Heteroskedasticity Richard Williams, University of Notre Dame, Last Revised January 10, 2020
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Hypothesis Testing and Likelihood Ratio Tests
Hypottthesiiis tttestttiiing and llliiikellliiihood ratttiiio tttesttts Y We will adopt the following model for observed data. The distribution of Y = (Y1, ..., Yn) is parameter considered known except for some paramett er ç, which may be a vector ç = (ç1, ..., çk); ç“Ç, the paramettter space. The parameter space will usually be an open set. If Y is a continuous random variable, its probabiiillliiittty densiiittty functttiiion (pdf) will de denoted f(yy;ç) . If Y is y probability mass function y Y y discrete then f(yy;ç) represents the probabii ll ii tt y mass functt ii on (pmf); f(yy;ç) = Pç(YY=yy). A stttatttiiistttiiicalll hypottthesiiis is a statement about the value of ç. We are interested in testing the null hypothesis H0: ç“Ç0 versus the alternative hypothesis H1: ç“Ç1. Where Ç0 and Ç1 ¶ Ç. hypothesis test Naturally Ç0 § Ç1 = ∅, but we need not have Ç0 ∞ Ç1 = Ç. A hypott hesii s tt estt is a procedure critical region for deciding between H0 and H1 based on the sample data. It is equivalent to a crii tt ii call regii on: a critical region is a set C ¶ Rn y such that if y = (y1, ..., yn) “ C, H0 is rejected. Typically C is expressed in terms of the value of some tttesttt stttatttiiistttiiic, a function of the sample data. For µ example, we might have C = {(y , ..., y ): y – 0 ≥ 3.324}. The number 3.324 here is called a 1 n s/ n µ criiitttiiicalll valllue of the test statistic Y – 0 . S/ n If y“C but ç“Ç 0, we have committed a Type I error. -
Data 8 Final Stats Review
Data 8 Final Stats review I. Hypothesis Testing Purpose: To answer a question about a process or the world by testing two hypotheses, a null and an alternative. Usually the null hypothesis makes a statement that “the world/process works this way”, and the alternative hypothesis says “the world/process does not work that way”. Examples: Null: “The customer was not cheating-his chances of winning and losing were like random tosses of a fair coin-50% chance of winning, 50% of losing. Any variation from what we expect is due to chance variation.” Alternative: “The customer was cheating-his chances of winning were something other than 50%”. Pro tip: You must be very precise about chances in your hypotheses. Hypotheses such as “the customer cheated” or “Their chances of winning were normal” are vague and might be considered incorrect, because you don’t state the exact chances associated with the events. Pro tip: Null hypothesis should also explain differences in the data. For example, if your hypothesis stated that the coin was fair, then why did you get 70 heads out of 100 flips? Since it’s possible to get that many (though not expected), your null hypothesis should also contain a statement along the lines of “Any difference in outcome from what we expect is due to chance variation”. Steps: 1) Precisely state your null and alternative hypotheses. 2) Decide on a test statistic (think of it as a general formula) to help you either reject or fail to reject the null hypothesis. • If your data is categorical, a good test statistic might be the Total Variation Distance (TVD) between your sample and the distribution it was drawn from. -
Use of Statistical Tables
TUTORIAL | SCOPE USE OF STATISTICAL TABLES Lucy Radford, Jenny V Freeman and Stephen J Walters introduce three important statistical distributions: the standard Normal, t and Chi-squared distributions PREVIOUS TUTORIALS HAVE LOOKED at hypothesis testing1 and basic statistical tests.2–4 As part of the process of statistical hypothesis testing, a test statistic is calculated and compared to a hypothesised critical value and this is used to obtain a P- value. This P-value is then used to decide whether the study results are statistically significant or not. It will explain how statistical tables are used to link test statistics to P-values. This tutorial introduces tables for three important statistical distributions (the TABLE 1. Extract from two-tailed standard Normal, t and Chi-squared standard Normal table. Values distributions) and explains how to use tabulated are P-values corresponding them with the help of some simple to particular cut-offs and are for z examples. values calculated to two decimal places. STANDARD NORMAL DISTRIBUTION TABLE 1 The Normal distribution is widely used in statistics and has been discussed in z 0.00 0.01 0.02 0.03 0.050.04 0.05 0.06 0.07 0.08 0.09 detail previously.5 As the mean of a Normally distributed variable can take 0.00 1.0000 0.9920 0.9840 0.9761 0.9681 0.9601 0.9522 0.9442 0.9362 0.9283 any value (−∞ to ∞) and the standard 0.10 0.9203 0.9124 0.9045 0.8966 0.8887 0.8808 0.8729 0.8650 0.8572 0.8493 deviation any positive value (0 to ∞), 0.20 0.8415 0.8337 0.8259 0.8181 0.8103 0.8206 0.7949 0.7872 0.7795 0.7718 there are an infinite number of possible 0.30 0.7642 0.7566 0.7490 0.7414 0.7339 0.7263 0.7188 0.7114 0.7039 0.6965 Normal distributions. -
Robust Statistics Part 3: Regression Analysis
Robust Statistics Part 3: Regression analysis Peter Rousseeuw LARS-IASC School, May 2019 Peter Rousseeuw Robust Statistics, Part 3: Regression LARS-IASC School, May 2019 p. 1 Linear regression Linear regression: Outline 1 Classical regression estimators 2 Classical outlier diagnostics 3 Regression M-estimators 4 The LTS estimator 5 Outlier detection 6 Regression S-estimators and MM-estimators 7 Regression with categorical predictors 8 Software Peter Rousseeuw Robust Statistics, Part 3: Regression LARS-IASC School, May 2019 p. 2 Linear regression Classical estimators The linear regression model The linear regression model says: yi = β0 + β1xi1 + ... + βpxip + εi ′ = xiβ + εi 2 ′ ′ with i.i.d. errors εi ∼ N(0,σ ), xi = (1,xi1,...,xip) and β =(β0,β1,...,βp) . ′ Denote the n × (p + 1) matrix containing the predictors xi as X =(x1,..., xn) , ′ ′ the vector of responses y =(y1,...,yn) and the error vector ε =(ε1,...,εn) . Then: y = Xβ + ε Any regression estimate βˆ yields fitted values yˆ = Xβˆ and residuals ri = ri(βˆ)= yi − yˆi . Peter Rousseeuw Robust Statistics, Part 3: Regression LARS-IASC School, May 2019 p. 3 Linear regression Classical estimators The least squares estimator Least squares estimator n ˆ 2 βLS = argmin ri (β) β i=1 X If X has full rank, then the solution is unique and given by ˆ ′ −1 ′ βLS =(X X) X y The usual unbiased estimator of the error variance is n 1 σˆ2 = r2(βˆ ) LS n − p − 1 i LS i=1 X Peter Rousseeuw Robust Statistics, Part 3: Regression LARS-IASC School, May 2019 p. 4 Linear regression Classical estimators Outliers in regression Different types of outliers: vertical outlier good leverage point • • y • • • regular data • ••• • •• ••• • • • • • • • • • bad leverage point • • •• • x Peter Rousseeuw Robust Statistics, Part 3: Regression LARS-IASC School, May 2019 p. -
A Simple Censored Median Regression Estimator
Statistica Sinica 16(2006), 1043-1058 A SIMPLE CENSORED MEDIAN REGRESSION ESTIMATOR Lingzhi Zhou The Hong Kong University of Science and Technology Abstract: Ying, Jung and Wei (1995) proposed an estimation procedure for the censored median regression model that regresses the median of the survival time, or its transform, on the covariates. The procedure requires solving complicated nonlinear equations and thus can be very difficult to implement in practice, es- pecially when there are multiple covariates. Moreover, the asymptotic covariance matrix of the estimator involves the density of the errors that cannot be esti- mated reliably. In this paper, we propose a new estimator for the censored median regression model. Our estimation procedure involves solving some convex min- imization problems and can be easily implemented through linear programming (Koenker and D'Orey (1987)). In addition, a resampling method is presented for estimating the covariance matrix of the new estimator. Numerical studies indi- cate the superiority of the finite sample performance of our estimator over that in Ying, Jung and Wei (1995). Key words and phrases: Censoring, convexity, LAD, resampling. 1. Introduction The accelerated failure time (AFT) model, which relates the logarithm of the survival time to covariates, is an attractive alternative to the popular Cox (1972) proportional hazards model due to its ease of interpretation. The model assumes that the failure time T , or some monotonic transformation of it, is linearly related to the covariate vector Z 0 Ti = β0Zi + "i; i = 1; : : : ; n: (1.1) Under censoring, we only observe Yi = min(Ti; Ci), where Ci are censoring times, and Ti and Ci are independent conditional on Zi. -
Cluster Analysis, a Powerful Tool for Data Analysis in Education
International Statistical Institute, 56th Session, 2007: Rita Vasconcelos, Mßrcia Baptista Cluster Analysis, a powerful tool for data analysis in Education Vasconcelos, Rita Universidade da Madeira, Department of Mathematics and Engeneering Caminho da Penteada 9000-390 Funchal, Portugal E-mail: [email protected] Baptista, Márcia Direcção Regional de Saúde Pública Rua das Pretas 9000 Funchal, Portugal E-mail: [email protected] 1. Introduction A database was created after an inquiry to 14-15 - year old students, which was developed with the purpose of identifying the factors that could socially and pedagogically frame the results in Mathematics. The data was collected in eight schools in Funchal (Madeira Island), and we performed a Cluster Analysis as a first multivariate statistical approach to this database. We also developed a logistic regression analysis, as the study was carried out as a contribution to explain the success/failure in Mathematics. As a final step, the responses of both statistical analysis were studied. 2. Cluster Analysis approach The questions that arise when we try to frame socially and pedagogically the results in Mathematics of 14-15 - year old students, are concerned with the types of decisive factors in those results. It is somehow underlying our objectives to classify the students according to the factors understood by us as being decisive in students’ results. This is exactly the aim of Cluster Analysis. The hierarchical solution that can be observed in the dendogram presented in the next page, suggests that we should consider the 3 following clusters, since the distances increase substantially after it: Variables in Cluster1: mother qualifications; father qualifications; student’s results in Mathematics as classified by the school teacher; student’s results in the exam of Mathematics; time spent studying. -
The Detection of Heteroscedasticity in Regression Models for Psychological Data
Psychological Test and Assessment Modeling, Volume 58, 2016 (4), 567-592 The detection of heteroscedasticity in regression models for psychological data Andreas G. Klein1, Carla Gerhard2, Rebecca D. Büchner2, Stefan Diestel3 & Karin Schermelleh-Engel2 Abstract One assumption of multiple regression analysis is homoscedasticity of errors. Heteroscedasticity, as often found in psychological or behavioral data, may result from misspecification due to overlooked nonlinear predictor terms or to unobserved predictors not included in the model. Although methods exist to test for heteroscedasticity, they require a parametric model for specifying the structure of heteroscedasticity. The aim of this article is to propose a simple measure of heteroscedasticity, which does not need a parametric model and is able to detect omitted nonlinear terms. This measure utilizes the dispersion of the squared regression residuals. Simulation studies show that the measure performs satisfactorily with regard to Type I error rates and power when sample size and effect size are large enough. It outperforms the Breusch-Pagan test when a nonlinear term is omitted in the analysis model. We also demonstrate the performance of the measure using a data set from industrial psychology. Keywords: Heteroscedasticity, Monte Carlo study, regression, interaction effect, quadratic effect 1Correspondence concerning this article should be addressed to: Prof. Dr. Andreas G. Klein, Department of Psychology, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt; email: [email protected] 2Goethe University Frankfurt 3International School of Management Dortmund Leipniz-Research Centre for Working Environment and Human Factors 568 A. G. Klein, C. Gerhard, R. D. Büchner, S. Diestel & K. Schermelleh-Engel Introduction One of the standard assumptions underlying a linear model is that the errors are inde- pendently identically distributed (i.i.d.). -
8.5 Testing a Claim About a Standard Deviation Or Variance
8.5 Testing a Claim about a Standard Deviation or Variance Testing Claims about a Population Standard Deviation or a Population Variance ² Uses the chi-squared distribution from section 7-4 → Requirements: 1. The sample is a simple random sample 2. The population has a normal distribution (n −1)s 2 → Test Statistic for Testing a Claim about or ²: 2 = 2 where n = sample size s = sample standard deviation σ = population standard deviation s2 = sample variance σ2 = population variance → P-values and Critical Values: Use table A-4 with df = n – 1 for the number of degrees of freedom *Remember that table A-4 is based on cumulative areas from the right → Properties of the Chi-Square Distribution: 1. All values of 2 are nonnegative and the distribution is not symmetric 2. There is a different 2 distribution for each number of degrees of freedom 3. The critical values are found in table A-4 (based on cumulative areas from the right) --locate the row corresponding to the appropriate number of degrees of freedom (df = n – 1) --the significance level is used to determine the correct column --Right-tailed test: Because the area to the right of the critical value is 0.05, locate 0.05 at the top of table A-4 --Left-tailed test: With a left-tailed area of 0.05, the area to the right of the critical value is 0.95 so locate 0.95 at the top of table A-4 --Two-tailed test: Divide the significance level of 0.05 between the left and right tails, so the areas to the right of the two critical values are 0.975 and 0.025. -
Quantile Regression for Overdispersed Count Data: a Hierarchical Method Peter Congdon
Congdon Journal of Statistical Distributions and Applications (2017) 4:18 DOI 10.1186/s40488-017-0073-4 RESEARCH Open Access Quantile regression for overdispersed count data: a hierarchical method Peter Congdon Correspondence: [email protected] Abstract Queen Mary University of London, London, UK Generalized Poisson regression is commonly applied to overdispersed count data, and focused on modelling the conditional mean of the response. However, conditional mean regression models may be sensitive to response outliers and provide no information on other conditional distribution features of the response. We consider instead a hierarchical approach to quantile regression of overdispersed count data. This approach has the benefits of effective outlier detection and robust estimation in the presence of outliers, and in health applications, that quantile estimates can reflect risk factors. The technique is first illustrated with simulated overdispersed counts subject to contamination, such that estimates from conditional mean regression are adversely affected. A real application involves ambulatory care sensitive emergency admissions across 7518 English patient general practitioner (GP) practices. Predictors are GP practice deprivation, patient satisfaction with care and opening hours, and region. Impacts of deprivation are particularly important in policy terms as indicating effectiveness of efforts to reduce inequalities in care sensitive admissions. Hierarchical quantile count regression is used to develop profiles of central and extreme quantiles according to specified predictor combinations. Keywords: Quantile regression, Overdispersion, Poisson, Count data, Ambulatory sensitive, Median regression, Deprivation, Outliers 1. Background Extensions of Poisson regression are commonly applied to overdispersed count data, focused on modelling the conditional mean of the response. However, conditional mean regression models may be sensitive to response outliers. -
Testing Hypotheses for Differences Between Linear Regression Lines
United States Department of Testing Hypotheses for Differences Agriculture Between Linear Regression Lines Forest Service Stanley J. Zarnoch Southern Research Station e-Research Note SRS–17 May 2009 Abstract The general linear model (GLM) is often used to test for differences between means, as for example when the Five hypotheses are identified for testing differences between simple linear analysis of variance is used in data analysis for designed regression lines. The distinctions between these hypotheses are based on a priori assumptions and illustrated with full and reduced models. The studies. However, the GLM has a much wider application contrast approach is presented as an easy and complete method for testing and can also be used to compare regression lines. The for overall differences between the regressions and for making pairwise GLM allows for the use of both qualitative and quantitative comparisons. Use of the Bonferroni adjustment to ensure a desired predictor variables. Quantitative variables are continuous experimentwise type I error rate is emphasized. SAS software is used to illustrate application of these concepts to an artificial simulated dataset. The values such as diameter at breast height, tree height, SAS code is provided for each of the five hypotheses and for the contrasts age, or temperature. However, many predictor variables for the general test and all possible specific tests. in the natural resources field are qualitative. Examples of qualitative variables include tree class (dominant, Keywords: Contrasts, dummy variables, F-test, intercept, SAS, slope, test of conditional error. codominant); species (loblolly, slash, longleaf); and cover type (clearcut, shelterwood, seed tree). Fraedrich and others (1994) compared linear regressions of slash pine cone specific gravity and moisture content Introduction on collection date between families of slash pine grown in a seed orchard. -
Robust Linear Regression: a Review and Comparison Arxiv:1404.6274
Robust Linear Regression: A Review and Comparison Chun Yu1, Weixin Yao1, and Xue Bai1 1Department of Statistics, Kansas State University, Manhattan, Kansas, USA 66506-0802. Abstract Ordinary least-squares (OLS) estimators for a linear model are very sensitive to unusual values in the design space or outliers among y values. Even one single atypical value may have a large effect on the parameter estimates. This article aims to review and describe some available and popular robust techniques, including some recent developed ones, and compare them in terms of breakdown point and efficiency. In addition, we also use a simulation study and a real data application to compare the performance of existing robust methods under different scenarios. arXiv:1404.6274v1 [stat.ME] 24 Apr 2014 Key words: Breakdown point; Robust estimate; Linear Regression. 1 Introduction Linear regression has been one of the most important statistical data analysis tools. Given the independent and identically distributed (iid) observations (xi; yi), i = 1; : : : ; n, 1 in order to understand how the response yis are related to the covariates xis, we tradi- tionally assume the following linear regression model T yi = xi β + "i; (1.1) where β is an unknown p × 1 vector, and the "is are i.i.d. and independent of xi with E("i j xi) = 0. The most commonly used estimate for β is the ordinary least square (OLS) estimate which minimizes the sum of squared residuals n X T 2 (yi − xi β) : (1.2) i=1 However, it is well known that the OLS estimate is extremely sensitive to the outliers. -
A Guide to Robust Statistical Methods in Neuroscience
A GUIDE TO ROBUST STATISTICAL METHODS IN NEUROSCIENCE Authors: Rand R. Wilcox1∗, Guillaume A. Rousselet2 1. Dept. of Psychology, University of Southern California, Los Angeles, CA 90089-1061, USA 2. Institute of Neuroscience and Psychology, College of Medical, Veterinary and Life Sciences, University of Glasgow, 58 Hillhead Street, G12 8QB, Glasgow, UK ∗ Corresponding author: [email protected] ABSTRACT There is a vast array of new and improved methods for comparing groups and studying associations that offer the potential for substantially increasing power, providing improved control over the probability of a Type I error, and yielding a deeper and more nuanced understanding of data. These new techniques effectively deal with four insights into when and why conventional methods can be unsatisfactory. But for the non-statistician, the vast array of new and improved techniques for comparing groups and studying associations can seem daunting, simply because there are so many new methods that are now available. The paper briefly reviews when and why conventional methods can have relatively low power and yield misleading results. The main goal is to suggest some general guidelines regarding when, how and why certain modern techniques might be used. Keywords: Non-normality, heteroscedasticity, skewed distributions, outliers, curvature. 1 1 Introduction The typical introductory statistics course covers classic methods for comparing groups (e.g., Student's t-test, the ANOVA F test and the Wilcoxon{Mann{Whitney test) and studying associations (e.g., Pearson's correlation and least squares regression). The two-sample Stu- dent's t-test and the ANOVA F test assume that sampling is from normal distributions and that the population variances are identical, which is generally known as the homoscedastic- ity assumption.