Tests for One Proportion
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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. -
Economic Analysis of Optimal Sample Size in Legal Proceedings
International Journal of Statistics and Probability; Vol. 8, No. 4; July 2019 ISSN 1927-7032 E-ISSN 1927-7040 Published by Canadian Center of Science and Education Economic Analysis of Optimal Sample Size in Legal Proceedings Aren Megerdichian Correspondence: Aren Megerdichian, Compass Lexecon, 55 S. Lake Avenue, Ste 650, Pasadena CA 91101, United States. E-mail: [email protected] Received: May 6, 2019 Accepted: June 4, 2019 Online Published: June 11, 2019 doi:10.5539/ijsp.v8n4p13 URL: https://doi.org/10.5539/ijsp.v8n4p13 Abstract In many legal settings, a statistical sample can be an effective surrogate for a larger population when adjudicating questions of causation, liability, or damages. The current paper works through salient aspects of statistical sampling and sample size determination in legal proceedings. An economic model is developed to provide insight into the behavioral decision-making about sample size choice by a party that intends to offer statistical evidence to the court. The optimal sample size is defined to be the sample size that maximizes the expected payoff of the legal case to the party conducting the analysis. Assuming a probability model that describes a hypothetical court’s likelihood of accepting statistical evidence based on the sample size, the optimal sample size is reached at a point where the increase in the probability of the court accepting the sample from a unit increase in the chosen sample size, multiplied by the payoff from winning the case, is equal to the marginal cost of increasing the sample size. Keywords: cost-benefit analysis, economic model, legal proceeding, sample size, sampling 1. -
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. -
8.3 Estimating Population Proportions ! We Use the Sample Proportion P ˆ As Our Estimate of the Population Proportion P
8.3 Estimating Population Proportions ! We use the sample proportion p ˆ as our estimate of the population proportion p. ! We should report some kind of ‘confidence’ about our estimate. Do we think it’s pretty accurate? Or not so accurate. ! What sample size n do we need for a given level of confidence about our estimate. " Larger n coincides with better estimate. 1 Recall: Sampling Distribution of p ˆ ! Shape: Approximately Normal ! Center: The mean is p. ! Spread: The standard deviation is p(1− p) n 2 95% Confidence Interval (CI) for a Population Proportion p ! The margin of error (MOE) for the 95% CI for p is pˆ(1− pˆ) MOE = E ≈ 2 n where p ˆ is the sample proportion. That is, the 95% confidence interval ranges from ( p ˆ – margin of error) to ( p ˆ + margin of error). 3 95% Confidence Interval (CI) for a Population Proportion p ! We can write this confidence interval more formally as pˆ − E < p < pˆ + E Or more briefly as pˆ ± E 4 Example ! Population: Registered voters in the U.S. ! Parameter: Proportion of U.S. voters who are concerned about the spread of bird flu in the United States. Unknown! 5 Example ! Sample: 900 randomly selected registered voters nationwide. FOX News/Opinion Dynamics Poll, Oct. 11-12, 2005. ! Statistic: 63% of the sample are somewhat or very concerned about the spread of bird flu in the United States. 6 Confidence Interval for p ! We are 95% confident that p will fall between pˆ(1− pˆ) pˆ(1− pˆ) pˆ − 2 and pˆ + 2 n n MOE MOE 7 Example Best guess for p. -
Solutions to Homework 3 Statistics 302 Professor Larget
Solutions to Homework 3 Statistics 302 Professor Larget Textbook Exercises 3.20 Customized Home Pages A random sample of n = 1675 Internet users in the US in January 2010 found that 469 of them have customized their web browser's home page to include news from sources and on topics that particularly interest them. State the population and param- eter of interest. Use the information from the sample to give the best estimate of the population parameter. What would we have to do to calculate the value of the parameter exactly? Solution The population is all internet users in the US. The population parameter of interest is p, the propor- tion of internet users who have customized their home page. For this sample,p ^ = 469=1675 = 0:28. Unless we have additional information, the best point estimate of the population parameter p is p^ = 0:28. To find p exactly, we would have to obtain information about the home page of every internet user in the US, which is unrealistic. 3.24 Average Household Size The latest US Census lists the average household size for all households in the US as 2.61. (A household is all people occupying a housing unit as their primary place of residence.) Figure 3.6 shows possible distributions of means for 1000 samples of household sizes. The scale on the horizontal axis is the same in all four cases. (a) Assume that two of the distributions show results from 1000 random samples, while two others show distributions from a sampling method that is biased. -
8 Statistical Inference 8.1 Estimates for Population Parameters In
8 Statistical Inference 8.1 Estimates for Population Parameters In statistical inference, the main goal is to predict population parameters depending on sample statis- tics. In other words, to predict something about the population based on data obtained from sam- ples. Point Estimate and Interval Estimate There are two types of estimates for population parameters. • Point estimate: A point estimate is a single number that is out \best guess" for the parameter. • Interval estimate: An interval estimate is an interval of numbers within which the parameter value is believed to fall. Ex 1: Let the population parameter under consideration be the mean height of Texas Tech stu- dents. \Depending on sample data, we predict that the mean height of Texas Tech students is 170 cm". This is a point estimate. \Depending on sample data, we predict that the mean height of Texas Tech students is 170 ± 3 cm". i.e. between (167, 173) cm. This is an interval estimate. Point Estimate Vs Interval Estimate • A point estimate does not give us any information as to how accurate our guess could be. i.e. how close the estimate is likely to be to the actual parameter value. • Hence, an interval estimate is more useful as it incorporates a margin of error which helps us to measure the accuracy of the point estimate. Point Estimation The best guess for a population parameter is to use an appropriate sample statistic. • For a population proportion, use the sample proportion • For a population mean, use the sample mean Properties of Point Estimators 1. A good estimator has a sampling distribution that is centered at the population parameter. -
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. -
Fisher's Exact Test for Two Proportions
PASS Sample Size Software NCSS.com Chapter 194 Fisher’s Exact Test for Two Proportions Introduction This module computes power and sample size for hypothesis tests of the difference, ratio, or odds ratio of two independent proportions using Fisher’s exact test. This procedure assumes that the difference between the two proportions is zero or their ratio is one under the null hypothesis. The power calculations assume that random samples are drawn from two separate populations. Technical Details Suppose you have two populations from which dichotomous (binary) responses will be recorded. The probability (or risk) of obtaining the event of interest in population 1 (the treatment group) is p1 and in population 2 (the control group) is p2 . The corresponding failure proportions are given by q1 = 1− p1 and q2 = 1− p2 . The assumption is made that the responses from each group follow a binomial distribution. This means that the event probability, pi , is the same for all subjects within the group and that the response from one subject is independent of that of any other subject. Random samples of m and n individuals are obtained from these two populations. The data from these samples can be displayed in a 2-by-2 contingency table as follows Group Success Failure Total Treatment a c m Control b d n Total s f N The following alternative notation is also used. Group Success Failure Total Treatment x11 x12 n1 Control x21 x22 n2 Total m1 m2 N 194-1 © NCSS, LLC. All Rights Reserved. PASS Sample Size Software NCSS.com Fisher’s Exact Test for Two Proportions The binomial proportions p1 and p2 are estimated from these data using the formulae a x11 b x21 p1 = = and p2 = = m n1 n n2 Comparing Two Proportions When analyzing studies such as this, one usually wants to compare the two binomial probabilities, p1 and p2 . -
Workbook 05-Lab 4- Hypothesis Testing for a Population Proportion
Author: Brenda Gunderson, Ph.D., 2015 License: Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution- NonCommercial-Share Alike 3.0 Unported License: http://creativecommons.org/licenses/by-nc-sa/3.0/ The University of Michigan Open.Michigan initiative has reviewed this material in accordance with U.S. Copyright Law and have tried to maximize your ability to use, share, and adapt it. The attribution key provides information about how you may share and adapt this material. Copyright holders of content included in this material should contact [email protected] with any questions, corrections, or clarification regarding the use of content. For more information about how to attribute these materials visit: http://open.umich.edu/education/about/terms-of-use. Some materials are used with permission from the copyright holders. You may need to obtain new permission to use those materials for other uses. This includes all content from: Attribution Key For more information see: http:://open.umich.edu/wiki/AttributionPolicy Content the copyright holder, author, or law permits you to use, share and adapt: Creative Commons Attribution-NonCommercial-Share Alike License Public Domain – Self Dedicated: Works that a copyright holder has dedicated to the public domain. Make Your Own Assessment Content Open.Michigan believes can be used, shared, and adapted because it is ineligible for copyright. Public Domain – Ineligible. Works that are ineligible for copyright protection in the U.S. (17 USC §102(b)) *laws in your jurisdiction may differ. Content Open.Michigan has used under a Fair Use determination Fair Use: Use of works that is determined to be Fair consistent with the U.S. -
Sample Size Calculation with Gpower
Sample Size Calculation with GPower Dr. Mark Williamson, Statistician Biostatistics, Epidemiology, and Research Design Core DaCCoTA Purpose ◦ This Module was created to provide instruction and examples on sample size calculations for a variety of statistical tests on behalf of BERDC ◦ The software used is GPower, the premiere free software for sample size calculation that can be used in Mac or Windows https://dl2.macupdate.com/images/icons256/24037.png Background ◦ The Biostatistics, Epidemiology, and Research Design Core (BERDC) is a component of the DaCCoTA program ◦ Dakota Cancer Collaborative on Translational Activity has as its goal to bring together researchers and clinicians with diverse experience from across the region to develop unique and innovative means of combating cancer in North and South Dakota ◦ If you use this Module for research, please reference the DaCCoTA project The Why of Sample Size Calculation ◦ In designing an experiment, a key question is: How many animals/subjects do I need for my experiment? ◦ Too small of a sample size can under-detect the effect of interest in your experiment ◦ Too large of a sample size may lead to unnecessary wasting of resources and animals ◦ Like Goldilocks, we want our sample size to be ‘just right’ ◦ The answer: Sample Size Calculation ◦ Goal: We strive to have enough samples to reasonably detect an effect if it really is there without wasting limited resources on too many samples. https://upload.wikimedia.org/wikipedia/commons/thumb/e/ef/The_Three_Bears_- _Project_Gutenberg_eText_17034.jpg/1200px-The_Three_Bears_-_Project_Gutenberg_eText_17034.jpg -
Principles of Statistics Xuming He [email protected]
Principles of Statistics Xuming He [email protected] 1 What can we do with statistics? We use statistics to • summarize and describe data in the way that helps us make decisions • use past data and other information to forecast • draw inference { hypotheses testing; Examples: comparison of treatment with control. • interpret results of statistical analysis; Example: Correlation or causation? Correlation describes the strength of statistical association between two random variables or measurements. Normally it refers to Pearson's correlation coefficient, one of the most common methods to measure linear association. Types of correlation: negative, positive and no correlations. Example of positive correlation: highest temperature of a given day and sales of ice cream on that day; Example of negative correlation: HIV infection rate and condom use for a given population (e.g., sex workers in Thailand) Correlation is not causation! Example: there is a positive correlation between how high a bomber (airplane) is flying at the time of attack and the precision of the bombs. This seems counter-intuitive. Reason: the pilots decide to fly low only when the visibility is low. Low visibility reduces accuracy of bombing. The visibility is a confounding variable. It relates to both the altitude of the plane and the precision of bombing. Correlation of two variables may not tell the whole story, since there may exist confounding variables which relate to both variables. We must think hard about possible confounders. Example: there is no correlation between the number of study hours per week of a high school student and the rank of the university he or she goes to after high school. -
Statistics: a Brief Overview
Statistics: A Brief Overview Katherine H. Shaver, M.S. Biostatistician Carilion Clinic Statistics: A Brief Overview Course Objectives • Upon completion of the course, you will be able to: – Distinguish among several statistical applications – Select a statistical application suitable for a research question/hypothesis/estimation – Identify basic database structure / organization requirements necessary for statistical testing and interpretation What Can Statistics Do For You? • Make your research results credible • Help you get your work published • Make you an informed consumer of others’ research Categories of Statistics • Descriptive Statistics • Inferential Statistics Descriptive Statistics Used to Summarize a Set of Data – N (size of sample) – Mean, Median, Mode (central tendency) – Standard deviation, 25th and 75th percentiles (variability) – Minimum, Maximum (range of data) – Frequencies (counts, percentages) Example of a Summary Table of Descriptive Statistics Summary Statistics for LDL Cholesterol Std. Lab Parameter N Mean Dev. Min Q1 Median Q3 Max LDL Cholesterol 150 140.8 19.5 98 132 143 162 195 (mg/dl) Scatterplot Box-and-Whisker Plot Histogram Length of Hospital Stay – A Skewed Distribution 60 50 P 40 e r c 30 e n t 20 10 0 2 4 6 8 10 12 14 Length of Hospital Stay (Days) Inferential Statistics • Data from a random sample used to draw conclusions about a larger, unmeasured population • Two Types – Estimation – Hypothesis Testing Types of Inferential Analyses • Estimation – calculate an approximation of a result and the precision of the approximation [associated with confidence interval] • Hypothesis Testing – determine if two or more groups are statistically significantly different from one another [associated with p-value] Types of Data The type of data you have will influence your choice of statistical methods… Types of Data Categorical: • Data that are labels rather than numbers –Nominal – order of the categories is arbitrary (e.g., gender) –Ordinal – natural ordering of the data.