On High-Dimensional Sign Tests 3 Distribution of the Rayleigh [35] Test Statistic That Addresses the Problem of Testing Unifor- Mity on the Unit Sphere
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Appendix a Basic Statistical Concepts for Sensory Evaluation
Appendix A Basic Statistical Concepts for Sensory Evaluation Contents This chapter provides a quick introduction to statistics used for sensory evaluation data including measures of A.1 Introduction ................ 473 central tendency and dispersion. The logic of statisti- A.2 Basic Statistical Concepts .......... 474 cal hypothesis testing is introduced. Simple tests on A.2.1 Data Description ........... 475 pairs of means (the t-tests) are described with worked A.2.2 Population Statistics ......... 476 examples. The meaning of a p-value is reviewed. A.3 Hypothesis Testing and Statistical Inference .................. 478 A.3.1 The Confidence Interval ........ 478 A.3.2 Hypothesis Testing .......... 478 A.3.3 A Worked Example .......... 479 A.1 Introduction A.3.4 A Few More Important Concepts .... 480 A.3.5 Decision Errors ............ 482 A.4 Variations of the t-Test ............ 482 The main body of this book has been concerned with A.4.1 The Sensitivity of the Dependent t-Test for using good sensory test methods that can generate Sensory Data ............. 484 quality data in well-designed and well-executed stud- A.5 Summary: Statistical Hypothesis Testing ... 485 A.6 Postscript: What p-Values Signify and What ies. Now we turn to summarize the applications of They Do Not ................ 485 statistics to sensory data analysis. Although statistics A.7 Statistical Glossary ............. 486 are a necessary part of sensory research, the sensory References .................... 487 scientist would do well to keep in mind O’Mahony’s admonishment: statistical analysis, no matter how clever, cannot be used to save a poor experiment. The techniques of statistical analysis, do however, It is important when taking a sample or designing an serve several useful purposes, mainly in the efficient experiment to remember that no matter how powerful summarization of data and in allowing the sensory the statistics used, the inferences made from a sample scientist to make reasonable conclusions from the are only as good as the data in that sample. -
12.6 Sign Test (Web)
12.4 Sign test (Web) Click on 'Bookmarks' in the Left-Hand menu and then click on the required section. 12.6 Sign test (Web) 12.6.1 Introduction The Sign Test is a one sample test that compares the median of a data set with a specific target value. The Sign Test performs the same function as the One Sample Wilcoxon Test, but it does not rank data values. Without the information provided by ranking, the Sign Test is less powerful (9.4.5) than the Wilcoxon Test. However, the Sign Test is useful for problems involving 'binomial' data, where observed data values are either above or below a target value. 12.6.2 Sign Test The Sign Test aims to test whether the observed data sample has been drawn from a population that has a median value, m, that is significantly different from (or greater/less than) a specific value, mO. The hypotheses are the same as in 12.1.2. We will illustrate the use of the Sign Test in Example 12.14 by using the same data as in Example 12.2. Example 12.14 The generation times, t, (5.2.4) of ten cultures of the same micro-organisms were recorded. Time, t (hr) 6.3 4.8 7.2 5.0 6.3 4.2 8.9 4.4 5.6 9.3 The microbiologist wishes to test whether the generation time for this micro- organism is significantly greater than a specific value of 5.0 hours. See following text for calculations: In performing the Sign Test, each data value, ti, is compared with the target value, mO, using the following conditions: ti < mO replace the data value with '-' ti = mO exclude the data value ti > mO replace the data value with '+' giving the results in Table 12.14 Difference + - + ----- + - + - + + Table 12.14 Signs of Differences in Example 12.14 12.4.p1 12.4 Sign test (Web) We now calculate the values of r + = number of '+' values: r + = 6 in Example 12.14 n = total number of data values not excluded: n = 9 in Example 12.14 Decision making in this test is based on the probability of observing particular values of r + for a given value of n. -
A Diagrammatic Approach to Peirce's Classifications of Signs
A diagrammatic approach to Peirce’s classifications of signs1 Priscila Farias Graduate Program in Design (SENAC-SP & UFPE) [email protected] João Queiroz Graduate Studies Program on History, Philosophy, and Science Teaching (UFBA/UEFS) Dept. of Computer Engineering and Industrial Automation (DCA/FEEC/UNICAMP) [email protected] © This paper is not for reproduction without permission of the author(s). ABSTRACT Starting from an analysis of two diagrams for 10 classes of signs designed by Peirce in 1903 and 1908 (CP 2.264 and 8.376), this paper sets forth the basis for a diagrammatic understanding of all kinds of classifications based on his triadic model of a sign. Our main argument is that it is possible to observe a common pattern in the arrangement of Peirce’s diagrams of 3-trichotomic classes, and that this pattern should be extended for the design of diagrams for any n-trichotomic classification of signs. Once this is done, it is possible to diagrammatically compare the conflicting claims done by Peircean scholars re- garding the divisions of signs into 28, and specially into 66 classes. We believe that the most important aspect of this research is the proposal of a consolidated tool for the analysis of any kind of sign structure within the context of Peirce’s classifications of signs. Keywords: Peircean semiotics, classifications of signs, diagrammatic reasoning. 1. PEIRCE’S DIAGRAMS FOR 10 CLASSES OF SIGNS In a draft of a letter to Lady Welby composed by the end of December 1908 (dated 24-28 December, L463:132-146, CP 8.342-76, EP2:483-491; we will be referring to this diagram 1. -
The Commutation Test and Chris Bacon's Score for Source Code As
The Commutation Test and Chris Bacon’s Score for Source Code as a Framework for Film Music Pedagogy Aaron Ziegel, Towson University he cinema, whether experienced at the neighborhood multiplex or streamed at home, is arguably the medium through which today’s col- lege-age Americans are most likely to encounter newly composed sym- Tphonic music. Given the ubiquity of the film-viewing experience, students are often eager to learn the tools and methodologies that can equip them to criti- cally assess and more fully comprehend the function of music in movies. The filmSource Code (2011), directed by Duncan Jones and scored by Chris Bacon, provides a particularly effective starting point through which this process can begin.1 This article will discuss the pedagogical potential found in the film’s main titles and the impact of applying a commutation test to this sequence. Although here I address one specific example, the methodology of the commu- tation test is easily adaptable to other circumstances, as the theoretical foun- dation will make clear. While variations on the commutation test are a regular occurrence in many film music classrooms, this essay aims to present an intro- ductory primer that may be of use to instructors interested in an entry point for incorporating film music studies into their teaching. With that in mind, the appendix presents one suggestion for how to create film clips for classroom use. The value of this classroom activity extends beyond providing students with an engaging and memorable learning experience. By situating this analysis I wish to express my gratitude to the many students at Towson University whose feedback and enthusiastic classroom participation, along with suggestions from the anonymous reviewers, helped me to refine the pedagogical approach described in this essay. -
One Sample T Test
Copyright c October 17, 2020 by NEH One Sample t Test Nathaniel E. Helwig University of Minnesota 1 How Beer Changed the World William Sealy Gosset was a chemist and statistician who was employed as the Head Exper- imental Brewer at Guinness in the early 1900s. As a part of his job, Gosset was responsible for taking samples of beer and performing various analyses to ensure that the beer was of the proper composition and quality. While at Guinness, Gosset taught himself experimental design and statistical analysis (which were new and exciting fields at the time), and he even spent some time in 1906{1907 studying in Karl Pearson's laboratory. Gosset's work often involved collecting a small number of samples, and testing hypotheses about the mean of the population from which the samples were drawn. For example, in the brewery, Gosset may want to test whether the population mean amount of some ingredient (e.g., barley) was equal to the intended value. And, on the farm, Gosset may want to test how different farming techniques and growing conditions affect the barley yields. Through this work, Gos- set noticed that the normal distribution was not adequate for testing hypotheses about the mean in small samples of data with an unknown variance. 2 2 1 Pn As a reminder, if X ∼ N(µ, σ ), thenx ¯ ∼ N(µ, σ =n) wherex ¯ = n i=1 xi, which implies x¯ − µ Z = p ∼ N(0; 1) σ= n i.e., the Z test statistic follows a standard normal distribution. However, in practice, the 2 2 1 Pn 2 population variance σ is often unknown, so the sample variance s = n−1 i=1(xi − x¯) must be used in its place. -
1 Sample Sign Test 1
Non-Parametric Univariate Tests: 1 Sample Sign Test 1 1 SAMPLE SIGN TEST A non-parametric equivalent of the 1 SAMPLE T-TEST. ASSUMPTIONS: Data is non-normally distributed, even after log transforming. This test makes no assumption about the shape of the population distribution, therefore this test can handle a data set that is non-symmetric, that is skewed either to the left or the right. THE POINT: The SIGN TEST simply computes a significance test of a hypothesized median value for a single data set. Like the 1 SAMPLE T-TEST you can choose whether you want to use a one-tailed or two-tailed distribution based on your hypothesis; basically, do you want to test whether the median value of the data set is equal to some hypothesized value (H0: η = ηo), or do you want to test whether it is greater (or lesser) than that value (H0: η > or < ηo). Likewise, you can choose to set confidence intervals around η at some α level and see whether ηo falls within the range. This is equivalent to the significance test, just as in any T-TEST. In English, the kind of question you would be interested in asking is whether some observation is likely to belong to some data set you already have defined. That is to say, whether the observation of interest is a typical value of that data set. Formally, you are either testing to see whether the observation is a good estimate of the median, or whether it falls within confidence levels set around that median. -
Signed-Rank Tests for ARMA Models
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Elsevier - Publisher Connector JOURNAL OF MULTIVARIATE ANALYSIS 39, l-29 ( 1991) Time Series Analysis via Rank Order Theory: Signed-Rank Tests for ARMA Models MARC HALLIN* Universith Libre de Bruxelles, Brussels, Belgium AND MADAN L. PURI+ Indiana University Communicated by C. R. Rao An asymptotic distribution theory is developed for a general class of signed-rank serial statistics, and is then used to derive asymptotically locally optimal tests (in the maximin sense) for testing an ARMA model against other ARMA models. Special cases yield Fisher-Yates, van der Waerden, and Wilcoxon type tests. The asymptotic relative efficiencies of the proposed procedures with respect to each other, and with respect to their normal theory counterparts, are provided. Cl 1991 Academic Press. Inc. 1. INTRODUCTION 1 .l. Invariance, Ranks and Signed-Ranks Invariance arguments constitute the theoretical cornerstone of rank- based methods: whenever weaker unbiasedness or similarity properties can be considered satisfying or adequate, permutation tests, which generally follow from the usual Neyman structure arguments, are theoretically preferable to rank tests, since they are less restrictive and thus allow for more powerful results (though, of course, their practical implementation may be more problematic). Which type of ranks (signed or unsigned) should be adopted-if Received May 3, 1989; revised October 23, 1990. AMS 1980 subject cIassifications: 62Gl0, 62MlO. Key words and phrases: signed ranks, serial rank statistics, ARMA models, asymptotic relative effhziency, locally asymptotically optimal tests. *Research supported by the the Fonds National de la Recherche Scientifique and the Minist&e de la Communaute Franpaise de Belgique. -
6 Single Sample Methods for a Location Parameter
6 Single Sample Methods for a Location Parameter If there are serious departures from parametric test assumptions (e.g., normality or symmetry), nonparametric tests on a measure of central tendency (usually the median) are used. Recall: M is a median of a random variable X if P (X M) = P (X M) = :5. • ≤ ≥ The distribution of X is symmetric about c if P (X c x) = P (X c + x) for all x. • ≤ − ≥ For symmetric continuous distributions, the median M = the mean µ. Thus, all conclusions • about the median can also be applied to the mean. If X be a binomial random variable with parameters n and p (denoted X B(n; p)) then • n ∼ P (X = x) = px(1 p)n−x for x = 0; 1; : : : ; n x − n n! where = and k! = k(k 1)(k 2) 2 1: • x x!(n x)! − − ··· · − Tables exist for the cdf P (X x) for various choices of n and p. The probabilities and • cdf values are also easy to produce≤ using SAS or R. Thus, if X B(n; :5), we have • ∼ n P (X = x) = (:5)n x x n P (X x) = (:5)n ≤ k k X=0 P (X x) = P (X n x) because the B(n; :5) distribution is symmetric. ≤ ≥ − For sample sizes n > 20 and p = :5, a normal approximation (with continuity correction) • to the binomial probabilities is often used instead of binomial tables. (x :5) :5n { Calculate z = ± − : Use x+:5 when x < :5n and use x :5 when x > :5n. :5pn − { The value of z is compared to N(0; 1), the standard normal distribution. -
Tests of Hypotheses Using Statistics
Tests of Hypotheses Using Statistics Adam Massey¤and Steven J. Millery Mathematics Department Brown University Providence, RI 02912 Abstract We present the various methods of hypothesis testing that one typically encounters in a mathematical statistics course. The focus will be on conditions for using each test, the hypothesis tested by each test, and the appropriate (and inappropriate) ways of using each test. We conclude by summarizing the di®erent tests (what conditions must be met to use them, what the test statistic is, and what the critical region is). Contents 1 Types of Hypotheses and Test Statistics 2 1.1 Introduction . 2 1.2 Types of Hypotheses . 3 1.3 Types of Statistics . 3 2 z-Tests and t-Tests 5 2.1 Testing Means I: Large Sample Size or Known Variance . 5 2.2 Testing Means II: Small Sample Size and Unknown Variance . 9 3 Testing the Variance 12 4 Testing Proportions 13 4.1 Testing Proportions I: One Proportion . 13 4.2 Testing Proportions II: K Proportions . 15 4.3 Testing r £ c Contingency Tables . 17 4.4 Incomplete r £ c Contingency Tables Tables . 18 5 Normal Regression Analysis 19 6 Non-parametric Tests 21 6.1 Tests of Signs . 21 6.2 Tests of Ranked Signs . 22 6.3 Tests Based on Runs . 23 ¤E-mail: [email protected] yE-mail: [email protected] 1 7 Summary 26 7.1 z-tests . 26 7.2 t-tests . 27 7.3 Tests comparing means . 27 7.4 Variance Test . 28 7.5 Proportions . 28 7.6 Contingency Tables . -
A Semiotic Perspective on the Denotation and Connotation of Colours in the Quran
International Journal of Applied Linguistics & English Literature E-ISSN: 2200-3452 & P-ISSN: 2200-3592 www.ijalel.aiac.org.au A Semiotic Perspective on the Denotation and Connotation of Colours in the Quran Mona Al-Shraideh1, Ahmad El-Sharif2* 1Post-Graduate Student, Department of English Language and Literature, Al-alBayt University, Jordan 2Associate Professor of Linguistics, Department of English Language and Literature, Al-alBayt University, Jordan Corresponding Author: Ahmad El-Sharif, E-mail: [email protected] ARTICLE INFO ABSTRACT Article history This study investigates the significance and representation of colours in the Quran from the Received: September 11, 2018 perspective of meaning and connotation according to the semiotic models of sign interpretation; Accepted: December 06, 2018 namely, Saussure’s dyadic approach and Peirce’s triadic model. Such approaches are used Published: January 31, 2019 to analyze colours from the perspective of cultural semiotics. The study presents both the Volume: 8 Issue: 1 semantic and cultural semiotics aspects of colour signs in the Quran to demonstrate the various Advance access: December 2018 semiotic meanings and interpretations of the six basic colours (white, black, red, green, yellow, and blue). The study reveals that Arabic colour system agrees with colour universals, especially in terms of their categorization and connotations, and that semiotic analysis makes Conflicts of interest: None an efficient device for analyzing and interpreting the denotations and connotations of colour Funding: None signs in the Quran. Key words: Semiotics, Signs, Denotation, Connotation, Colours, Quran INTRODUCTION or reading, a colour ‘term’ instead of seeing the chromatic Colours affect the behaviour by which we perceive the features of the colour. -
The Object of Signs in Charles S. Peirce's Semiotic Theory
University of Rhode Island DigitalCommons@URI Open Access Master's Theses 1977 The Object of Signs in Charles S. Peirce's Semiotic Theory William W. West University of Rhode Island Follow this and additional works at: https://digitalcommons.uri.edu/theses Recommended Citation West, William W., "The Object of Signs in Charles S. Peirce's Semiotic Theory" (1977). Open Access Master's Theses. Paper 1559. https://digitalcommons.uri.edu/theses/1559 This Thesis is brought to you for free and open access by DigitalCommons@URI. It has been accepted for inclusion in Open Access Master's Theses by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. THE OBJECT OF SIGNS IN CHARLESS. PEIRCE'S SEMIOTIC THEORY OF WILLIAMW. WEST THESIS SUBMITTEDIN PARTIAL FULFILLMENTOF THE REQUIREMENTSFOR THE DEGREEOF MASTEROF ARTS IN PHILOSOPHY UNIVERSITYOF RHODEISLAND 1977 TABLE OF CONTENTS Page . I INTRODUCTION. • • • • • • • • • • • • . .. • • • 1 Chapter I THE CATEGORIES• . .. •· .... 4 II SIGNS EXPLAINED 8 • • • • • • • • • • • • • • • • The First Trichotomy: The Sign Itself . ~ • • 15 Qualisign • • • • • • • • • • •• • • • • • 15 Sinsign • • • • • • • • • • • • • • • • 16 Legisign. • • • • • • • • • • • . • • • • 17 The Second Trichotomy: The Sign-Object Relation ••••• . • ....... • • 18 Icon. • • • • • • • • • • • • • • • • • 19 Index • • • • • • • • • • • • • • • • • 24 Symbol • • • • • • • • • • • • • • • • • 28 The Third Trichotomy: Ho~ the Interpretant Represents th~ Object • • • • • • • • • -
22-Barthes-Semiotics.Pdf
gri34307_ch26_332-343.indd Page 332 17/01/11 9:35 AM user-f469 /Volumes/208/MHSF234/gri34307_disk1of1/0073534307/gri34307_pagefiles Objective Interpretive CHAPTER 26 ● Semiotic tradition F r om : E . M . G r i f f i n , A F i r s t L o o k a t C ommu n i c a t i o n T h e ory , 8 t h E d . , Ne w Y o r k , Ne w Y o r k : Mc G r a w H i l l ,2 0 1 2 . Semiotics of Roland Barthes French literary critic and semiologist Roland Barthes (rhymes with “smart”) wrote that for him, semiotics was not a cause, a science, a discipline, a school, a movement, nor presumably even a theory. “It is,” he claimed, “an adventure.” 1 The goal of semiotics is interpreting both verbal and nonverbal signs . The verbal side of the fi eld is called linguistics. Barthes, however, was mainly interested in the nonverbal side—multifaceted visual signs just waiting to be read. Barthes held the chair of literary semiology at the College of France when he was struck and killed by a laundry truck in 1980. In his highly regarded book Mythologies , Barthes sought to decipher the cultural meaning of a wide variety of visual signs—from sweat on the faces of actors in the fi lm Julius Caesar to a magazine photograph of a young African soldier saluting the French fl ag. Unlike most intellectuals, Barthes frequently wrote for the popular press and occasionally appeared on television to comment on the foibles of the French middle class.