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Research Design & Statistics > Week 2: Hypothesis Testing and Its Implications > Flashcards

Week 2: Hypothesis Testing and Its Implications Flashcards

1
Q

What question are we focusing on the framework this lecture?

A

Meets assumption of parametric tests?

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2
Q

Answering the question: Meets assumption of parametric tests will determine whether our continous data can be tested with

A

with parametric or non-parametric tests

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3
Q

A normal distribution is a distribution with the same general shape which is a

A

bell shape

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4
Q

A normal distribution curve is symmetric around

A

the mean μ

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5
Q

A normal distribution is defined by two parameters - (2)

A

the mean (μ) and the standard deviation (σ).

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6
Q

Many statistical tests (parametric) cannot be used if the data is not

A

normally distributed

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7
Q

What does this diagram show? - (2)

A

μ = 0 is peak of distribution

Block areas under the curve and gives us insight to way data is distributed and certain scores occuring if they belong to normally distribution e.g., 34.1% of values lie one SD below mean

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8
Q

A z score in standard normal distribution will reflect the number of

A

SD above or below the mean of a particular score is

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9
Q

How to calculate a z score?

A

Take a value of participant (e.g., 56 years old) and take away mean of distribution (e.g., mean age of class is 23) divided by SD (class like 2)

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10
Q

If a person scored a 70 on a test with a mean of 50 and a standard deviation of 10

Converting the test scores to z scores, an X of 70 would be…

What the result means…. - (2)

A

a z score of 2 means the original score was 2 standard deviations above the mean

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11
Q

We can convert our z scores to

A

pecentiles

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12
Q

Example: What is the percentile rank of a person receving a score of 90 on the test? - (3)

Mean - 80
SD = 5

A

First calculating z score: graph shows that most people scored below 90. Since 90 is 2 standard deviations above the mean z = (90 - 80)/5 = 2

Z score to pecentile can be looked at table that z score of 2 is equivalent to the 97.7th percentle:

The proportion of people scoring below 90 is thus .977 and proportion of people scoring above 90 is 2.3% (1-0.977)

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13
Q

We can not always measure the whole… for a study

A

population

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14
Q

What is the sample mean?

A

an unbiased estimate of the population mean.

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15
Q

Example of sample vs population - (3)

A

You want to study political attitudes in young people.

Your population is the 300,000 undergraduate students in the Netherlands.

Because it’s not practical to collect data from all of them, you use a sample of 300 undergraduate volunteers from three Dutch universities – this is the group who will complete your online survey.

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16
Q

How can we know how that our sample mean estimate is representative of the population mean?

A

Via computing standard error of mean - smaller SEM the better

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17
Q

What does this diagram shows you? - (2)

A

If you take several samples from same population,

each sample has its own mean and some sample means will be different or same as population mean- error - known as SEM

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18
Q

What is sample variation and example - (2)

A

samples will vary because they contain different members of the population;

a sample that by chance includes some very
good lecturers will have a higher average (higher rating of all lectures) than a sample that, by chance, includes some awful lecturers.

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19
Q

Standard deviation is used as a measure of how

A

representative the mean was of the observed data.

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20
Q

Small standard deviations represented a scenario in which most data points were

A

most data points were close to the mean

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21
Q

Large standard deviation represented a situation in which data points were

A

widely spread
from the mean.

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22
Q

How to calculate the standard error of mean?

A

computed by dividing the standard deviation of the sample by the the square root of the number in the sample

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23
Q

The larger the sample the smaller the - (2)

A

standard error of the mean

more confident we can be that the sample mean is representative of the population.

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24
Q

The central limit therom proposes that

A

as samples get large (usually defined as greater than 30), the sampling distribution has a normal distribution with a mean equal to the population mean, SD = SEM

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25
Q

The standard deviation of sample means is known as the

A

SEM (standard error of the mean)

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26
Q

A different approach to assess accuracy of sample mean as estimate of population mean, aside from SE, is to - (2)

A

calculate boundaries and range of values within which we believe the true value of the population mean value will fall.

Such boundaries are called confidence intervals.

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27
Q

Confidence intervals are created by

A

samples

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28
Q

A 95% confidence intervals is consructed such that

A

these intervals (created by samples) will contain the population mean

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29
Q

95% Confidence interval for 100 samples (CI constructed for each) would mean

A

95 of these samples, the confidence intervals we constructed would contain the true value of the mean in the population.

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30
Q

Diagram shows- (4)

A
  • Dots show the means for each sample
  • Lines sticking out representing Ci for the sample means
  • If there was a vertical line down it represents population mean
  • If confidence intervals don’t overlap then it shows significant difference between the sample means
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31
Q

In fact, for a specific confidence interval, the probability that it contains the population value is either - (2)

A

0 (it does not contain it) or 1 (it does contain it).

You have no way of knowing which it is.

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32
Q

if our sample means were normally distributed with a mean of 0 and a
standard error of 1, then the limits of our confidence interval

A

would be –1.96 and +1.96 -

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33
Q

95% of z scores fall between

A

-1.96 and 1.96

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34
Q

Confidence intervals can be constructed for any estimated parameter, not just

A

μ - mean

35
Q

. If the mean represents the true mean well, then the confidence interval of that mean should be

A

small

36
Q

if the confidence interval is very
wide then the sample mean could be

A

very different from the true mean, indicating that it
is a bad representation of the population

37
Q

Remember that the standard error of the mean gets smaller with the number of observations and thus our confidence interval also gets

A

smaller - make sense as more we measure more certain sample mean close to population mean

38
Q

Confidence intervals can be constructed for any estimated parameter, not just

A

mean , μ

39
Q

Calculating Confidence intervals (for observations) - rearraning z formula

A

Know most scores remain at z = 1.96 (upper bound) and z = -1.96 (lower bound)

LB = (-1.96* SD of sample) + mean sample
UB = (+1.96* SD of sample) + mean sample

40
Q

Calculating Confidence Intervals for sample means - rearranging in z formula

A

LB = Mean - (1.96 * SEM)
UB = Mean + (1.96 * SEM)

41
Q

The standard deviation of SAT verbal scores in a school system is known to be 100. A researcher wishes to estimate the mean SAT score and compute a 95% confidence interval from a random sample of 10 scores.

The 10 scores are: 320, 380, 400, 420, 500, 520, 600, 660, 720, and 780.

Calculate CI

A

* M - 530
* N = 10
* SEM = 100/ square root of 10 = 31.62
* Value of z for 95% CI is number of SD one must go from mean (in both directions) to contain 0.95 of the scores
* Value of 1.96 was found in z-table
* Since each tail is to contain 0.025 of the scores, you find the values of z for which is 1-0.025 = 0.975 of the socres below
* 95% of z scores lie between -1.96 and +1.96
* Lower limit = 530 - (1.96) (31.62) = 468.02
* Upper limit = 530 + (1.96)(31.62) = 591.98

42
Q

Null hypothesis is that there is

A

no effect of the predictor variable on the outcome variable

43
Q

The alternate hypothesis is that there is an effect of

A

the predictor variable on the outcome variable

44
Q

Null hypothesis signifiance testing computes the probability of the null hypothesis being true which si referred as the

A

p-value

45
Q

To test the fit of statistical models to test our hypotheses, we calculate

A

getting that model (Data) if the Null hypothesis H0 were true (Statistical significance)

46
Q

What if the proability p- value was small?

A

we conclude the model fits the data well (explains a lot of the variance) and we gain confidence in the alternative hypothesis H1

47
Q

Steps in Hypothesis testing (6)

A
  1. specify the null hypothesis H0 and the alternative hypothesis H1
  2. select a significance level. Typically the 0.05 or the 0.01 level.
  3. calculate a statistic analogous to the parameter specified by the null hypothesis. (e.g. if null defined by parameter μ1- μ2 (diff between two means) then the statistic is M1-M2 (difference between sample means))
  4. calculate the probability value of obtaining a statistic (statistic computed from the data) as different or more different from the parameter specified in the null hypothesis (often 0 or based on past evid and mean stay same)
  5. probability value computed in Step 4 is compared with the significance level chosen in Step 2.
  6. If the outcome is statistically significant, then the null hypothesis is rejected in favor of the alternative hypothesis.
48
Q

Think of test statistic capturing

A

signal/noise

49
Q

Hypo

A Statistic for which the frequency of particular values is known (t, F, chi-square) and thus we can calculate the

A

probability of obtaining a certain value or p value.

50
Q

To test whether the model fits the data or whether our hypothesis is a good explanation of the data, we compare

A

systematic variation against unsystematic

51
Q

If the probability (p-value) less than or equal to the significance level, then

A

the null hypothesis is rejected; When the null hypothesis is rejected, the outcome is said to be “statistically significant”

52
Q

If the proabilibty (p-value) is greater than the signifiance leve, the

A

null hypothesis is not rejected.

53
Q

We accept the results as true (accept our alternative hypothesis) if there is either

A

%, 1% (p<0.05 OR p<0.01) or less probability of a test statistics happening by chance.

54
Q

P-value less than 0.05 means there is a low probability of obtaining at least as

A

extreme results given that H0 is true

55
Q

What is a type 1 error in terms of variance? - (2)

A

think the variance accounted for by the model is larger than the one unaccounted for by the model (i.e. there is a statistically significant effect but in reality there isn’t)

56
Q

Type 1 is a false

A

positive

57
Q

What is type II error in temrs of variance?

A

think there was too much variance unaccounted for by the model (i.e. there is no statistically significant effect but in reality there is)

58
Q

Type II error is false

A

negative

59
Q

Example of Type I and Type II error

A
60
Q

Type I and Type II errors are mistakes we can make when testing the

A

fit of the model

61
Q

Type 1 errors when we believe there is a geniue effect in

A

population, when in fact there isn’t.

62
Q

Acceptable level of type I error is usually

A

a-level of usually 0.05

63
Q

Type II error occurs when we believe there is no effect in the

A

population when, in reality, there is.

64
Q

Acceptable level of Type II error is probability/-p-value is

A

β-level (often 0.2)

65
Q

An effect size is a standardised measure of

A

the size of the an effect

66
Q

Properities of effect size (3)

A

Standardized = comparable across studies

Not (as) reliant on the sample size

Allows people to objectively evaluate the size of observed effect.

67
Q

Effect Size Measures

r = 0.1, d = 0.2 (small effect):

A

the effect explains 1% of the total variance.

68
Q

Effect size measures

r = 0.3, d = 0.5 (medium effect) means

A

the effect accounts for 9% of the total variance.

69
Q

Effect size measures

r = 0.5, d = 0.8 (large effect)

A

effect accounts for 25% of the variance

70
Q

Beware of the ‘canned’ effect sizes (e.g., r = 0.5, d = 0.8 and rest) since the size of

A

effect should be placed within the research context.

71
Q

We should aim to achieve a power of

A

.8, or an 80% chance of detecting
an effect if one genuinely exists.

72
Q

When we fail to reject the null hypothesis, it is either that there truly are no difference to be found,

OR

A

it may be because we do not have enough statistical power

73
Q

Power is the probability of

A

correctly rejecting a false H0 OR the ability of the test to find an effect assuming there is one in the population,

74
Q

Power is calculated by

A

1 - β OR probability of making Type II error

75
Q

To increase statistical power of study you can increase

A

your sample sizee

76
Q

Factors affecting the power of the test: (4):

A
  1. Probability of a type 1 error or a-level [level at which we decide effect is sig - p-value) –> bigger [more lenient] alpha then more power)
  2. True alternate hypothesis H1 [effect size] (degree of overlap, less means more power) - if you find large effect in lit then better chance of detecting something
  3. The sampel size [N]) –> bigger the sample, less the noise and more power
  4. The particular tests to be employed - parametric tests greater power to detect sig effect since more sensitive
77
Q

How to calculate the number of pps they need for reasonable chance of correctly rejecting null hypothesis?

A

Sample size calculation at a desired level of power (usually power set to 0.8 in formula)

78
Q

Tests of normality (2)

A
  • Kolmogorov-Smirnov test
  • Shapiro-Wilks test
79
Q

If distribution of data looks normally distributed but test saying not normally distributed

A

Just do the parametric tests

80
Q

Plot your data because this informs you on what decisions you want to make

A

with respect to normality –> normality tests have limitations

81
Q

With power, we can do 2 things - (2)

A
  • Calculate power of test
  • Calculate sample size necessary to detect an decent effect size and achieve a certain level of power based on past research
82
Q

Diagram of Type I error, Type II error, power - (4) and making correct decisions

A

Type 1 error p = alpha
Type II error p = beta
Accepting null hypothesis which is correct - p = 1- alpha
Accepting alternate hypo which is correct - p = 1 - beta

83
Q

If there is a less degree of overlap in h0 and h1 then

A

bigger difference means higher power and and correctly reject the null hypothesis than distributions that overlap more

84
Q

If distribution between h0 and h1 are narrower then

A

This means that the overlap in distributions is smaller and the power is therefore greater, but this time because of a smaller standard error of our estimate of the means.

Research Design & Statistics (19 decks)

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