CHAPTER 1 Thinking Clearly in a Data-Driven Age Flashcards

1
Q

Why is learning to think clearly about quantitative information important?

A

It helps in making better decisions in personal and professional life and being a more informed citizen.

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2
Q

What does Eric Schmidt claim about the creation of data in the contemporary world?

A

As much new data is created every two days as from the beginning of time through the year 2003.

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3
Q

What is the focus of thinking clearly in a data-driven age?

A

Staying focused on ideas and questions rather than technical details.

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4
Q

What is often overlooked in traditional statistics and quantitative reasoning classes?

A

Conceptual understanding and clear thinking about the purpose of data analysis.

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5
Q

What is the consequence of technicality overshadowing clear thinking in data analysis?

A

Students miss the forest for the trees and fail to engage deeply with the material.

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6
Q

What key questions should you ask when analyzing data?

A
  • What features of the world are you comparing? * What questions can different comparisons answer? * Do you have the right question and comparison for your problem? * Why might a convincing answer be misleading? * How can creative approaches provide a more informative answer?
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7
Q

What is the belief about technique in relation to conceptual understanding?

A

Technique without conceptual understanding is a recipe for disaster.

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8
Q

Is prior exposure to data analysis necessary for this book?

A

No, the book requires no prior exposure to data analysis, statistics, or quantitative methods.

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9
Q

What is one outcome of learning the skills in this book?

A

Becoming a more sophisticated consumer and producer of quantitative information.

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10
Q

What does Ethan’s story about Abe illustrate?

A

The importance of understanding quantitative evidence and advocating for oneself.

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11
Q

What two rates characterize the effectiveness of a diagnostic test?

A
  • False negative rate * False positive rate
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12
Q

What was misleading about the doctors’ statement regarding Abe’s positive blood test?

A

They did not provide information on the false positive and false negative rates.

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13
Q

What did Ethan discover about the false positive rate of Abe’s celiac test?

A

The false positive rate was 50 percent.

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14
Q

What was the best estimate of the likelihood of Abe having celiac disease given the test results?

A

About 1 in 1,000.

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15
Q

What is a counterfactual?

A

A special kind of claim that considers what could have happened under different circumstances.

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16
Q

What factors should be considered when organizing protests?

A
  • Non-violent strategy versus violent strategy * Personal ethics * Evidence on costs and benefits of each approach
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17
Q

What do empirical studies suggest about non-violent versus violent protests?

A

Governments more often make concessions to fully non-violent groups.

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18
Q

What is a potential issue with comparing non-violent and violent protests?

A

Public opinion may affect government concessions, complicating causal interpretations.

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19
Q

True or False: Non-violent protests are always more effective than violent protests.

A

False.

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20
Q

What must be avoided to think clearly about data?

A

Mistaking correlation for causation.

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21
Q

What is the importance of confronting evidence that contradicts beliefs?

A

It helps to think clearly and make informed decisions.

22
Q

What is the risk associated with violent protests compared to non-violent protests?

A

Violent protests are more likely to provoke government repression.

23
Q

Fill in the blank: The combination of testing positive on an inaccurate test and testing negative on an accurate test can lead to a conclusion that is _______.

A

misleading.

24
Q

What is the broken-windows theory?

A

A theory proposing that policing focused on minimizing disorder can reduce violent crime.

Proposed by George L. Kelling and James Q. Wilson in 1982.

25
Q

What did Kelling and Wilson suggest about public order?

A

Its absence sets in motion a vicious cycle leading to increased crime.

They argued that a lack of public order contributes to criminal invasion.

26
Q

What was the impact of broken-windows theory on New York City policing in the 1990s?

A

It became an integral part of law enforcement strategy, focusing on minor offenses.

Rudy Giuliani emphasized this approach in his 1998 speech.

27
Q

What was the percentage increase in misdemeanor arrests in New York City during the 1990s?

A

70 percent.

During this time, violent crime decreased by more than 56 percent.

28
Q

What did Kelling and Sousa find regarding misdemeanor arrests and violent crime?

A

Higher misdemeanor arrests correlated with a decrease in violent crime.

They calculated one less violent crime for every 28 additional misdemeanor arrests.

29
Q

What is the concept of reversion to the mean?

A

The tendency for crime levels to revert to their baseline over time, regardless of policing changes.

This can skew interpretations of crime data.

30
Q

How did Harcourt and Ludwig challenge Kelling and Sousa’s conclusions?

A

They found that precincts focusing more on misdemeanor arrests experienced an increase in violent crime.

This contradicted the broken-windows theory.

31
Q

What is a critical flaw in relying solely on quantitative analysis?

A

It can lead to incorrect conclusions if not paired with clear thinking.

Misinterpretations can distort important decisions.

32
Q

What challenges arise from unreliable expert analysis?

A

Identifying trustworthy expert opinions and knowing what to believe.

Expertise does not guarantee clear thinking or accurate conclusions.

33
Q

What are the four parts of the framework provided in the book?

A
  • Establish shared language
  • Determine if a statistical relationship is genuine
  • Assess if the relationship reflects causation
  • Incorporate quantitative information into decision making.
34
Q

What is the relationship between quantitative skills and clear thinking?

A

Quantitative skills without clear thinking can be dangerous.

It is essential to combine both for effective decision-making.

35
Q

What should readers expect to notice as they internalize clear thinking principles?

A

They will recognize basic mistakes in evidence interpretation across various contexts.

This includes news, scientific studies, and everyday conversations.

36
Q

Fill in the blank: The broken-windows theory was inspired by a program in _______.

A

Newark, New Jersey.

37
Q

True or False: Evidence-based arguments like Kelling and Sousa’s have been universally accepted as correct.

A

False.

Their conclusions have been challenged by other scholars.

38
Q

What is the key takeaway regarding the use of data in decision-making?

A

Data and quantitative tools must be complemented by clear thinking.

39
Q

What is the focus of the article ‘The Next Phase of Quality of Life: Creating a More Civil City’?

A

Creating a more civil city

40
Q

Who are the authors of the article ‘Carrots, Sticks, and Broken Windows’?

A

Hope Corman and H. Naci Mocan

41
Q

In what journal was ‘Carrots, Sticks, and Broken Windows’ published?

A

Journal of Law and Economics

42
Q

What year was ‘Carrots, Sticks, and Broken Windows’ published?

43
Q

What is the main topic of the Civic Report by George L. Kelling and William H. Sousa, Jr.?

A

Impact of New York City’s Police Reforms

44
Q

What type of report is ‘Do Police Matter?’ classified as?

A

Civic Report

45
Q

What year was the report ‘Do Police Matter?’ published?

46
Q

Who are the authors of ‘Broken Windows: New Evidence from New York City and a Five-City Social Experiment’?

A

Bernard E. Harcourt and Jens Ludwig

47
Q

In which law review was ‘Broken Windows: New Evidence’ published?

A

University of Chicago Law Review

48
Q

What volume of the University of Chicago Law Review contains ‘Broken Windows: New Evidence’?

49
Q

What is the page range for ‘Broken Windows: New Evidence’ in the University of Chicago Law Review?

50
Q

What error is noted in the published version of ‘Broken Windows: New Evidence’?

A

Misprinted sign in the key table

51
Q

Where can the correction for the misprinted sign in ‘Broken Windows: New Evidence’ be found?

A

Errata, 74 U. Chi. L. Rev. 407 (2007)