Scales and Statistics: Parametric and Nonparametric1 Norman H
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
An Introduction to Psychometric Theory with Applications in R
What is psychometrics? What is R? Where did it come from, why use it? Basic statistics and graphics TOD An introduction to Psychometric Theory with applications in R William Revelle Department of Psychology Northwestern University Evanston, Illinois USA February, 2013 1 / 71 What is psychometrics? What is R? Where did it come from, why use it? Basic statistics and graphics TOD Overview 1 Overview Psychometrics and R What is Psychometrics What is R 2 Part I: an introduction to R What is R A brief example Basic steps and graphics 3 Day 1: Theory of Data, Issues in Scaling 4 Day 2: More than you ever wanted to know about correlation 5 Day 3: Dimension reduction through factor analysis, principal components analyze and cluster analysis 6 Day 4: Classical Test Theory and Item Response Theory 7 Day 5: Structural Equation Modeling and applied scale construction 2 / 71 What is psychometrics? What is R? Where did it come from, why use it? Basic statistics and graphics TOD Outline of Day 1/part 1 1 What is psychometrics? Conceptual overview Theory: the organization of Observed and Latent variables A latent variable approach to measurement Data and scaling Structural Equation Models 2 What is R? Where did it come from, why use it? Installing R on your computer and adding packages Installing and using packages Implementations of R Basic R capabilities: Calculation, Statistical tables, Graphics Data sets 3 Basic statistics and graphics 4 steps: read, explore, test, graph Basic descriptive and inferential statistics 4 TOD 3 / 71 What is psychometrics? What is R? Where did it come from, why use it? Basic statistics and graphics TOD What is psychometrics? In physical science a first essential step in the direction of learning any subject is to find principles of numerical reckoning and methods for practicably measuring some quality connected with it. -
Parametric and Non-Parametric Statistics for Program Performance Analysis and Comparison Julien Worms, Sid Touati
Parametric and Non-Parametric Statistics for Program Performance Analysis and Comparison Julien Worms, Sid Touati To cite this version: Julien Worms, Sid Touati. Parametric and Non-Parametric Statistics for Program Performance Anal- ysis and Comparison. [Research Report] RR-8875, INRIA Sophia Antipolis - I3S; Université Nice Sophia Antipolis; Université Versailles Saint Quentin en Yvelines; Laboratoire de mathématiques de Versailles. 2017, pp.70. hal-01286112v3 HAL Id: hal-01286112 https://hal.inria.fr/hal-01286112v3 Submitted on 29 Jun 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Public Domain Parametric and Non-Parametric Statistics for Program Performance Analysis and Comparison Julien WORMS, Sid TOUATI RESEARCH REPORT N° 8875 Mar 2016 Project-Teams "Probabilités et ISSN 0249-6399 ISRN INRIA/RR--8875--FR+ENG Statistique" et AOSTE Parametric and Non-Parametric Statistics for Program Performance Analysis and Comparison Julien Worms∗, Sid Touati† Project-Teams "Probabilités et Statistique" et AOSTE Research Report n° 8875 — Mar 2016 — 70 pages Abstract: This report is a continuation of our previous research effort on statistical program performance analysis and comparison [TWB10, TWB13], in presence of program performance variability. In the previous study, we gave a formal statistical methodology to analyse program speedups based on mean or median performance metrics: execution time, energy consumption, etc. -
Undergraduate Psychology Major Handbook: How to Get the Most out Your EIU Psychology Degree (Online) Department of Psychology Mission Statement
2018-2019 EIU DEPARTMENT OF PSYCHOLOGY Undergraduate Psychology Major Handbook: How to get the most out your EIU Psychology Degree (Online) Department of Psychology Mission Statement The Department of Psychology emphasizes the scientific study of behavioral, affective, and cognitive processes and their application to real-world issues by engaging students in integrative learning experiences such as undergraduate and graduate research, internships, and enhanced classroom experiences. Faculty excellence in areas of teaching, research, and service provides the context for collaborative student- centered learning experiences that promote inclusion and diverse perspectives. The department’s curriculum furthers the development of students’ critical thinking, communication skills, research skills, quantitative reasoning, and ethical behavior in preparation for responsible citizenship, careers, graduate study, and lifelong learning. Eastern Illinois University Department of Psychology 600 E Lincoln • 1151 Physical Sciences Phone 217.581.2127 • Fax 217.581.6764 Website: http://www.eiu.edu/onlinepsych/ Email: [email protected] Table of Contents Table of Contents .................................................................................................................. 2 Is Psychology the Right Major for Me? ................................................................................... 3 Department of Psychology Learning Goals ............................................................................. 3 What can I do with a Bachelor’s -
Non Parametric Test: Chi Square Test of Contingencies
Weblinks http://www:stat.sc.edu/_west/applets/chisqdemo1.html http://2012books.lardbucket.org/books/beginning-statistics/s15-chi-square-tests-and-f- tests.html www.psypress.com/spss-made-simple Suggested Readings Siegel, S. & Castellan, N.J. (1988). Non Parametric Statistics for the Behavioral Sciences (2nd edn.). McGraw Hill Book Company: New York. Clark- Carter, D. (2010). Quantitative psychological research: a student’s handbook (3rd edn.). Psychology Press: New York. Myers, J.L. & Well, A.D. (1991). Research Design and Statistical analysis. New York: Harper Collins. Agresti, A. 91996). An introduction to categorical data analysis. New York: Wiley. PSYCHOLOGY PAPER No.2 : Quantitative Methods MODULE No. 15: Non parametric test: chi square test of contingencies Zimmerman, D. & Zumbo, B.D. (1993). The relative power of parametric and non- parametric statistics. In G. Karen & C. Lewis (eds.), A handbook for data analysis in behavioral sciences: Methodological issues (pp. 481- 517). Hillsdale, NJ: Lawrence Earlbaum Associates, Inc. Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage. Biographic Sketch Description 1894 Karl Pearson(1857-1936) was the first person to use the term “standard deviation” in one of his lectures. contributed to statistical studies by discovering Chi square. Founded statistical laboratory in 1911 in England. http://www.swlearning.com R.A. Fisher (1890- 1962) Father of modern statistics was educated at Harrow and Cambridge where he excelled in mathematics. He later became interested in theory of errors and ultimately explored statistical problems like: designing of experiments, analysis of variance. He developed methods suitable for small samples and discovered precise distributions of many sample statistics. -
Introduction to the Student Handbook
INTRODUCTION TO THE STUDENT HANDBOOK This Handbook outlines all program policies and procedures and should be consulted when questions arise. Covered are topics ranging from degree requirements, practicum, comprehensive examinations, grades, student evaluation, internship, student rights, and official program policies. In addition to this Handbook, faculty and students should also consult the Graduate School website (umaine.edu/graduate) and Department's Graduate Student Rules for other important information and policies. Of course, students and faculty must also adhere to the APA 2002 Code of Ethics (amended in 2010) for Psychologists. Upon entry into the program, students sign a form acknowledging that they have access to this Handbook and pledging adherence to program, department, and university policies, as well as the ethics code. Emily A. P. Haigh Assistant Professor and Director of Clinical Training Clinical Student Handbook | Page 2 | Return to Table of Contents T ABLE OF CONTENTS INTRODUCTION TO THE STUDENT HANDBOOK 2 INTRODUCTION 6 MISSION STATEMENT 6 MODEL OF TRAINING 6 AIMS 7 GENERALIST TRAINING AND SPECIALTY EMPHASES 7 ADMISSIONS REQUIREMENTS 7 DEGREE REQUIREMENTS 8 OVERVIEW 8 ADVISORY COMMITTEE 8 COURSE REQUIREMENTS FOR STUDENTS ENTERING FALL 2019 AND BEYOND 9 General Clinical Track Courses 9 Sample Schedule by Year: General Clinical Track 11 Clinical Child Emphasis Courses 12 Sample Schedule by Year: Clinical Child Emphasis 13 Clinical Neuropsychology Emphasis Courses 14 Sample Schedule by -
Pitfalls and Options in Hypothesis Testing for Comparing Differences in Means
Annals of Nuclear Cardiology Vol. 4 No. 1 83-87 REVIEW ARTICLE Statistics in Nuclear Cardiology: So, What’s the Difference? The t-Test: Pitfalls and Options in Hypothesis Testing for Comparing Differences in Means David N. Williams, PhD1), Kathryn A. Williams, MS2) and Michael Monuteaux, ScD3) Received: June 18, 2018/Revised manuscript received: July 19, 2018/Accepted: July 30, 2018 ○C The Japanese Society of Nuclear Cardiology 2018 Abstract Decisions related to differences of the measures of central tendency of population parameters are an important part of clinical research. Choice of the appropriate statistical test is critical to avoiding errors when making those decisions. All statistical tests require that one or more assumptions be met. The t-test is one of the most widely used tools but is not appropriate when assumptions such as normality are not met, especially when small samples, <40, are used. Non-parametric tests, such as the Wilcoxon rank sum and others, offer effective alternatives when there are questions about meeting assumptions. When normality is in question, the Wilcoxon non-parametric tests offer substantially higher levels of power and an reliable alternative to the t-test. Keywords: Assumptions, Difference of means, Mann-Whitney, Non-parametric, t-test, Violations, Wilcoxon Ann Nucl Cardiol 2018; 4(1): 83 -87 ome of the most important studies in clinical research and what degree those assumptions are violated should be an S decision-making are those related to differences in important step in analysis but one that is often left un-done (2). measures of central tendency of population parameters i.e. -
Psychological Statistics Monday, 5:30 - 8:15 Classroom: HPR 253
SYLLABUS Spring 2018 Course Information: PSYC 2354.002 Psychological Statistics Monday, 5:30 - 8:15 Classroom: HPR 253 Professor Information: William Goette, M.S. Email address: [email protected] Textbook Information: Heiman (2013). Basic Statistics for the Behavioral Sciences (7th Ed.). A student at UT-Tyler is not under any obligation to purchase a textbook from a university-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer. Course Catalog Description PSYC 2354: An introduction to descriptive and inferential statistical methods used in psychological research. Emphasis will be on hypothesis testing with t-tests, analysis of variance, correlation, and selected nonparametric techniques. Student Learning Outcomes & Assessments Upon successful completion of the course, the student will be able to … 1. Demonstrate an understanding of the differences between and uses of descriptive and inferential statistics. (BS/BA 6.0) 2. Demonstrate an understanding of the differences between parametric and nonparametric statistics (BS/BA 6.0) a. Define and distinguish between a population and a sample. b. Define and distinguish between statistics and parameters. c. Classify data with respect to the four levels of measurement. 3. Compute statistical tests manually (with a calculator) and interpret and explain results. (BS/BA 6.0) a. Compute and explain measures of central tendency and find the mean, median and mode of a sample and a population b. Compute and explain variability: range, variance and standard deviation c. Calculate and interpret standard z scores and information gained through normal distribution tables. d. Calculate and interpret correlation coefficients using the Pearson and the Spearman. -
Inferential Statistics Katie Rommel-Esham Education 604 Probability
Inferential Statistics Katie Rommel-Esham Education 604 Probability • Probability is the scientific way of stating the degree of confidence we have in predicting something • Tossing coins and rolling dice are examples of probability experiments • The concepts and procedures of inferential statistics provide us with the language we need to address the probabilistic nature of the research we conduct in the field of education From Samples to Populations • Probability comes into play in educational research when we try to estimate a population mean from a sample mean • Samples are used to generate the data, and inferential statistics are used to generalize that information to the population, a process in which error is inherent • Different samples are likely to generate different means. How do we determine which is “correct?” The Role of the Normal Distribution • If you were to take samples repeatedly from the same population, it is likely that, when all the means are put together, their distribution will resemble the normal curve. • The resulting normal distribution will have its own mean and standard deviation. • This distribution is called the sampling distribution and the corresponding standard deviation is known as the standard error. Remember me? Sampling Distributions • As before, with the sampling distribution, approximately 68% of the means lie within 1 standard deviation of the distribution mean and 96% would lie within 2 standard deviations • We now know the probable range of means, although individual means might vary somewhat The Probability-Inferential Statistics Connection • Armed with this information, a researcher can be fairly certain that, 68% of the time, the population mean that is generated from any given sample will be within 1 standard deviation of the mean of the sampling distribution. -
PSYX 521.01: Advanced Psychological Statistics II Daniel J
University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi 1-2014 PSYX 521.01: Advanced Psychological Statistics II Daniel J. Denis University of Montana - Missoula, [email protected] Let us know how access to this document benefits ouy . Follow this and additional works at: https://scholarworks.umt.edu/syllabi Recommended Citation Denis, Daniel J., "PSYX 521.01: Advanced Psychological Statistics II" (2014). Syllabi. 2441. https://scholarworks.umt.edu/syllabi/2441 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Advanced Psychological Statistics II - Spring 2014 1 Advanced Psychological Statistics II PSYX 521 Spring 2014 Meeting Times:Fridays, 12:40pm - 3:30pm Location: 246 Skaggs Building; 202 NAC Instructor: Daniel J. Denis, Ph.D. Data & Decision Lab http://psychweb.psy.umt.edu/denis/datadecision/front/index.html Office: 369 Skaggs Building Phone: (406) 243-4539 E-mail: [email protected] Spring Office Hours: Wed: 1:00pm - 3:00pm, Fri, 11:30am - 12:30pm Course Overview This course is a continuation of Psyx. 520 (Stat I). The course will be slightly more applied than Stat I, but will rely heavily on the principles of statistics covered in Stat I. The goal is to learn and understand statistics, so that you can think about themcreatively and criticallywhen doing your own research, as well as when interpreting research in your field. -
Cognitive Neuroscience Sequence
Neuroscience Major: Sequence in Cognitive Neuroscience If you are a student who is interested in the human brain, and how it links to the human mind and complex human behaviors-- from before birth through adulthood, then this is the Neuroscience track for you! Note: This track is approved as a multidisciplinary major for ISS scholars at CMC. I. Overview The CogNeuro sequence in the Neuroscience major equips students with the knowledge of how to relate information processing in the human brain to human mental processes and behavior. Mental processes include perception, attention, voluntary movement, memory, conceptual biases, language, imagery, emotions, problem solving, decision-making, and social judgment. There are 2 main tracks within the CogNeuro track: 1) one for students who plan to attend graduate school for cognitive, social, or cultural neuroscience, or who want to obtain a job in a research lab at graduation; and 2) one for all other students (e.g. those who plan to attend medical or nursing or veterinary or dentistry school or graduate school for clinical psychology or law school or business school As for all of the sequences you should be choosing your 4 courses with the advice of the faculty who will be your Neuroscience major advisor, who will most likely be your senior thesis first reader and primary mentor. Below we give some requirements and general guidelines. II. Cognitive Neuroscience Faculty Mentors Stacey Doan (CMC) Alison Harris (CMC) Cathy Reed (CMC, KSD) Timothy Justus (PZ) David Moore (PZ) Michael Spezio (SC, KSD) Stacey Wood (SC) III. Tier 2 Requirements for the CogNeuro Emphasis in the KSD Neuroscience Major * Psyc 109 CM (or equivalent), Basic Psychological Statistics * Psyc 110 & 111L CM (or equivalent), Research Methods Lecture & Laboratory * Psyc 91 PZ Psychological Statistics * Psyc 92/ 92P PZ Introduction to Research Methods * Psyc 103 SC Psychological Statistics * Psyc 104 SC & 104L SC Research Design in Psychology & Laboratory NOTE: students should take the versions of these courses through their home college. -
Psychological Statistics Psychological Statistics Using SPSS for Windows
SHIKEN: The JALT Testing & Evaluation SIG Newsletter, 8 (1) March 2004. (pp. 9-10). Book Review: Psychological Statistics Using SPSS for Windows by Robert C. Gardner (2001) ISBN: 013028324 New York: McGraw-Hill This is a fine statistical manual for people attempting psychological research with little or no background in quantitative analyses. Clearly designed for novice quantitative researchers, this informative and humorous text starts with a basic introduction to statistics and ends with a discussion on factor analysis. This 307 page text consists of eleven chapters - plus appendix references, an author index, and a subject index. Each chapter starts off with a table of topics for quick reference that gives readers a good overview of what each chapter covers. Designed to give psychology students a textbook that demonstrates how to work with SPSS, this text helps them comprehend and interpret the output and go through basic calculation procedures (p. ix). One thing that makes this work so concise, clear-cut and easy-to-follow is that when lengthy explanations are required to elucidate a point, readers are referred to other sources. Aspiring researchers must not only understand statistics to conduct to quantitative research, but also understand how to manipulate of the statistical software and interpret the analysis. Gardner appreciates these hurdles and provides instructions which are progressive and coherent. Each topic begins with a summary of the historical background relating to the construction of a particular analysis. This is provided to give an understanding how analytic procedures are interrelated and have evolved over time (p. x). Too many novice researchers think of these as sudden occurrences. -
A Monte Carlo Method for Comparing Generalized Estimating Equations to Conventional Statistical Techniques Tor Discounting Data
HHS Public Access Author manuscript Author ManuscriptAuthor Manuscript Author J Exp Anal Manuscript Author Behav. Author Manuscript Author manuscript; available in PMC 2019 March 20. Published in final edited form as: J Exp Anal Behav. 2019 March ; 111(2): 207–224. doi:10.1002/jeab.497. A Monte Carlo Method for Comparing Generalized Estimating Equations to Conventional Statistical Techniques tor Discounting Data Jonathan E. Friedel1, William B. DeHart2, Anne M. Foreman1, and Michael E. Andrew1 1National Institute for Occupational Safety and Health 2Virginia Tech Carillion Research Institute Abstract Discounting is the process by which outcomes lose value. Much of discounting research has focused on differences in the degree of discounting across various groups. This research has relied heavily on conventional null hypothesis significance testing that is familiar to psychology in general such as t-tests and ANOVAs. As discounting research questions have become more complex by simultaneously focusing on within-subject and between-group differences conventional statistical testing is often not appropriate for the obtained data. Generalized estimating equations (GEE) are one type of mixed-effects model that are designed to handle autocorrelated data, such as within-subject repeated-measures data, and are therefore more appropriate for discounting data. To determine if GEE provides similar results as conventional statistical tests, were compared the techniques across 2,000 simulated data sets. The data sets were created using a Monte Carlo method based of an existing data set. Across the simulated data sets, the GEE and the conventional statistical tests generally provided similar patterns of results. As the GEE and more conventional statistical tests provide the same pattern of result, we suggest researchers use the GEE because it was designed to handle data that has the structure that is typical of discounting data.