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The Status Quo Bias and Decisions to Withdraw Life-Sustaining Treatment
HUMANITIES | MEDICINE AND SOCIETY The status quo bias and decisions to withdraw life-sustaining treatment n Cite as: CMAJ 2018 March 5;190:E265-7. doi: 10.1503/cmaj.171005 t’s not uncommon for physicians and impasse. One factor that hasn’t been host of psychological phenomena that surrogate decision-makers to disagree studied yet is the role that cognitive cause people to make irrational deci- about life-sustaining treatment for biases might play in surrogate decision- sions, referred to as “cognitive biases.” Iincapacitated patients. Several studies making regarding withdrawal of life- One cognitive bias that is particularly show physicians perceive that nonbenefi- sustaining treatment. Understanding the worth exploring in the context of surrogate cial treatment is provided quite frequently role that these biases might play may decisions regarding life-sustaining treat- in their intensive care units. Palda and col- help improve communication between ment is the status quo bias. This bias, a leagues,1 for example, found that 87% of clinicians and surrogates when these con- decision-maker’s preference for the cur- physicians believed that futile treatment flicts arise. rent state of affairs,3 has been shown to had been provided in their ICU within the influence decision-making in a wide array previous year. (The authors in this study Status quo bias of contexts. For example, it has been cited equated “futile” with “nonbeneficial,” The classic model of human decision- as a mechanism to explain patient inertia defined as a treatment “that offers no rea- making is the rational choice or “rational (why patients have difficulty changing sonable hope of recovery or improvement, actor” model, the view that human beings their behaviour to improve their health), or because the patient is permanently will choose the option that has the best low organ-donation rates, low retirement- unable to experience any benefit.”) chance of satisfying their preferences. -
The Effect of Sampling Error on the Time Series Behavior of Consumption Data*
Journal of Econometrics 55 (1993) 235-265. North-Holland The effect of sampling error on the time series behavior of consumption data* William R. Bell U.S.Bureau of the Census, Washington, DC 20233, USA David W. Wilcox Board of Governors of the Federal Reserve System, Washington, DC 20551, USA Much empirical economic research today involves estimation of tightly specified time series models that derive from theoretical optimization problems. Resulting conclusions about underly- ing theoretical parameters may be sensitive to imperfections in the data. We illustrate this fact by considering sampling error in data from the Census Bureau’s Retail Trade Survey. We find that parameter estimates in seasonal time series models for retail sales are sensitive to whether a sampling error component is included in the model. We conclude that sampling error should be taken seriously in attempts to derive economic implications by modeling time series data from repeated surveys. 1. Introduction The rational expectations revolution has transformed the methodology of macroeconometric research. In the new style, the researcher typically begins by specifying a dynamic optimization problem faced by agents in the model economy. Then the researcher derives the solution to the optimization problem, expressed as a stochastic model for some observable economic variable(s). A trademark of research in this tradition is that each of the parameters in the model for the observable variables is endowed with a specific economic interpretation. The last step in the research program is the application of the model to actual economic data to see whether the model *This paper reports the general results of research undertaken by Census Bureau and Federal Reserve Board staff. -
13 Collecting Statistical Data
13 Collecting Statistical Data 13.1 The Population 13.2 Sampling 13.3 Random Sampling 1.1 - 1 • Polls, studies, surveys and other data collecting tools collect data from a small part of a larger group so that we can learn something about the larger group. • This is a common and important goal of statistics: Learn about a large group by examining data from some of its members. 1.1 - 2 Data collections of observations (such as measurements, genders, survey responses) 1.1 - 3 Statistics is the science of planning studies and experiments, obtaining data, and then organizing, summarizing, presenting, analyzing, interpreting, and drawing conclusions based on the data 1.1 - 4 Population the complete collection of all individuals (scores, people, measurements, and so on) to be studied; the collection is complete in the sense that it includes all of the individuals to be studied 1.1 - 5 Census Collection of data from every member of a population Sample Subcollection of members selected from a population 1.1 - 6 A Survey • The practical alternative to a census is to collect data only from some members of the population and use that data to draw conclusions and make inferences about the entire population. • Statisticians call this approach a survey (or a poll when the data collection is done by asking questions). • The subgroup chosen to provide the data is called the sample, and the act of selecting a sample is called sampling. 1.1 - 7 A Survey • The first important step in a survey is to distinguish the population for which the survey applies (the target population) and the actual subset of the population from which the sample will be drawn, called the sampling frame. -
American Community Survey Accuracy of the Data (2018)
American Community Survey Accuracy of the Data (2018) INTRODUCTION This document describes the accuracy of the 2018 American Community Survey (ACS) 1-year estimates. The data contained in these data products are based on the sample interviewed from January 1, 2018 through December 31, 2018. The ACS sample is selected from all counties and county-equivalents in the United States. In 2006, the ACS began collecting data from sampled persons in group quarters (GQs) – for example, military barracks, college dormitories, nursing homes, and correctional facilities. Persons in sample in (GQs) and persons in sample in housing units (HUs) are included in all 2018 ACS estimates that are based on the total population. All ACS population estimates from years prior to 2006 include only persons in housing units. The ACS, like any other sample survey, is subject to error. The purpose of this document is to provide data users with a basic understanding of the ACS sample design, estimation methodology, and the accuracy of the ACS data. The ACS is sponsored by the U.S. Census Bureau, and is part of the Decennial Census Program. For additional information on the design and methodology of the ACS, including data collection and processing, visit: https://www.census.gov/programs-surveys/acs/methodology.html. To access other accuracy of the data documents, including the 2018 PRCS Accuracy of the Data document and the 2014-2018 ACS Accuracy of the Data document1, visit: https://www.census.gov/programs-surveys/acs/technical-documentation/code-lists.html. 1 The 2014-2018 Accuracy of the Data document will be available after the release of the 5-year products in December 2019. -
Working Memory, Cognitive Miserliness and Logic As Predictors of Performance on the Cognitive Reflection Test
Working Memory, Cognitive Miserliness and Logic as Predictors of Performance on the Cognitive Reflection Test Edward J. N. Stupple ([email protected]) Centre for Psychological Research, University of Derby Kedleston Road, Derby. DE22 1GB Maggie Gale ([email protected]) Centre for Psychological Research, University of Derby Kedleston Road, Derby. DE22 1GB Christopher R. Richmond ([email protected]) Centre for Psychological Research, University of Derby Kedleston Road, Derby. DE22 1GB Abstract Most participants respond that the answer is 10 cents; however, a slower and more analytic approach to the The Cognitive Reflection Test (CRT) was devised to measure problem reveals the correct answer to be 5 cents. the inhibition of heuristic responses to favour analytic ones. The CRT has been a spectacular success, attracting more Toplak, West and Stanovich (2011) demonstrated that the than 100 citations in 2012 alone (Scopus). This may be in CRT was a powerful predictor of heuristics and biases task part due to the ease of administration; with only three items performance - proposing it as a metric of the cognitive miserliness central to dual process theories of thinking. This and no requirement for expensive equipment, the practical thesis was examined using reasoning response-times, advantages are considerable. There have, moreover, been normative responses from two reasoning tasks and working numerous correlates of the CRT demonstrated, from a wide memory capacity (WMC) to predict individual differences in range of tasks in the heuristics and biases literature (Toplak performance on the CRT. These data offered limited support et al., 2011) to risk aversion and SAT scores (Frederick, for the view of miserliness as the primary factor in the CRT. -
Observational Studies and Bias in Epidemiology
The Young Epidemiology Scholars Program (YES) is supported by The Robert Wood Johnson Foundation and administered by the College Board. Observational Studies and Bias in Epidemiology Manuel Bayona Department of Epidemiology School of Public Health University of North Texas Fort Worth, Texas and Chris Olsen Mathematics Department George Washington High School Cedar Rapids, Iowa Observational Studies and Bias in Epidemiology Contents Lesson Plan . 3 The Logic of Inference in Science . 8 The Logic of Observational Studies and the Problem of Bias . 15 Characteristics of the Relative Risk When Random Sampling . and Not . 19 Types of Bias . 20 Selection Bias . 21 Information Bias . 23 Conclusion . 24 Take-Home, Open-Book Quiz (Student Version) . 25 Take-Home, Open-Book Quiz (Teacher’s Answer Key) . 27 In-Class Exercise (Student Version) . 30 In-Class Exercise (Teacher’s Answer Key) . 32 Bias in Epidemiologic Research (Examination) (Student Version) . 33 Bias in Epidemiologic Research (Examination with Answers) (Teacher’s Answer Key) . 35 Copyright © 2004 by College Entrance Examination Board. All rights reserved. College Board, SAT and the acorn logo are registered trademarks of the College Entrance Examination Board. Other products and services may be trademarks of their respective owners. Visit College Board on the Web: www.collegeboard.com. Copyright © 2004. All rights reserved. 2 Observational Studies and Bias in Epidemiology Lesson Plan TITLE: Observational Studies and Bias in Epidemiology SUBJECT AREA: Biology, mathematics, statistics, environmental and health sciences GOAL: To identify and appreciate the effects of bias in epidemiologic research OBJECTIVES: 1. Introduce students to the principles and methods for interpreting the results of epidemio- logic research and bias 2. -
Statistical Tips for Interpreting Scientific Claims
Research Skills Seminar Series 2019 CAHS Research Education Program Statistical Tips for Interpreting Scientific Claims Mark Jones Statistician, Telethon Kids Institute 18 October 2019 Research Skills Seminar Series | CAHS Research Education Program Department of Child Health Research | Child and Adolescent Health Service ResearchEducationProgram.org © CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, WA 2019 Copyright to this material produced by the CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, Western Australia, under the provisions of the Copyright Act 1968 (C’wth Australia). Apart from any fair dealing for personal, academic, research or non-commercial use, no part may be reproduced without written permission. The Department of Child Health Research is under no obligation to grant this permission. Please acknowledge the CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service when reproducing or quoting material from this source. Statistical Tips for Interpreting Scientific Claims CONTENTS: 1 PRESENTATION ............................................................................................................................... 1 2 ARTICLE: TWENTY TIPS FOR INTERPRETING SCIENTIFIC CLAIMS, SUTHERLAND, SPIEGELHALTER & BURGMAN, 2013 .................................................................................................................................. 15 3 -
Correcting Sampling Bias in Non-Market Valuation with Kernel Mean Matching
CORRECTING SAMPLING BIAS IN NON-MARKET VALUATION WITH KERNEL MEAN MATCHING Rui Zhang Department of Agricultural and Applied Economics University of Georgia [email protected] Selected Paper prepared for presentation at the 2017 Agricultural & Applied Economics Association Annual Meeting, Chicago, Illinois, July 30 - August 1 Copyright 2017 by Rui Zhang. All rights reserved. Readers may make verbatim copies of this document for non-commercial purposes by any means, provided that this copyright notice appears on all such copies. Abstract Non-response is common in surveys used in non-market valuation studies and can bias the parameter estimates and mean willingness to pay (WTP) estimates. One approach to correct this bias is to reweight the sample so that the distribution of the characteristic variables of the sample can match that of the population. We use a machine learning algorism Kernel Mean Matching (KMM) to produce resampling weights in a non-parametric manner. We test KMM’s performance through Monte Carlo simulations under multiple scenarios and show that KMM can effectively correct mean WTP estimates, especially when the sample size is small and sampling process depends on covariates. We also confirm KMM’s robustness to skewed bid design and model misspecification. Key Words: contingent valuation, Kernel Mean Matching, non-response, bias correction, willingness to pay 2 1. Introduction Nonrandom sampling can bias the contingent valuation estimates in two ways. Firstly, when the sample selection process depends on the covariate, the WTP estimates are biased due to the divergence between the covariate distributions of the sample and the population, even the parameter estimates are consistent; this is usually called non-response bias. -
Measurement Error Estimation Methods in Survey Methodology
Available at Applications and http://pvamu.edu/aam Applied Mathematics: Appl. Appl. Math. ISSN: 1932-9466 An International Journal (AAM) Vol. 11, Issue 1 (June 2016), pp. 97 - 114 ___________________________________________________________________________________________ Measurement Error Estimation Methods in Survey Methodology Alireza Zahedian1 and Roshanak Aliakbari Saba2 1Statistical Centre of Iran Dr. Fatemi Ave. Post code: 14155 – 6133 Tehran, Iran 2Statistical Research and Training Center Dr. Fatemi Ave., BabaTaher St., No. 145 Postal code: 14137 – 17911 Tehran, Iran [email protected] Received: May 7, 2014; Accepted: January 13, 2016 Abstract One of the most important topics that are discussed in survey methodology is the accuracy of statistics or survey errors that may occur in the parameters estimation process. In statistical literature, these errors are grouped into two main categories: sampling errors and non-sampling errors. Measurement error is one of the most important non-sampling errors. Since estimating of measurement error is more complex than other types of survey errors, much more research has been done on ways of preventing or dealing with this error. The main problem associated with measurement error is the difficulty to measure or estimate this error in surveys. Various methods can be used for estimating measurement error in surveys, but the most appropriate method in each survey should be adopted according to the method of calculating statistics and the survey conditions. This paper considering some practical experiences in calculating and evaluating surveys results, intends to help statisticians to adopt an appropriate method for estimating measurement error. So to achieve this aim, after reviewing the concept and sources of measurement error, some methods of estimating the error are revised in this paper. -
STANDARDS and GUIDELINES for STATISTICAL SURVEYS September 2006
OFFICE OF MANAGEMENT AND BUDGET STANDARDS AND GUIDELINES FOR STATISTICAL SURVEYS September 2006 Table of Contents LIST OF STANDARDS FOR STATISTICAL SURVEYS ....................................................... i INTRODUCTION......................................................................................................................... 1 SECTION 1 DEVELOPMENT OF CONCEPTS, METHODS, AND DESIGN .................. 5 Section 1.1 Survey Planning..................................................................................................... 5 Section 1.2 Survey Design........................................................................................................ 7 Section 1.3 Survey Response Rates.......................................................................................... 8 Section 1.4 Pretesting Survey Systems..................................................................................... 9 SECTION 2 COLLECTION OF DATA................................................................................... 9 Section 2.1 Developing Sampling Frames................................................................................ 9 Section 2.2 Required Notifications to Potential Survey Respondents.................................... 10 Section 2.3 Data Collection Methodology.............................................................................. 11 SECTION 3 PROCESSING AND EDITING OF DATA...................................................... 13 Section 3.1 Data Editing ........................................................................................................ -
Error-Rate and Decision-Theoretic Methods of Multiple Testing
Error-rate and decision-theoretic methods of multiple testing Which genes have high objective probabilities of differential expression? David R. Bickel Office of Biostatistics and Bioinformatics* Medical College of Georgia Augusta, GA 30912-4900 [email protected] www.davidbickel.com November 26, 2002; modified March 8, 2004 Abstract. Given a multiple testing situation, the null hypotheses that appear to have sufficiently low probabilities of truth may be rejected using a simple, nonparametric method of decision theory. This applies not only to posterior levels of belief, but also to conditional probabilities in the sense of relative frequencies, as seen from their equality to local false discovery rates (dFDRs). This approach neither requires the estimation of probability densities, nor of their ratios. Decision theory can inform the selection of false discovery rate weights. Decision theory is applied to gene expression microarrays with discussion of the applicability of the assumption of weak dependence. Key words. Proportion of false positives; positive false discovery rate; nonparametric empirical Bayes; gene expression; multiple hypotheses; multiple comparisons. *Address after March 31, 2004: 7250 NW 62nd St., P. O. Box 552, Johnston, IA 50131-0552 2 1 Introduction In multiple hypothesis testing, the ratio of the number of false discoveries (false posi- tives) to the total number of discoveries is often of interest. Here, a discovery is the rejection of a null hypothesis and a false discovery is the rejection of a true null hypothesis. To quantify this ratio statistically, consider m hypothesis tests with the ith test yielding Hi = 0 if the null hypothesis is true or Hi = 1 if it is false and the corresponding alternative hypothesis is true. -
Ch7 Sampling Techniques
7 - 1 Chapter 7. Sampling Techniques Introduction to Sampling Distinguishing Between a Sample and a Population Simple Random Sampling Step 1. Defining the Population Step 2. Constructing a List Step 3. Drawing the Sample Step 4. Contacting Members of the Sample Stratified Random Sampling Convenience Sampling Quota Sampling Thinking Critically About Everyday Information Sample Size Sampling Error Evaluating Information From Samples Case Analysis General Summary Detailed Summary Key Terms Review Questions/Exercises 7 - 2 Introduction to Sampling The way in which we select a sample of individuals to be research participants is critical. How we select participants (random sampling) will determine the population to which we may generalize our research findings. The procedure that we use for assigning participants to different treatment conditions (random assignment) will determine whether bias exists in our treatment groups (Are the groups equal on all known and unknown factors?). We address random sampling in this chapter; we will address random assignment later in the book. If we do a poor job at the sampling stage of the research process, the integrity of the entire project is at risk. If we are interested in the effect of TV violence on children, which children are we going to observe? Where do they come from? How many? How will they be selected? These are important questions. Each of the sampling techniques described in this chapter has advantages and disadvantages. Distinguishing Between a Sample and a Population Before describing sampling procedures, we need to define a few key terms. The term population means all members that meet a set of specifications or a specified criterion.