1 7 the Multilevel Generalized Linear Model for Categorical and Count Data When Outcome Variables Are Severely Non-Normal, the U
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Regression Summary Project Analysis for Today Review Questions: Categorical Variables
Statistics 102 Regression Summary Spring, 2000 - 1 - Regression Summary Project Analysis for Today First multiple regression • Interpreting the location and wiring coefficient estimates • Interpreting interaction terms • Measuring significance Second multiple regression • Deciding how to extend a model • Diagnostics (leverage plots, residual plots) Review Questions: Categorical Variables Where do those terms in a categorical regression come from? • You cannot use a categorical term directly in regression (e.g. 2(“Yes”)=?). • JMP converts each categorical variable into a collection of numerical variables that represent the information in the categorical variable, but are numerical and so can be used in regression. • These special variables (a.k.a., dummy variables) use only the numbers +1, 0, and –1. • A categorical variable with k categories requires (k-1) of these special numerical variables. Thus, adding a categorical variable with, for example, 5 categories adds 4 of these numerical variables to the model. How do I use the various tests in regression? What question are you trying to answer… • Does this predictor add significantly to my model, improving the fit beyond that obtained with the other predictors? (t-ratio, CI, p-value) • Does this collection of predictors add significantly to my model? Partial-F (Note: the only time you need partial F is when working with categorical variables that define 3 or more categories. In these cases, JMP shows you the partial-F as an “Effect Test”.) • Does my full model explain “more than random variation”? Use the F-ratio from the Anova summary table. Statistics 102 Regression Summary Spring, 2000 - 2 - How do I interpret JMP output with categorical variables? Term Estimate Std Error t Ratio Prob>|t| Intercept 179.59 5.62 32.0 0.00 Run Size 0.23 0.02 9.5 0.00 Manager[a-c] 22.94 7.76 3.0 0.00 Manager[b-c] 6.90 8.73 0.8 0.43 Manager[a-c]*Run Size 0.07 0.04 2.1 0.04 Manager[b-c]*Run Size -0.10 0.04 -2.6 0.01 • Brackets denote the JMP’s version of dummy variables. -
Using Survey Data Author: Jen Buckley and Sarah King-Hele Updated: August 2015 Version: 1
ukdataservice.ac.uk Using survey data Author: Jen Buckley and Sarah King-Hele Updated: August 2015 Version: 1 Acknowledgement/Citation These pages are based on the following workbook, funded by the Economic and Social Research Council (ESRC). Williamson, Lee, Mark Brown, Jo Wathan, Vanessa Higgins (2013) Secondary Analysis for Social Scientists; Analysing the fear of crime using the British Crime Survey. Updated version by Sarah King-Hele. Centre for Census and Survey Research We are happy for our materials to be used and copied but request that users should: • link to our original materials instead of re-mounting our materials on your website • cite this as an original source as follows: Buckley, Jen and Sarah King-Hele (2015). Using survey data. UK Data Service, University of Essex and University of Manchester. UK Data Service – Using survey data Contents 1. Introduction 3 2. Before you start 4 2.1. Research topic and questions 4 2.2. Survey data and secondary analysis 5 2.3. Concepts and measurement 6 2.4. Change over time 8 2.5. Worksheets 9 3. Find data 10 3.1. Survey microdata 10 3.2. UK Data Service 12 3.3. Other ways to find data 14 3.4. Evaluating data 15 3.5. Tables and reports 17 3.6. Worksheets 18 4. Get started with survey data 19 4.1. Registration and access conditions 19 4.2. Download 20 4.3. Statistics packages 21 4.4. Survey weights 22 4.5. Worksheets 24 5. Data analysis 25 5.1. Types of variables 25 5.2. Variable distributions 27 5.3. -
Analysis of Variance with Categorical and Continuous Factors: Beware the Landmines R. C. Gardner Department of Psychology Someti
Analysis of Variance with Categorical and Continuous Factors: Beware the Landmines R. C. Gardner Department of Psychology Sometimes researchers want to perform an analysis of variance where one or more of the factors is a continuous variable and the others are categorical, and they are advised to use multiple regression to perform the task. The intent of this article is to outline the various ways in which this is normally done, to highlight the decisions with which the researcher is faced, and to warn that the various decisions have distinct implications when it comes to interpretation. This first point to emphasize is that when performing this type of analysis, there are no means to be discussed. Instead, the statistics of interest are intercepts and slopes. More on this later. Models. To begin, there are a number of approaches that one can follow, and each of them refers to a different model. Of primary importance, each model tests a somewhat different hypothesis, and the researcher should be aware of precisely which hypothesis is being tested. The three most common models are: Model I. This is the unique sums of squares approach where the effects of each predictor is assessed in terms of what it adds to the other predictors. It is sometimes referred to as the regression approach, and is identified as SSTYPE3 in GLM. Where a categorical factor consists of more than two levels (i.e., more than one coded vector to define the factor), it would be assessed in terms of the F-ratio for change when those levels are added to all other effects in the model. -
A Primer for Analyzing Nested Data: Multilevel Modeling in SPSS Using
REL 2015–046 The National Center for Education Evaluation and Regional Assistance (NCEE) conducts unbiased large-scale evaluations of education programs and practices supported by federal funds; provides research-based technical assistance to educators and policymakers; and supports the synthesis and the widespread dissemination of the results of research and evaluation throughout the United States. December 2014 This report was prepared for the Institute of Education Sciences (IES) under contract ED-IES-12-C-0009 by Regional Educational Laboratory Northeast & Islands administered by Education Development Center, Inc. (EDC). The content of the publication does not necessarily reflect the views or policies of IES or the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. This REL report is in the public domain. While permission to reprint this publication is not necessary, it should be cited as: O’Dwyer, L. M., and Parker, C. E. (2014). A primer for analyzing nested data: multilevel mod eling in SPSS using an example from a REL study (REL 2015–046). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Educa tion Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs. This report is available on the Regional Educational Laboratory website at http://ies.ed.gov/ ncee/edlabs. Summary Researchers often study how students’ academic outcomes are associated with the charac teristics of their classrooms, schools, and districts. They also study subgroups of students such as English language learner students and students in special education. -
A Computationally Efficient Method for Selecting a Split Questionnaire Design
Iowa State University Capstones, Theses and Creative Components Dissertations Spring 2019 A Computationally Efficient Method for Selecting a Split Questionnaire Design Matthew Stuart Follow this and additional works at: https://lib.dr.iastate.edu/creativecomponents Part of the Social Statistics Commons Recommended Citation Stuart, Matthew, "A Computationally Efficient Method for Selecting a Split Questionnaire Design" (2019). Creative Components. 252. https://lib.dr.iastate.edu/creativecomponents/252 This Creative Component is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Creative Components by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. A Computationally Efficient Method for Selecting a Split Questionnaire Design Matthew Stuart1, Cindy Yu1,∗ Department of Statistics Iowa State University Ames, IA 50011 Abstract Split questionnaire design (SQD) is a relatively new survey tool to reduce response burden and increase the quality of responses. Among a set of possible SQD choices, a design is considered as the best if it leads to the least amount of information loss quantified by the Kullback-Leibler divergence (KLD) distance. However, the calculation of the KLD distance requires computation of the distribution function for the observed data after integrating out all the missing variables in a particular SQD. For a typical survey questionnaire with a large number of categorical variables, this computation can become practically infeasible. Motivated by the Horvitz-Thompson estima- tor, we propose an approach to approximate the distribution function of the observed in much reduced computation time and lose little valuable information when comparing different choices of SQDs. -
Describing Data: the Big Picture Descriptive Statistics Community
The Big Picture Describing Data: Categorical and Quantitative Variables Population Sampling Sample Statistical Inference Exploratory Data Analysis Descriptive Statistics Community Coalitions (n = 175) In order to make sense of data, we need ways to summarize and visualize it. Summarizing and visualizing variables and relationships between two variables is often known as exploratory data analysis (also known as descriptive statistics). The type of summary statistics and visualization methods to use depends on the type of variables being analyzed (i.e., categorical or quantitative). One Categorical Variable Frequency Table “What is your race/ethnicity?” A frequency table shows the number of cases that fall into each category: White Black “What is your race/ethnicity?” Hispanic Asian Other White Black Hispanic Asian Other Total 111 29 29 2 4 175 Display the number or proportion of cases that fall into each category. 1 Proportion Proportion The sample proportion (̂) of directors in each category is White Black Hispanic Asian Other Total 111 29 29 2 4 175 number of cases in category pˆ The sample proportion of directors who are white is: total number of cases 111 ̂ .63 63% 175 Proportion and percent can be used interchangeably. Relative Frequency Table Bar Chart A relative frequency table shows the proportion of cases that In a bar chart, the height of the bar corresponds to the fall in each category. number of cases that fall into each category. 120 111 White Black Hispanic Asian Other 100 .63 .17 .17 .01 .02 80 60 40 All the numbers in a relative frequency table sum to 1. -
“Multivariate Count Data Generalized Linear Models: Three Approaches Based on the Sarmanov Distribution”
Institut de Recerca en Economia Aplicada Regional i Pública Document de Treball 2017/18 1/25 pág. Research Institute of Applied Economics Working Paper 2017/18 1/25 pág. “Multivariate count data generalized linear models: Three approaches based on the Sarmanov distribution” Catalina Bolancé & Raluca Vernic 4 WEBSITE: www.ub.edu/irea/ • CONTACT: [email protected] The Research Institute of Applied Economics (IREA) in Barcelona was founded in 2005, as a research institute in applied economics. Three consolidated research groups make up the institute: AQR, RISK and GiM, and a large number of members are involved in the Institute. IREA focuses on four priority lines of investigation: (i) the quantitative study of regional and urban economic activity and analysis of regional and local economic policies, (ii) study of public economic activity in markets, particularly in the fields of empirical evaluation of privatization, the regulation and competition in the markets of public services using state of industrial economy, (iii) risk analysis in finance and insurance, and (iv) the development of micro and macro econometrics applied for the analysis of economic activity, particularly for quantitative evaluation of public policies. IREA Working Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. For that reason, IREA Working Papers may not be reproduced or distributed without the written consent of the author. A revised version may be available directly from the author. Any opinions expressed here are those of the author(s) and not those of IREA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. -
A Bayesian Multilevel Model for Time Series Applied to Learning in Experimental Auctions
Linköpings universitet | Institutionen för datavetenskap Kandidatuppsats, 15 hp | Statistik Vårterminen 2016 | LIU-IDA/STAT-G--16/003—SE A Bayesian Multilevel Model for Time Series Applied to Learning in Experimental Auctions Torrin Danner Handledare: Bertil Wegmann Examinator: Linda Wänström Linköpings universitet SE-581 83 Linköping, Sweden 013-28 10 00, www.liu.se Abstract Establishing what variables affect learning rates in experimental auctions can be valuable in determining how competitive bidders in auctions learn. This study aims to be a foray into this field. The differences, both absolute and actual, between participant bids and optimal bids are evaluated in terms of the effects from a variety of variables such as age, sex, etc. An optimal bid in the context of an auction is the best bid a participant can place to win the auction without paying more than the value of the item, thus maximizing their revenues. This study focuses on how two opponent types, humans and computers, affect the rate at which participants learn to optimize their winnings. A Bayesian multilevel model for time series is used to model the learning rate of actual bids from participants in an experimental auction study. The variables examined at the first level were auction type, signal, round, interaction effects between auction type and signal and interaction effects between auction type and round. At a 90% credibility interval, the true value of the mean for the intercept and all slopes falls within an interval that also includes 0. Therefore, none of the variables are deemed to be likely to influence the model. The variables on the second level were age, IQ, sex and answers from a short quiz about how participants felt when they won or lost auctions. -
Collecting Data
Statistics deal with the collection, presentation, analysis and interpretation of data.Insurance (of people and property), which now dominates many aspects of our lives, utilises statistical methodology. Social scientists, psychologists, pollsters, medical researchers, governments and many others use statistical methodology to study behaviours of populations. You need to know the following statistical terms. A variable is a characteristic of interest in each element of the sample or population. For example, we may be interested in the age of each of the seven dwarfs. An observation is the value of a variable for one particular element of the sample or population, for example, the age of the dwarf called Bashful (= 619 years). A data set is all the observations of a particular variable for the elements of the sample, for example, a complete list of the ages of the seven dwarfs {685, 702,498,539,402,685, 619}. Collecting data Census The population is the complete set of data under consideration. For example, a population may be all the females in Ireland between the ages of 12 and 18, all the sixth year students in your school or the number of red cars in Ireland. A census is a collection of data relating to a population. A list of every item in a population is called a sampling frame. Sample A sample is a small part of the population selected. A random sample is a sample in which every member of the population has an equal chance of being selected. Data gathered from a sample are called statistics. Conclusions drawn from a sample can then be applied to the whole population (this is called statistical inference). -
Introduction to Multilevel Modeling
1 INTRODUCTION TO MULTILEVEL MODELING OVERVIEW Multilevel modeling goes back over half a century to when social scientists becamedistribute attuned to the fact that what was true at the group level was not necessarily true at the individual level. The classic example was percentage literate and percentage African American. Using data aggregated to the state level for the 50 American states in the 1930s as units ofor observation, Robinson (1950) found that there was a strong correlation of race with illiteracy. When using individual- level data, however, the correlation was observed to be far lower. This difference arose from the fact that the Southern states, which had many African Americans, also had many illiterates of all races. Robinson described potential misinterpretations based on aggregated data, such as state-level data, as a type of “ecological fallacy” (see also Clancy, Berger, & Magliozzi, 2003). In the classic article by Davis, Spaeth, and Huson (1961),post, the same problem was put in terms of within-group versus between-group effects, corresponding to individual-level and group-level effects. A central function of multilevel modeling is to separate within-group individual effects from between-group aggregate effects. Multilevel modeling (MLM) is appropriate whenever there is clustering of the outcome variable by a categorical variable such that error is no longer independent as required by ordinary least squares (OLS) regression but rather error is correlated. Clustering of level 1 outcome scores within levels formed by a levelcopy, 2 clustering variable (e.g., employee ratings clustering by work unit) means that OLS estimates will be too high for some units and too low for others. -
Questionnaire Analysis Using SPSS
Questionnaire design and analysing the data using SPSS page 1 Questionnaire design. For each decision you make when designing a questionnaire there is likely to be a list of points for and against just as there is for deciding on a questionnaire as the data gathering vehicle in the first place. Before designing the questionnaire the initial driver for its design has to be the research question, what are you trying to find out. After that is established you can address the issues of how best to do it. An early decision will be to choose the method that your survey will be administered by, i.e. how it will you inflict it on your subjects. There are typically two underlying methods for conducting your survey; self-administered and interviewer administered. A self-administered survey is more adaptable in some respects, it can be written e.g. a paper questionnaire or sent by mail, email, or conducted electronically on the internet. Surveys administered by an interviewer can be done in person or over the phone, with the interviewer recording results on paper or directly onto a PC. Deciding on which is the best for you will depend upon your question and the target population. For example, if questions are personal then self-administered surveys can be a good choice. Self-administered surveys reduce the chance of bias sneaking in via the interviewer but at the expense of having the interviewer available to explain the questions. The hints and tips below about questionnaire design draw heavily on two excellent resources. SPSS Survey Tips, SPSS Inc (2008) and Guide to the Design of Questionnaires, The University of Leeds (1996). -
An Introduction to Bayesian Multilevel (Hierarchical) Modelling Using
An Intro duction to Bayesian Multilevel Hierarchical Mo delling using MLwiN by William Browne and Harvey Goldstein Centre for Multilevel Mo delling Institute of Education London May Summary What Is Multilevel Mo delling Variance comp onents and Random slop es re gression mo dels Comparisons between frequentist and Bayesian approaches Mo del comparison in multilevel mo delling Binary resp onses multilevel logistic regres sion mo dels Comparisons between various MCMC meth ods Areas of current research Junior Scho ol Project JSP Dataset The JSP dataset Mortimore et al was a longitudinal study of around primary scho ol children from scho ols in the Inner Lon don Education Authority Sample of interest here consists of pupils from scho ols Main outcome of intake is a score out of in year in mathematics MATH Main predictor is a score in year again out of on a mathematics test MATH Other predictors are child gender and fathers o ccupation status manualnon manual Why Multilevel mo delling Could t a simple linear regression of MATH and MATH on the full dataset Could t separate regressions of MATH and MATH for each scho ol indep endently The rst approach ignores scho ol eects dif ferences whilst the second ignores similari ties between the scho ols Solution A multilevel or hierarchical or ran dom eects mo del treats both the students and scho ols as random variables and can be seen as a compromise between the two single level approaches The predicted regression lines for each scho ol pro duced by a multilevel mo del are a weighted average of the individual scho ol lines and the full dataset regression line A mo del with both random scho ol intercepts and slop es is called a random slop es regression mo del Random Slopes Regression (RSR) Model MLwiN (Rasbash et al.