilities involved in winning at games of chance. Objective 12.2: Evaluate costs and benefits of gambling to Simone, Paula, and individuals and society (e.g., family budget; addictive behaviors; Randy meet in the library and the local and state economy). every afternoon to work on their homework. Here is what is going on. Ryan is flipping a coin, and he is not cheating. He has just flipped seven heads in a row. Is Ryan’s next flip more likely to be: Heads; Tails; or Heads and tails are equally likely. Paula says heads because the first seven were heads, so the next one will probably be heads too. Randy says tails. The first seven were heads, so the next one must be tails. Lesson Objectives Simone says that it could be either heads or tails Recognize gambling as a form of risk. because both are equally Calculate the probabilities of winning in games of chance. likely. Who is correct? Explore the potential benefits of gambling for society. Explore the potential costs of gambling for society. Evaluate the personal costs and benefits of gambling. © 2008. Oklahoma State Department of Education. All rights reserved. Teacher Guide 12.1 2 Personal Financial Literacy Vocabulary Dependent event: The outcome of one event affects the outcome of another, changing the TEACHING TIP probability of the second event. This lesson is based on risk. -
Logistic Regression, Dependencies, Non-Linear Data and Model Reduction
COMP6237 – Logistic Regression, Dependencies, Non-linear Data and Model Reduction Markus Brede [email protected] Lecture slides available here: http://users.ecs.soton.ac.uk/mb8/stats/datamining.html (Thanks to Jason Noble and Cosma Shalizi whose lecture materials I used to prepare) COMP6237: Logistic Regression ● Outline: – Introduction – Basic ideas of logistic regression – Logistic regression using R – Some underlying maths and MLE – The multinomial case – How to deal with non-linear data ● Model reduction and AIC – How to deal with dependent data – Summary – Problems Introduction ● Previous lecture: Linear regression – tried to predict a continuous variable from variation in another continuous variable (E.g. basketball ability from height) ● Here: Logistic regression – Try to predict results of a binary (or categorical) outcome variable Y from a predictor variable X – This is a classification problem: classify X as belonging to one of two classes – Occurs quite often in science … e.g. medical trials (will a patient live or die dependent on medication?) Dependent variable Y Predictor Variables X The Oscars Example ● A fictional data set that looks at what it takes for a movie to win an Oscar ● Outcome variable: Oscar win, yes or no? ● Predictor variables: – Box office takings in millions of dollars – Budget in millions of dollars – Country of origin: US, UK, Europe, India, other – Critical reception (scores 0 … 100) – Length of film in minutes – This (fictitious) data set is available here: https://www.southampton.ac.uk/~mb1a10/stats/filmData.txt Predicting Oscar Success ● Let's start simple and look at only one of the predictor variables ● Do big box office takings make Oscar success more likely? ● Could use same techniques as below to look at budget size, film length, etc. -
Small-Sample Properties of Tests for Heteroscedasticity in the Conditional Logit Model
HEDG Working Paper 06/04 Small-sample properties of tests for heteroscedasticity in the conditional logit model Arne Risa Hole May 2006 ISSN 1751-1976 york.ac.uk/res/herc/hedgwp Small-sample properties of tests for heteroscedasticity in the conditional logit model Arne Risa Hole National Primary Care Research and Development Centre Centre for Health Economics University of York May 16, 2006 Abstract This paper compares the small-sample properties of several asymp- totically equivalent tests for heteroscedasticity in the conditional logit model. While no test outperforms the others in all of the experiments conducted, the likelihood ratio test and a particular variety of the Wald test are found to have good properties in moderate samples as well as being relatively powerful. Keywords: conditional logit, heteroscedasticity JEL classi…cation: C25 National Primary Care Research and Development Centre, Centre for Health Eco- nomics, Alcuin ’A’Block, University of York, York YO10 5DD, UK. Tel.: +44 1904 321404; fax: +44 1904 321402. E-mail address: [email protected]. NPCRDC receives funding from the Department of Health. The views expressed are not necessarily those of the funders. 1 1 Introduction In most applications of the conditional logit model the error term is assumed to be homoscedastic. Recently, however, there has been a growing interest in testing the homoscedasticity assumption in applied work (Hensher et al., 1999; DeShazo and Fermo, 2002). This is partly due to the well-known result that heteroscedasticity causes the coe¢ cient estimates in discrete choice models to be inconsistent (Yatchew and Griliches, 1985), but also re‡ects a behavioural interest in factors in‡uencing the variance of the latent variables in the model (Louviere, 2001; Louviere et al., 2002). -
Odds: Gambling, Law and Strategy in the European Union Anastasios Kaburakis* and Ryan M Rodenberg†
63 Odds: Gambling, Law and Strategy in the European Union Anastasios Kaburakis* and Ryan M Rodenberg† Contemporary business law contributions argue that legal knowledge or ‘legal astuteness’ can lead to a sustainable competitive advantage.1 Past theses and treatises have led more academic research to endeavour the confluence between law and strategy.2 European scholars have engaged in the Proactive Law Movement, recently adopted and incorporated into policy by the European Commission.3 As such, the ‘many futures of legal strategy’ provide * Dr Anastasios Kaburakis is an assistant professor at the John Cook School of Business, Saint Louis University, teaching courses in strategic management, sports business and international comparative gaming law. He holds MS and PhD degrees from Indiana University-Bloomington and a law degree from Aristotle University in Thessaloniki, Greece. Prior to academia, he practised law in Greece and coached basketball at the professional club and national team level. He currently consults international sport federations, as well as gaming operators on regulatory matters and policy compliance strategies. † Dr Ryan Rodenberg is an assistant professor at Florida State University where he teaches sports law analytics. He earned his JD from the University of Washington-Seattle and PhD from Indiana University-Bloomington. Prior to academia, he worked at Octagon, Nike and the ATP World Tour. 1 See C Bagley, ‘What’s Law Got to Do With It?: Integrating Law and Strategy’ (2010) 47 American Business Law Journal 587; C -
Education Quarterly Reviews
Education Quarterly Reviews Allanson, Patricia E., and Notar, Charles E. (2020), Statistics as Measurement: 4 Scales/Levels of Measurement. In: Education Quarterly Reviews, Vol.3, No.3, 375-385. ISSN 2621-5799 DOI: 10.31014/aior.1993.03.03.146 The online version of this article can be found at: https://www.asianinstituteofresearch.org/ Published by: The Asian Institute of Research The Education Quarterly Reviews is an Open Access publication. It May be read, copied, and distributed free of charge according to the conditions of the Creative ComMons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aiMs to facilitate scholarly work on recent theoretical and practical aspects of education. The Asian Institute of Research Education Quarterly Reviews Vol.3, No.3, 2020: 375-385 ISSN 2621-5799 Copyright © The Author(s). All Rights Reserved DOI: 10.31014/aior.1993.03.03.146 Statistics as Measurement: 4 Scales/Levels of Measurement 1 2 Patricia E. Allanson , Charles E. Notar 1 Liberty University 2 Jacksonville State University. EMail: [email protected] (EMeritus) Abstract This article discusses the basics of the “4 scales of MeasureMent” and how they are applicable to research or everyday tools of life. -
Multinomial Logistic Regression
26-Osborne (Best)-45409.qxd 10/9/2007 5:52 PM Page 390 26 MULTINOMIAL LOGISTIC REGRESSION CAROLYN J. ANDERSON LESLIE RUTKOWSKI hapter 24 presented logistic regression Many of the concepts used in binary logistic models for dichotomous response vari- regression, such as the interpretation of parame- C ables; however, many discrete response ters in terms of odds ratios and modeling prob- variables have three or more categories (e.g., abilities, carry over to multicategory logistic political view, candidate voted for in an elec- regression models; however, two major modifica- tion, preferred mode of transportation, or tions are needed to deal with multiple categories response options on survey items). Multicate- of the response variable. One difference is that gory response variables are found in a wide with three or more levels of the response variable, range of experiments and studies in a variety of there are multiple ways to dichotomize the different fields. A detailed example presented in response variable. If J equals the number of cate- this chapter uses data from 600 students from gories of the response variable, then J(J – 1)/2 dif- the High School and Beyond study (Tatsuoka & ferent ways exist to dichotomize the categories. Lohnes, 1988) to look at the differences among In the High School and Beyond study, the three high school students who attended academic, program types can be dichotomized into pairs general, or vocational programs. The students’ of programs (i.e., academic and general, voca- socioeconomic status (ordinal), achievement tional and general, and academic and vocational). test scores (numerical), and type of school How the response variable is dichotomized (nominal) are all examined as possible explana- depends, in part, on the nature of the variable. -
Logit and Ordered Logit Regression (Ver
Getting Started in Logit and Ordered Logit Regression (ver. 3.1 beta) Oscar Torres-Reyna Data Consultant [email protected] http://dss.princeton.edu/training/ PU/DSS/OTR Logit model • Use logit models whenever your dependent variable is binary (also called dummy) which takes values 0 or 1. • Logit regression is a nonlinear regression model that forces the output (predicted values) to be either 0 or 1. • Logit models estimate the probability of your dependent variable to be 1 (Y=1). This is the probability that some event happens. PU/DSS/OTR Logit odelm From Stock & Watson, key concept 9.3. The logit model is: Pr(YXXXFXX 1 | 1= , 2 ,...=k β ) +0 β ( 1 +2 β 1 +βKKX 2 + ... ) 1 Pr(YXXX 1= | 1 , 2k = ,... ) 1−+(eβ0 + βXX 1 1 + β 2 2 + ...βKKX + ) 1 Pr(YXXX 1= | 1 , 2= ,... ) k ⎛ 1 ⎞ 1+ ⎜ ⎟ (⎝ eβ+0 βXX 1 1 + β 2 2 + ...βKK +X ⎠ ) Logit nd probita models are basically the same, the difference is in the distribution: • Logit – Cumulative standard logistic distribution (F) • Probit – Cumulative standard normal distribution (Φ) Both models provide similar results. PU/DSS/OTR It tests whether the combined effect, of all the variables in the model, is different from zero. If, for example, < 0.05 then the model have some relevant explanatory power, which does not mean it is well specified or at all correct. Logit: predicted probabilities After running the model: logit y_bin x1 x2 x3 x4 x5 x6 x7 Type predict y_bin_hat /*These are the predicted probabilities of Y=1 */ Here are the estimations for the first five cases, type: 1 x2 x3 x4 x5 x6 x7 y_bin_hatbrowse y_bin x Predicted probabilities To estimate the probability of Y=1 for the first row, replace the values of X into the logit regression equation. -
3. Probability Theory
Ismor Fischer, 5/29/2012 3.1-1 3. Probability Theory 3.1 Basic Ideas, Definitions, and Properties POPULATION = Unlimited supply of five types of fruit, in equal proportions. O1 = Macintosh apple O4 = Cavendish (supermarket) banana O2 = Golden Delicious apple O5 = Plantain banana O3 = Granny Smith apple … … … … … … Experiment 1: Randomly select one fruit from this population, and record its type. Sample Space: The set S of all possible elementary outcomes of an experiment. S = {O1, O2, O3, O4, O5} #(S) = 5 Event: Any subset of a sample space S. (“Elementary outcomes” = simple events.) A = “Select an apple.” = {O1, O2, O3} #(A) = 3 B = “Select a banana.” = {O , O } #(B) = 2 #(Event) 4 5 #(trials) 1/1 1 3/4 2/3 4/6 . Event P(Event) A 3/5 0.6 1/2 A 3/5 = 0.6 0.4 B 2/5 . 1/3 2/6 1/4 B 2/5 = 0.4 # trials of 0 experiment 1 2 3 4 5 6 . 5/5 = 1.0 e.g., A B A A B A . P(A) = 0.6 “The probability of randomly selecting an apple is 0.6.” As # trials → ∞ P(B) = 0.4 “The probability of randomly selecting a banana is 0.4.” Ismor Fischer, 5/29/2012 3.1-2 General formulation may be facilitated with the use of a Venn diagram: Experiment ⇒ Sample Space: S = {O1, O2, …, Ok} #(S) = k A Om+1 Om+2 O2 O1 O3 Om+3 O 4 . Om . Ok Event A = {O1, O2, …, Om} ⊆ S #(A) = m ≤ k Definition: The probability of event A, denoted P(A), is the long-run relative frequency with which A is expected to occur, as the experiment is repeated indefinitely. -
Probability Cheatsheet V2.0 Thinking Conditionally Law of Total Probability (LOTP)
Probability Cheatsheet v2.0 Thinking Conditionally Law of Total Probability (LOTP) Let B1;B2;B3; :::Bn be a partition of the sample space (i.e., they are Compiled by William Chen (http://wzchen.com) and Joe Blitzstein, Independence disjoint and their union is the entire sample space). with contributions from Sebastian Chiu, Yuan Jiang, Yuqi Hou, and Independent Events A and B are independent if knowing whether P (A) = P (AjB )P (B ) + P (AjB )P (B ) + ··· + P (AjB )P (B ) Jessy Hwang. Material based on Joe Blitzstein's (@stat110) lectures 1 1 2 2 n n A occurred gives no information about whether B occurred. More (http://stat110.net) and Blitzstein/Hwang's Introduction to P (A) = P (A \ B1) + P (A \ B2) + ··· + P (A \ Bn) formally, A and B (which have nonzero probability) are independent if Probability textbook (http://bit.ly/introprobability). Licensed and only if one of the following equivalent statements holds: For LOTP with extra conditioning, just add in another event C! under CC BY-NC-SA 4.0. Please share comments, suggestions, and errors at http://github.com/wzchen/probability_cheatsheet. P (A \ B) = P (A)P (B) P (AjC) = P (AjB1;C)P (B1jC) + ··· + P (AjBn;C)P (BnjC) P (AjB) = P (A) P (AjC) = P (A \ B1jC) + P (A \ B2jC) + ··· + P (A \ BnjC) P (BjA) = P (B) Last Updated September 4, 2015 Special case of LOTP with B and Bc as partition: Conditional Independence A and B are conditionally independent P (A) = P (AjB)P (B) + P (AjBc)P (Bc) given C if P (A \ BjC) = P (AjC)P (BjC). -
Levels of Measurement and Types of Variables
01-Warner-45165.qxd 8/13/2007 4:52 PM Page 6 6—— CHAPTER 1 evaluate the potential generalizability of research results based on convenience samples. It is possible to imagine a hypothetical population—that is, a larger group of people that is similar in many ways to the participants who were included in the convenience sample—and to make cautious inferences about this hypothetical population based on the responses of the sample. Campbell suggested that researchers evaluate the degree of similarity between a sample and hypothetical populations of interest and limit general- izations to hypothetical populations that are similar to the sample of participants actually included in the study. If the convenience sample consists of 50 Corinth College students who are between the ages of 18 and 22 and mostly of Northern European family back- ground, it might be reasonable to argue (cautiously, of course) that the results of this study potentially apply to a hypothetical broader population of 18- to 22-year-old U.S.col- lege students who come from similar ethnic or cultural backgrounds. This hypothetical population—all U.S.college students between 18 and 22 years from a Northern European family background—has a composition fairly similar to the composition of the conve- nience sample. It would be questionable to generalize about response to caffeine for pop- ulations that have drastically different characteristics from the members of the sample (such as persons who are older than age 50 or who have health problems that members of the convenience sample do not have). Generalization of results beyond a sample to make inferences about a broader popula- tion is always risky, so researchers should be cautious in making generalizations. -
Chapter 1 Getting Started Section 1.1
Chapter 1 Getting Started Section 1.1 1. (a) The variable is the response regarding frequency of eating at fast-food restaurants. (b) The variable is qualitative. The categories are the number of times one eats in fast-food restaurants. (c) The implied population is responses for all adults in the U.S. 3. (a) The variable is student fees. (b) The variable is quantitative because arithmetic operations can be applied to the fee values. (c) The implied population is student fees at all colleges and universities in the U.S. 5. (a) The variable is the time interval between check arrival and clearance. (b) The variable is quantitative because arithmetic operations can be applied to the time intervals. (c) The implied population is the time interval between check arrival and clearance for all companies in the five-state region. 7. (a) Length of time to complete an exam is a ratio level of measurement. The data may be arranged in order, differences and ratios are meaningful, and a time of 0 is the starting point for all measurements. (b) Time of first class is an interval level of measurement. The data may be arranged in order and differences are meaningful. (c) Class categories is a nominal level of measurement. The data consists of names only. (d) Course evaluation scale is an ordinal level of measurement. The data may be arranged in order. (e) Score on last exam is a ratio level of measurement. The data may be arranged in order, differences and ratios are meaningful, and a score of 0 is the starting point for all measurements.