Anova & Regression
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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. -
Ordinary Least Squares 1 Ordinary Least Squares
Ordinary least squares 1 Ordinary least squares In statistics, ordinary least squares (OLS) or linear least squares is a method for estimating the unknown parameters in a linear regression model. This method minimizes the sum of squared vertical distances between the observed responses in the dataset and the responses predicted by the linear approximation. The resulting estimator can be expressed by a simple formula, especially in the case of a single regressor on the right-hand side. The OLS estimator is consistent when the regressors are exogenous and there is no Okun's law in macroeconomics states that in an economy the GDP growth should multicollinearity, and optimal in the class of depend linearly on the changes in the unemployment rate. Here the ordinary least squares method is used to construct the regression line describing this law. linear unbiased estimators when the errors are homoscedastic and serially uncorrelated. Under these conditions, the method of OLS provides minimum-variance mean-unbiased estimation when the errors have finite variances. Under the additional assumption that the errors be normally distributed, OLS is the maximum likelihood estimator. OLS is used in economics (econometrics) and electrical engineering (control theory and signal processing), among many areas of application. Linear model Suppose the data consists of n observations { y , x } . Each observation includes a scalar response y and a i i i vector of predictors (or regressors) x . In a linear regression model the response variable is a linear function of the i regressors: where β is a p×1 vector of unknown parameters; ε 's are unobserved scalar random variables (errors) which account i for the discrepancy between the actually observed responses y and the "predicted outcomes" x′ β; and ′ denotes i i matrix transpose, so that x′ β is the dot product between the vectors x and β. -
Linear Regression
DATA MINING 2 Linear and Logistic Regression Riccardo Guidotti a.a. 2019/2020 Regression • Given a dataset containing N observations Xi, Yi i = 1, 2, …, N • Regression is the task of learning a target function f that maps each input attribute set X into a output Y. • The goal is to find the target function that can fit the input data with minimum error. • The error function can be expressed as • Absolute Error = ∑! |�! − �(�!)| " • Squared Error = ∑!(�! − � �! ) residuals Linear Regression Y • Linear regression is a linear approach to modeling the relationship between a dependent variable Y and one or more independent (explanatory) variables X. • The case of one explanatory variable is called simple linear regression. • For more than one explanatory variable, the process is called multiple linear X regression. • For multiple correlated dependent variables, the process is called multivariate linear regression. What does it mean to predict Y? • Look at X = 5. There are many different Y values at X=5. • When we say predict Y at X =5, we are really asking: • What is the expected value (average) of Y at X = 5? What does it mean to predict Y? • Formally, the regression function is given by E(Y|X=x). This is the expected value of Y at X=x. • The ideal or optimal predictor of Y based on X is thus • f(X) = E(Y | X=x) Simple Linear Regression Dependent Independent Variable Variable Linear Model: Y = mX + b � = �!� + �" Slope Intercept (bias) • In general, such a relationship may not hold exactly for the largely unobserved population • We call the unobserved deviations from Y the errors. -
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.). -
Statistical Analysis 8: Two-Way Analysis of Variance (ANOVA)
Statistical Analysis 8: Two-way analysis of variance (ANOVA) Research question type: Explaining a continuous variable with 2 categorical variables What kind of variables? Continuous (scale/interval/ratio) and 2 independent categorical variables (factors) Common Applications: Comparing means of a single variable at different levels of two conditions (factors) in scientific experiments. Example: The effective life (in hours) of batteries is compared by material type (1, 2 or 3) and operating temperature: Low (-10˚C), Medium (20˚C) or High (45˚C). Twelve batteries are randomly selected from each material type and are then randomly allocated to each temperature level. The resulting life of all 36 batteries is shown below: Table 1: Life (in hours) of batteries by material type and temperature Temperature (˚C) Low (-10˚C) Medium (20˚C) High (45˚C) 1 130, 155, 74, 180 34, 40, 80, 75 20, 70, 82, 58 2 150, 188, 159, 126 136, 122, 106, 115 25, 70, 58, 45 type Material 3 138, 110, 168, 160 174, 120, 150, 139 96, 104, 82, 60 Source: Montgomery (2001) Research question: Is there difference in mean life of the batteries for differing material type and operating temperature levels? In analysis of variance we compare the variability between the groups (how far apart are the means?) to the variability within the groups (how much natural variation is there in our measurements?). This is why it is called analysis of variance, abbreviated to ANOVA. This example has two factors (material type and temperature), each with 3 levels. Hypotheses: The 'null hypothesis' might be: H0: There is no difference in mean battery life for different combinations of material type and temperature level And an 'alternative hypothesis' might be: H1: There is a difference in mean battery life for different combinations of material type and temperature level If the alternative hypothesis is accepted, further analysis is performed to explore where the individual differences are. -
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. -
Linear Regression
eesc BC 3017 statistics notes 1 LINEAR REGRESSION Systematic var iation in the true value Up to now, wehav e been thinking about measurement as sampling of values from an ensemble of all possible outcomes in order to estimate the true value (which would, according to our previous discussion, be well approximated by the mean of a very large sample). Givenasample of outcomes, we have sometimes checked the hypothesis that it is a random sample from some ensemble of outcomes, by plotting the data points against some other variable, such as ordinal position. Under the hypothesis of random selection, no clear trend should appear.Howev er, the contrary case, where one finds a clear trend, is very important. Aclear trend can be a discovery,rather than a nuisance! Whether it is adiscovery or a nuisance (or both) depends on what one finds out about the reasons underlying the trend. In either case one must be prepared to deal with trends in analyzing data. Figure 2.1 (a) shows a plot of (hypothetical) data in which there is a very clear trend. The yaxis scales concentration of coliform bacteria sampled from rivers in various regions (units are colonies per liter). The x axis is a hypothetical indexofregional urbanization, ranging from 1 to 10. The hypothetical data consist of 6 different measurements at each levelofurbanization. The mean of each set of 6 measurements givesarough estimate of the true value for coliform bacteria concentration for rivers in a region with that urbanization level. The jagged dark line drawn on the graph connects these estimates of true value and makes the trend quite clear: more extensive urbanization is associated with higher true values of bacteria concentration. -
5. Dummy-Variable Regression and Analysis of Variance
Sociology 740 John Fox Lecture Notes 5. Dummy-Variable Regression and Analysis of Variance Copyright © 2014 by John Fox Dummy-Variable Regression and Analysis of Variance 1 1. Introduction I One of the limitations of multiple-regression analysis is that it accommo- dates only quantitative explanatory variables. I Dummy-variable regressors can be used to incorporate qualitative explanatory variables into a linear model, substantially expanding the range of application of regression analysis. c 2014 by John Fox Sociology 740 ° Dummy-Variable Regression and Analysis of Variance 2 2. Goals: I To show how dummy regessors can be used to represent the categories of a qualitative explanatory variable in a regression model. I To introduce the concept of interaction between explanatory variables, and to show how interactions can be incorporated into a regression model by forming interaction regressors. I To introduce the principle of marginality, which serves as a guide to constructing and testing terms in complex linear models. I To show how incremental I -testsareemployedtotesttermsindummy regression models. I To show how analysis-of-variance models can be handled using dummy variables. c 2014 by John Fox Sociology 740 ° Dummy-Variable Regression and Analysis of Variance 3 3. A Dichotomous Explanatory Variable I The simplest case: one dichotomous and one quantitative explanatory variable. I Assumptions: Relationships are additive — the partial effect of each explanatory • variable is the same regardless of the specific value at which the other explanatory variable is held constant. The other assumptions of the regression model hold. • I The motivation for including a qualitative explanatory variable is the same as for including an additional quantitative explanatory variable: to account more fully for the response variable, by making the errors • smaller; and to avoid a biased assessment of the impact of an explanatory variable, • as a consequence of omitting another explanatory variables that is relatedtoit. -
Analysis of Variance and Analysis of Variance and Design of Experiments of Experiments-I
Analysis of Variance and Design of Experimentseriments--II MODULE ––IVIV LECTURE - 19 EXPERIMENTAL DESIGNS AND THEIR ANALYSIS Dr. Shalabh Department of Mathematics and Statistics Indian Institute of Technology Kanpur 2 Design of experiment means how to design an experiment in the sense that how the observations or measurements should be obtained to answer a qqyuery inavalid, efficient and economical way. The desigggning of experiment and the analysis of obtained data are inseparable. If the experiment is designed properly keeping in mind the question, then the data generated is valid and proper analysis of data provides the valid statistical inferences. If the experiment is not well designed, the validity of the statistical inferences is questionable and may be invalid. It is important to understand first the basic terminologies used in the experimental design. Experimental unit For conducting an experiment, the experimental material is divided into smaller parts and each part is referred to as experimental unit. The experimental unit is randomly assigned to a treatment. The phrase “randomly assigned” is very important in this definition. Experiment A way of getting an answer to a question which the experimenter wants to know. Treatment Different objects or procedures which are to be compared in an experiment are called treatments. Sampling unit The object that is measured in an experiment is called the sampling unit. This may be different from the experimental unit. 3 Factor A factor is a variable defining a categorization. A factor can be fixed or random in nature. • A factor is termed as fixed factor if all the levels of interest are included in the experiment. -
Simple Linear Regression
The simple linear model Represents the dependent variable, yi, as a linear function of one Regression Analysis: Basic Concepts independent variable, xi, subject to a random “disturbance” or “error”, ui. yi β0 β1xi ui = + + Allin Cottrell The error term ui is assumed to have a mean value of zero, a constant variance, and to be uncorrelated with its own past values (i.e., it is “white noise”). The task of estimation is to determine regression coefficients βˆ0 and βˆ1, estimates of the unknown parameters β0 and β1 respectively. The estimated equation will have the form yˆi βˆ0 βˆ1x = + 1 OLS Picturing the residuals The basic technique for determining the coefficients βˆ0 and βˆ1 is Ordinary Least Squares (OLS). Values for the coefficients are chosen to minimize the sum of the ˆ ˆ squared estimated errors or residual sum of squares (SSR). The β0 β1x + estimated error associated with each pair of data-values (xi, yi) is yi uˆ defined as i uˆi yi yˆi yi βˆ0 βˆ1xi yˆi = − = − − We use a different symbol for this estimated error (uˆi) as opposed to the “true” disturbance or error term, (ui). These two coincide only if βˆ0 and βˆ1 happen to be exact estimates of the regression parameters α and β. The estimated errors are also known as residuals . The SSR may be written as xi 2 2 2 SSR uˆ (yi yˆi) (yi βˆ0 βˆ1xi) = i = − = − − Σ Σ Σ The residual, uˆi, is the vertical distance between the actual value of the dependent variable, yi, and the fitted value, yˆi βˆ0 βˆ1xi. -
Simple Linear Regression: Straight Line Regression Between an Outcome Variable (Y ) and a Single Explanatory Or Predictor Variable (X)
1 Introduction to Regression \Regression" is a generic term for statistical methods that attempt to fit a model to data, in order to quantify the relationship between the dependent (outcome) variable and the predictor (independent) variable(s). Assuming it fits the data reasonable well, the estimated model may then be used either to merely describe the relationship between the two groups of variables (explanatory), or to predict new values (prediction). There are many types of regression models, here are a few most common to epidemiology: Simple Linear Regression: Straight line regression between an outcome variable (Y ) and a single explanatory or predictor variable (X). E(Y ) = α + β × X Multiple Linear Regression: Same as Simple Linear Regression, but now with possibly multiple explanatory or predictor variables. E(Y ) = α + β1 × X1 + β2 × X2 + β3 × X3 + ::: A special case is polynomial regression. 2 3 E(Y ) = α + β1 × X + β2 × X + β3 × X + ::: Generalized Linear Model: Same as Multiple Linear Regression, but with a possibly transformed Y variable. This introduces considerable flexibil- ity, as non-linear and non-normal situations can be easily handled. G(E(Y )) = α + β1 × X1 + β2 × X2 + β3 × X3 + ::: In general, the transformation function G(Y ) can take any form, but a few forms are especially common: • Taking G(Y ) = logit(Y ) describes a logistic regression model: E(Y ) log( ) = α + β × X + β × X + β × X + ::: 1 − E(Y ) 1 1 2 2 3 3 2 • Taking G(Y ) = log(Y ) is also very common, leading to Poisson regression for count data, and other so called \log-linear" models.