Inferences About Multivariate Means
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Confidence Intervals for the Population Mean Alternatives to the Student-T Confidence Interval
Journal of Modern Applied Statistical Methods Volume 18 Issue 1 Article 15 4-6-2020 Robust Confidence Intervals for the Population Mean Alternatives to the Student-t Confidence Interval Moustafa Omar Ahmed Abu-Shawiesh The Hashemite University, Zarqa, Jordan, [email protected] Aamir Saghir Mirpur University of Science and Technology, Mirpur, Pakistan, [email protected] Follow this and additional works at: https://digitalcommons.wayne.edu/jmasm Part of the Applied Statistics Commons, Social and Behavioral Sciences Commons, and the Statistical Theory Commons Recommended Citation Abu-Shawiesh, M. O. A., & Saghir, A. (2019). Robust confidence intervals for the population mean alternatives to the Student-t confidence interval. Journal of Modern Applied Statistical Methods, 18(1), eP2721. doi: 10.22237/jmasm/1556669160 This Regular Article is brought to you for free and open access by the Open Access Journals at DigitalCommons@WayneState. It has been accepted for inclusion in Journal of Modern Applied Statistical Methods by an authorized editor of DigitalCommons@WayneState. Robust Confidence Intervals for the Population Mean Alternatives to the Student-t Confidence Interval Cover Page Footnote The authors are grateful to the Editor and anonymous three reviewers for their excellent and constructive comments/suggestions that greatly improved the presentation and quality of the article. This article was partially completed while the first author was on sabbatical leave (2014–2015) in Nizwa University, Sultanate of Oman. He is grateful to the Hashemite University for awarding him the sabbatical leave which gave him excellent research facilities. This regular article is available in Journal of Modern Applied Statistical Methods: https://digitalcommons.wayne.edu/ jmasm/vol18/iss1/15 Journal of Modern Applied Statistical Methods May 2019, Vol. -
Estimating Confidence Regions of Common Measures of (Baseline, Treatment Effect) On
Estimating confidence regions of common measures of (baseline, treatment effect) on dichotomous outcome of a population Li Yin1 and Xiaoqin Wang2* 1Department of Medical Epidemiology and Biostatistics, Karolinska Institute, Box 281, SE- 171 77, Stockholm, Sweden 2Department of Electronics, Mathematics and Natural Sciences, University of Gävle, SE-801 76, Gävle, Sweden (Email: [email protected]). *Corresponding author Abstract In this article we estimate confidence regions of the common measures of (baseline, treatment effect) in observational studies, where the measure of baseline is baseline risk or baseline odds while the measure of treatment effect is odds ratio, risk difference, risk ratio or attributable fraction, and where confounding is controlled in estimation of both baseline and treatment effect. To avoid high complexity of the normal approximation method and the parametric or non-parametric bootstrap method, we obtain confidence regions for measures of (baseline, treatment effect) by generating approximate distributions of the ML estimates of these measures based on one logistic model. Keywords: baseline measure; effect measure; confidence region; logistic model 1 Introduction Suppose that one conducts a randomized trial to investigate the effect of a dichotomous treatment z on a dichotomous outcome y of certain population, where = 0, 1 indicate the 푧 1 active respective control treatments while = 0, 1 indicate positive respective negative outcomes. With a sufficiently large sample,푦 covariates are essentially unassociated with treatments z and thus are not confounders. Let R = pr( = 1 | ) be the risk of = 1 given 푧 z. Then R is marginal with respect to covariates and thus푦 conditional푧 on treatment푦 z only, so 푧 R is also called marginal risk. -
Theory Pest.Pdf
Theory for PEST Users Zhulu Lin Dept. of Crop and Soil Sciences University of Georgia, Athens, GA 30602 [email protected] October 19, 2005 Contents 1 Linear Model Theory and Terminology 2 1.1 Amotivationexample ...................... 2 1.2 General linear regression model . 3 1.3 Parameterestimation. 6 1.3.1 Ordinary least squares estimator . 6 1.3.2 Weighted least squares estimator . 7 1.4 Uncertaintyanalysis ....................... 9 1.4.1 Variance-covariance matrix of βˆ and estimation of σ2 . 9 1.4.2 Confidence interval for βj ................ 9 1.4.3 Confidence region for β ................. 10 1.4.4 Confidence interval for E(y0) .............. 10 1.4.5 Prediction interval for a future observation y0 ..... 11 2 Nonlinear regression model 13 2.1 Linearapproximation. 13 2.2 Nonlinear least squares estimator . 14 2.3 Numericalmethods ........................ 14 2.3.1 Steepest Descent algorithm . 16 2.3.2 Gauss-Newton algorithm . 16 2.3.3 Levenberg-Marquardt algorithm . 18 2.3.4 Newton’smethods . 19 1 2.4 Uncertainty analysis . 22 2.4.1 Confidence intervals for parameter and model prediction 22 2.4.2 Nonlinear calibration-constrained method . 23 3 Miscellaneous 27 3.1 Convergence criteria . 27 3.2 Derivatives computation . 28 3.3 Parameter estimation of compartmental models . 28 3.4 Initial values and prior information . 29 3.5 Parametertransformation . 30 1 Linear Model Theory and Terminology Before discussing parameter estimation and uncertainty analysis for nonlin- ear models, we need to review linear model theory as many of the ideas and methods of estimation and analysis (inference) in nonlinear models are essentially linear methods applied to a linear approximate of the nonlinear models. -
Random Vectors
Random Vectors x is a p×1 random vector with a pdf probability density function f(x): Rp→R. Many books write X for the random vector and X=x for the realization of its value. E[X]= ∫ x f.(x) dx = µ Theorem: E[Ax+b]= AE[x]+b Covariance Matrix E[(x-µ)(x-µ)’]=var(x)=Σ (note the location of transpose) Theorem: Σ=E[xx’]-µµ’ If y is a random variable: covariance C(x,y)= E[(x-µ)(y-ν)’] Theorem: For constants a, A, var (a’x)=a’Σa, var(Ax+b)=AΣA’, C(x,x)=Σ, C(x,y)=C(y,x)’ Theorem: If x, y are independent RVs, then C(x,y)=0, but not conversely. Theorem: Let x,y have same dimension, then var(x+y)=var(x)+var(y)+C(x,y)+C(y,x) Normal Random Vectors The Central Limit Theorem says that if a focal random variable x consists of the sum of many other independent random variables, then the focal random variable will asymptotically have a 2 distribution that is basically of the form e−x , which we call “normal” because it is so common. 2 ⎛ x−µ ⎞ 1 − / 2 −(x−µ) (x−µ) / 2 1 ⎜ ⎟ 1 2 Normal random variable has pdf f (x) = e ⎝ σ ⎠ = e σ 2πσ2 2πσ2 Denote x p×1 normal random variable with pdf 1 −1 f (x) = e−(x−µ)'Σ (x−µ) (2π)p / 2 Σ 1/ 2 where µ is the mean vector and Σ is the covariance matrix: x~Np(µ,Σ). -
UCLA STAT 13 Comparison of Two Independent Samples
UCLA STAT 13 Introduction to Statistical Methods for the Life and Health Sciences Comparison of Two Instructor: Ivo Dinov, Independent Samples Asst. Prof. of Statistics and Neurology Teaching Assistants: Fred Phoa, Kirsten Johnson, Ming Zheng & Matilda Hsieh University of California, Los Angeles, Fall 2005 http://www.stat.ucla.edu/~dinov/courses_students.html Slide 1 Stat 13, UCLA, Ivo Dinov Slide 2 Stat 13, UCLA, Ivo Dinov Comparison of Two Independent Samples Comparison of Two Independent Samples z Many times in the sciences it is useful to compare two groups z Two Approaches for Comparison Male vs. Female Drug vs. Placebo Confidence Intervals NC vs. Disease we already know something about CI’s Hypothesis Testing Q: Different? this will be new µ µ z What seems like a reasonable way to 1 y 2 y2 σ 1 σ 1 s 2 compare two groups? 1 s2 z What parameter are we trying to estimate? Population 1 Sample 1 Population 2 Sample 2 Size n1 Size n2 Slide 3 Stat 13, UCLA, Ivo Dinov Slide 4 Stat 13, UCLA, Ivo Dinov − Comparison of Two Independent Samples Standard Error of y1 y2 y µ y − y µ − µ z RECALL: The sampling distribution of was centered at , z We know 1 2 estimates 1 2 and had a standard deviation of σ n z What we need to describe next is the precision of our estimate, SE()− y1 y2 − z We’ll start by describing the sampling distribution of y1 y2 Mean: µ1 – µ2 Standard deviation of σ 2 σ 2 s 2 s 2 1 + 2 = 1 + 2 = 2 + 2 SE()y − y SE1 SE2 n1 n2 1 2 n1 n2 z What seems like appropriate estimates for these quantities? Slide 5 Stat 13, UCLA, Ivo Dinov Slide 6 Stat 13, UCLA, Ivo Dinov 1 − − Standard Error of y1 y2 Standard Error of y1 y2 Example: A study is conducted to quantify the benefits of a new Example: Cholesterol medicine (cont’) cholesterol lowering medication. -
STAT 22000 Lecture Slides Overview of Confidence Intervals
STAT 22000 Lecture Slides Overview of Confidence Intervals Yibi Huang Department of Statistics University of Chicago Outline This set of slides covers section 4.2 in the text • Overview of Confidence Intervals 1 Confidence intervals • A plausible range of values for the population parameter is called a confidence interval. • Using only a sample statistic to estimate a parameter is like fishing in a murky lake with a spear, and using a confidence interval is like fishing with a net. We can throw a spear where we saw a fish but we will probably miss. If we toss a net in that area, we have a good chance of catching the fish. • If we report a point estimate, we probably won’t hit the exact population parameter. If we report a range of plausible values we have a good shot at capturing the parameter. 2 Photos by Mark Fischer (http://www.flickr.com/photos/fischerfotos/7439791462) and Chris Penny (http://www.flickr.com/photos/clearlydived/7029109617) on Flickr. Recall that CLT says, for large n, X ∼ N(µ, pσ ): For a normal n curve, 95% of its area is within 1.96 SDs from the center. That means, for 95% of the time, X will be within 1:96 pσ from µ. n 95% σ σ µ − 1.96 µ µ + 1.96 n n Alternatively, we can also say, for 95% of the time, µ will be within 1:96 pσ from X: n Hence, we call the interval ! σ σ σ X ± 1:96 p = X − 1:96 p ; X + 1:96 p n n n a 95% confidence interval for µ. -
Statistics for Dummies Cheat Sheet from Statistics for Dummies, 2Nd Edition by Deborah Rumsey
Statistics For Dummies Cheat Sheet From Statistics For Dummies, 2nd Edition by Deborah Rumsey Copyright © 2013 & Trademark by John Wiley & Sons, Inc. All rights reserved. Whether you’re studying for an exam or just want to make sense of data around you every day, knowing how and when to use data analysis techniques and formulas of statistics will help. Being able to make the connections between those statistical techniques and formulas is perhaps even more important. It builds confidence when attacking statistical problems and solidifies your strategies for completing statistical projects. Understanding Formulas for Common Statistics After data has been collected, the first step in analyzing it is to crunch out some descriptive statistics to get a feeling for the data. For example: Where is the center of the data located? How spread out is the data? How correlated are the data from two variables? The most common descriptive statistics are in the following table, along with their formulas and a short description of what each one measures. Statistically Figuring Sample Size When designing a study, the sample size is an important consideration because the larger the sample size, the more data you have, and the more precise your results will be (assuming high- quality data). If you know the level of precision you want (that is, your desired margin of error), you can calculate the sample size needed to achieve it. To find the sample size needed to estimate a population mean (µ), use the following formula: In this formula, MOE represents the desired margin of error (which you set ahead of time), and σ represents the population standard deviation. -
Statistical Data Analysis Stat 4: Confidence Intervals, Limits, Discovery
Statistical Data Analysis Stat 4: confidence intervals, limits, discovery London Postgraduate Lectures on Particle Physics; University of London MSci course PH4515 Glen Cowan Physics Department Royal Holloway, University of London [email protected] www.pp.rhul.ac.uk/~cowan Course web page: www.pp.rhul.ac.uk/~cowan/stat_course.html G. Cowan Statistical Data Analysis / Stat 4 1 Interval estimation — introduction In addition to a ‘point estimate’ of a parameter we should report an interval reflecting its statistical uncertainty. Desirable properties of such an interval may include: communicate objectively the result of the experiment; have a given probability of containing the true parameter; provide information needed to draw conclusions about the parameter possibly incorporating stated prior beliefs. Often use +/- the estimated standard deviation of the estimator. In some cases, however, this is not adequate: estimate near a physical boundary, e.g., an observed event rate consistent with zero. We will look briefly at Frequentist and Bayesian intervals. G. Cowan Statistical Data Analysis / Stat 4 2 Frequentist confidence intervals Consider an estimator for a parameter θ and an estimate We also need for all possible θ its sampling distribution Specify upper and lower tail probabilities, e.g., α = 0.05, β = 0.05, then find functions uα(θ) and vβ(θ) such that: G. Cowan Statistical Data Analysis / Stat 4 3 Confidence interval from the confidence belt The region between uα(θ) and vβ(θ) is called the confidence belt. Find points where observed estimate intersects the confidence belt. This gives the confidence interval [a, b] Confidence level = 1 - α - β = probability for the interval to cover true value of the parameter (holds for any possible true θ). -
Basic ES Computations, P. 1 BASIC EFFECT SIZE GUIDE with SPSS
Basic ES Computations, p. 1 BASIC EFFECT SIZE GUIDE WITH SPSS AND SAS SYNTAX Gregory J. Meyer, Robert E. McGrath, and Robert Rosenthal Last updated January 13, 2003 Pending: 1. Formulas for repeated measures/paired samples. (d = r / sqrt(1-r^2) 2. Explanation of 'set aside' lambda weights of 0 when computing focused contrasts. 3. Applications to multifactor designs. SECTION I: COMPUTING EFFECT SIZES FROM RAW DATA. I-A. The Pearson Correlation as the Effect Size I-A-1: Calculating Pearson's r From a Design With a Dimensional Variable and a Dichotomous Variable (i.e., a t-Test Design). I-A-2: Calculating Pearson's r From a Design With Two Dichotomous Variables (i.e., a 2 x 2 Chi-Square Design). I-A-3: Calculating Pearson's r From a Design With a Dimensional Variable and an Ordered, Multi-Category Variable (i.e., a Oneway ANOVA Design). I-A-4: Calculating Pearson's r From a Design With One Variable That Has 3 or More Ordered Categories and One Variable That Has 2 or More Ordered Categories (i.e., an Omnibus Chi-Square Design with df > 1). I-B. Cohen's d as the Effect Size I-B-1: Calculating Cohen's d From a Design With a Dimensional Variable and a Dichotomous Variable (i.e., a t-Test Design). SECTION II: COMPUTING EFFECT SIZES FROM THE OUTPUT OF STATISTICAL TESTS AND TRANSLATING ONE EFFECT SIZE TO ANOTHER. II-A. The Pearson Correlation as the Effect Size II-A-1: Pearson's r From t-Test Output Comparing Means Across Two Groups. -
Confidence Intervals for Functions of Variance Components Kok-Leong Chiang Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2000 Confidence intervals for functions of variance components Kok-Leong Chiang Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Statistics and Probability Commons Recommended Citation Chiang, Kok-Leong, "Confidence intervals for functions of variance components " (2000). Retrospective Theses and Dissertations. 13890. https://lib.dr.iastate.edu/rtd/13890 This Dissertation 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 Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while ottiers may be f^ any type of computer printer. The quality of this reproduction is dependent upon the quality of ttw copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author dkl not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g.. maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overiaps. -
Understanding Statistical Hypothesis Testing: the Logic of Statistical Inference
Review Understanding Statistical Hypothesis Testing: The Logic of Statistical Inference Frank Emmert-Streib 1,2,* and Matthias Dehmer 3,4,5 1 Predictive Society and Data Analytics Lab, Faculty of Information Technology and Communication Sciences, Tampere University, 33100 Tampere, Finland 2 Institute of Biosciences and Medical Technology, Tampere University, 33520 Tampere, Finland 3 Institute for Intelligent Production, Faculty for Management, University of Applied Sciences Upper Austria, Steyr Campus, 4040 Steyr, Austria 4 Department of Mechatronics and Biomedical Computer Science, University for Health Sciences, Medical Informatics and Technology (UMIT), 6060 Hall, Tyrol, Austria 5 College of Computer and Control Engineering, Nankai University, Tianjin 300000, China * Correspondence: [email protected]; Tel.: +358-50-301-5353 Received: 27 July 2019; Accepted: 9 August 2019; Published: 12 August 2019 Abstract: Statistical hypothesis testing is among the most misunderstood quantitative analysis methods from data science. Despite its seeming simplicity, it has complex interdependencies between its procedural components. In this paper, we discuss the underlying logic behind statistical hypothesis testing, the formal meaning of its components and their connections. Our presentation is applicable to all statistical hypothesis tests as generic backbone and, hence, useful across all application domains in data science and artificial intelligence. Keywords: hypothesis testing; machine learning; statistics; data science; statistical inference 1. Introduction We are living in an era that is characterized by the availability of big data. In order to emphasize the importance of this, data have been called the ‘oil of the 21st Century’ [1]. However, for dealing with the challenges posed by such data, advanced analysis methods are needed. -
Monte Carlo Methods for Confidence Bands in Nonlinear Regression Shantonu Mazumdar University of North Florida
UNF Digital Commons UNF Graduate Theses and Dissertations Student Scholarship 1995 Monte Carlo Methods for Confidence Bands in Nonlinear Regression Shantonu Mazumdar University of North Florida Suggested Citation Mazumdar, Shantonu, "Monte Carlo Methods for Confidence Bands in Nonlinear Regression" (1995). UNF Graduate Theses and Dissertations. 185. https://digitalcommons.unf.edu/etd/185 This Master's Thesis is brought to you for free and open access by the Student Scholarship at UNF Digital Commons. It has been accepted for inclusion in UNF Graduate Theses and Dissertations by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 1995 All Rights Reserved Monte Carlo Methods For Confidence Bands in Nonlinear Regression by Shantonu Mazumdar A thesis submitted to the Department of Mathematics and Statistics in partial fulfillment of the requirements for the degree of Master of Science in Mathematical Sciences UNIVERSITY OF NORTH FLORIDA COLLEGE OF ARTS AND SCIENCES May 1995 11 Certificate of Approval The thesis of Shantonu Mazumdar is approved: Signature deleted (Date) ¢)qS- Signature deleted 1./( j ', ().-I' 14I Signature deleted (;;-(-1J' he Depa Signature deleted Chairperson Accepted for the College: Signature deleted Dean Signature deleted ~-3-9£ III Acknowledgment My sincere gratitude goes to Dr. Donna Mohr for her constant encouragement throughout my graduate program, academic assistance and concern for my graduate success. The guidance, support and knowledge that I received from Dr. Mohr while working on this thesis is greatly appreciated. My gratitude is extended to the members of my reviewing committee, Dr. Ping Sa and Dr. Peter Wludyka for their invaluable input into the writing of this thesis.