Statistics Theory L6 = Design Strategies For The Real World Flashcards

1
Q

How do we define the appropriate spatial or temporal scale? (3)

A
  • Identify an appropriate scale in time/space.
  • Consider breadth/length & resolution.
  • Design our study to capture the variability across the appropriate scale (1 scale? >1 scale?).
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2
Q

Egs of a Temporal scale? (5)

A
  • Dynamics in insect abundance over time.
  • Seasonal?
  • Interannual?
  • Abundance alone?
  • Periodicity or trend?
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3
Q

Egs of Spatial scale? (6)

A
  • Patchy use of landscape by a herbivore.
  • Which processes/behaviour?
  • Forage selection?
  • Movement?
  • Home range?
  • Migration?
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4
Q

NB about Spatial scale?

A

Affects space (& time) over which we measure stuff.

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5
Q

Design considerations for time? (2)

A
  • Long-term studies.
  • Alternatives to long-term studies.
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6
Q

Long-term studies attributes? (3)

A
  • Important for slow processes, rare events, subtle effects & complex phenomena.
  • Important for long-lived organisms (long generation time).
  • Systems with slow dynamics (eg, climate change).
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7
Q

Eg of slow processes?

A

Tectonic shifts.

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8
Q

Eg of rare events?

A

Volcanic eruptions.

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9
Q

Eg of subtle effects?

A

Need long time to detect the smallest changes.

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10
Q

Eg of complex phenomena?

A

Nature.

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11
Q

Alternatives to long-term studies? (4)

A
  • Space for time substitution.
  • Retrospective studies.
  • Fast dynamics for slow.
  • Modeling or simulation.
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12
Q

Design considerations for space?

A

Spatial replication.

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13
Q

Spatial replication attributes? (3)

A
  • Avoid spatial autocorrelation.
  • Avoid pseudo-replication.
  • Consider spatially-representative samples.
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14
Q

Spatial autocorrelation?

A

= the degree to which a spatial variable is correlated with itself across a geographic space.

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15
Q

Spatial autocorrelation attributes? (2)

A
  • Measures how similar or dissimilar nearby locations are in terms of a specific attribute.
  • Helps identify patterns in spatial data, such as clustering & dispersion.
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16
Q

Why avoid spatial autocorrelation?

A

It’s because 2 replicates (eg, plots) that are closer together in a landscape are more similar than 2 distant replicates as they are more likely to be affected by the same processes (climate, soil, disturbance, etc).

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17
Q

Pseudo-replication?

A

= treating 2 replicate plots from the same site as independent samples.

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18
Q

Why avoid pseudo-replication?

A

It’s because it leads to inflated degrees of freedom, misleading statistical results & an increased inability to apply the results to the target population.

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19
Q

How to avoid pseudo-replication?

A

Treat replicates as subsamples within sampling units defined by site.

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20
Q

Why consider Spatially-representative samples?

A

If we want to make inferences about a particular study area, our samples must cover the whole geographic area.

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21
Q

Thing to note about spatial replication?

A

Lower correlation = plots are independent.

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22
Q

Error definitions? (3)

A

= means mistake OR variability OR randomness.

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23
Q

Types of sampling biases? (5)

A
  • Sampling error.
  • Non-sampling error.
  • Observer bias.
  • Measurement bias.
  • Selection bias.
  • Minimising bias.
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24
Q

Sampling error?

A

= occurs as the consequence of selecting a subset (i.e., sampling units) from a population for study.

25
Q

Sampling error attribute?

A

Is the sampling variability that we address with an appropriate design & sample size to achieve a desired precision.

26
Q

Non-sampling error?

A

= is more like the “mistake” sense of error.

27
Q

Non-sampling error attributes? (2)

A
  • Often results in bias.
  • Parameters are consistently over-estimated or under-estimated, if there is a systematic bias in the study design.
28
Q

Observer bias?

A

= inter-observer differences in terms of technique or skill.

29
Q

Observer bias attributes? (5)

A
  • Can come from several sources.
  • Human error in collecting, recording, transcribing, entering data.
  • Differing amounts of bias between observers.
  • Differences in what is missed/overlooked (eg, fewer total detections vs fewer species detected in a bird survey).
  • Differences between survey occasions for the same observer.
30
Q

Types of Measurement bias? (2)

A
  • Measurement error.
  • Correlated measurement errors.
31
Q

Measurement error?

A

= variation that occurs as a consequence of the measurement method.

32
Q

Measurement error attributes? (3)

A
  • If bias or error is independent of the observer, biases should average to zero.
  • Affects estimate precision (SE or 95% CI).
  • If precision is too poor for the objectives of the study, changes to data collection methods could help to improve precision.
33
Q

Eg of Measurement error?

A

Hanging scale vs electronic balance.

34
Q

Correlated measurement error?

A

= occurs if methods consistently measure too high or too low.

35
Q

Correlated measurement error attributes? (2)

A
  • Systematic transcription or data-entry errors can also occur.
  • Therefore, precision estimates are biased low.
36
Q

Egs of data-entry errors? (3)

A
  • European 1s, 7s and 9s (how they’re written).
  • Comma vs full stop.
  • North American dates.
37
Q

Eg of Correlated measurement error?

A

Poor calibration of tools.

38
Q

Selection bias?

A

= choosing correct/relevant variables to measure, not just what is convenient or easy to measure (or what we have budget for).

39
Q

Selection bias attribute?

A

Should be based on a thorough review of the species & past work on it.

40
Q

Best way to minimise bias?

A

Using a programme like Quality Assurance/Quality Control (QA/QC) that assists in ensuring that data are collected, analysed & reported to “best practices”.

41
Q

QA?

A

= focuses on study planning, design, implementation, analysis & reporting (academic side).

42
Q

QC?

A

= focuses on protocols & procedures (technical side), routine application of procedures, calibration of tools & instruments.

43
Q

Aims of such an approach? (4)

A
  • Reduces random or systematic errors.
  • Allows the data generated to be analysed, interpreted & communicated to a set of standards.
  • Allows the development of qualified personnel & their capacity to use appropriate methods & procedures.
  • Specifies a requirement to consult a statistician (at all stages of study), to enter, manage & store data in a particular format (Access vs Excel vs plain text), data archiving standards.
44
Q

How do we manage Observer bias? (5)

A
  • Use repeatable methods, with little room for error, little judgement or subjectivity.
  • Use skilled, qualified, motivated observers.
  • Train observers & then retrain them (as they will forget details as data collection proceeds).
  • Follow QC protocols (might require finding experts or delving into the literature).
  • Standardise data entry (use electronic app like Cybertracker).
45
Q

Problem you may encounter?

A

Missing data.

46
Q

Missing data attributes? (3)

A
  • Avoid! Use something like Cybertracker.
  • Record observations as they are made.
  • Avoid transcription errors, by reducing the number of steps between measuring & stats analysis.
47
Q

Ways to deal with missing data? (2)

A
  • Nonresponse errors.
  • Deviating from a planned protocol.
48
Q

Nonresponse errors?

A

= when one fails to observe or record an individual or unit that is part of the selected sample.

49
Q

Nonresponse errors attributes? (3)

A
  • Leads to bias.
  • Might be possible to correct for missing observations after collection (if done correctly).
  • Methods to estimate correction must also be reported.
50
Q

Eg of Nonresponse errors?

A

“Imputation”.

51
Q

Deviating from a planned protocol attributes? (4)

A
  • If at all possible, don’t.
  • Is sometimes unavoidable.
  • Realise that changes in methods mid-stream could introduce unknown bias to the data set.
  • Be very careful.
52
Q

Things to consider when selecting a sampling protocol? (4)

A
  • Usually no single “correct” approach.
  • Better methods & worse methods depending on the objectives of the data collection.
  • We ideally want a defensible approach that will hold up to scrutiny (do a thorough review of the pros & cons of each method).
  • There could easily be more than one valid approach.
53
Q

Sampling intensity?

A

-deals with how many, how long, how often sample units should be measured.

54
Q

Sampling intensity attributes? (3)

A
  • Depends on the objectives of data collection.
  • Often a trade-off among them, more sample units to sample might mean you can measure them less often.
  • Pilot study might help determine the sampling intensity.
55
Q

What could possibly go wrong? (10)

A
  • Weather not cooperating.
  • Equipment fails/gets stolen.
  • Samples go missing/get destroyed.
  • Field methods not followed by assistants.
  • No game guard; or yes, game guard but no rifle.
  • Funding situation changes.
  • People/collaborators “go dark”.
  • All zebras in your study area are captured & moved to some other area.
  • Wildlife sweeps through your study area.
  • Global pandemic.
56
Q

Okay, something went wrong. Now what? (2)

A
  • Don’t panic (most work can be salvaged).
  • Pivot (mid-point change?).
  • Rarely will you have to redo from start with a whole new project (or quit altogether).
57
Q

Things to consider if problems arise? (4)

A
  • Can I still address my objectives, or must they be changed?
  • How much of my existing data can be used? How much do I need to collect? Are data sets still comparable?
  • Can I use the same study design or must I change it?
  • How do options for analysis change & what are the consequences?
58
Q

Some considerations if options for analysis change? (5)

A
  • Such changes could mean estimates with reduced precision & increased possibility of bias.
  • Reduced certainty in conclusions.
  • Could lead to publication in a lower-quality journal.
  • Do the best you can.
  • Try to publish anyway.