Copyright ©2011 Brooks/Cole, Cengage Learning Statistics Success Stories and Cautionary Tales Chapter 1 1.

Slides:



Advertisements
Similar presentations
Statistics Success Stories and Cautionary Tales
Advertisements

Copyright ©2006 Brooks/Cole, a division of Thomson Learning, Inc. Relationships Between Categorical Variables Chapter 6.
Chapter 10.  Real life problems are usually different than just estimation of population statistics.  We try on the basis of experimental evidence Whether.
Common Statistical Mistakes. Mistake #1 Failing to investigate data for data entry or recording errors. Failing to graph data and calculate basic descriptive.
Copyright ©2005 Brooks/Cole, a division of Thomson Learning, Inc. Relationships Between Categorical Variables Chapter 12.
Section 1.3 Experimental Design © 2012 Pearson Education, Inc. All rights reserved. 1 of 61.
Section 1.3 Experimental Design.
Copyright ©2006 Brooks/Cole, a division of Thomson Learning, Inc. Turning Information into Wisdom Chapter 22.
Chapter 4: Designing Studies
Copyright ©2006 Brooks/Cole, a division of Thomson Learning, Inc. Estimating Proportions with Confidence Chapter 10.
Chapter 13: Inference for Distributions of Categorical Data
1. Identify the variable(s) of interest (the focus) and the population of the study. 2. Develop a detailed plan for collecting data. Make sure sample.
Risk and Relative Risk. Suppose a news article claimed that drinking coffee doubled your risk of developing a certain disease. Assume the statistic was.
S519: Evaluation of Information Systems Social Statistics Inferential Statistics Chapter 8: Significantly significant.
EXPERIMENTS AND OBSERVATIONAL STUDIES Chance Hofmann and Nick Quigley
Cohort Studies Hanna E. Bloomfield, MD, MPH Professor of Medicine Associate Chief of Staff, Research Minneapolis VA Medical Center.
Categorical Variables, Relative Risk, Odds Ratios STA 220 – Lecture #8 1.
 The “4 Steps” of Hypothesis Testing: 1. State the hypothesis 2. Set decision criteria 3. Collect data and compute sample statistic 4. Make a decision.
Chapter 4 Gathering data
Testing Hypotheses Tuesday, October 28. Objectives: Understand the logic of hypothesis testing and following related concepts Sidedness of a test (left-,
Producing Data: Sampling BPS - 5th Ed.Chapter 81.
CHAPTER 8 Producing Data: Sampling BPS - 5TH ED.CHAPTER 8 1.
Week 9 Testing Hypotheses. Philosophy of Hypothesis Testing Model Data Null hypothesis, H 0 (and alternative, H A ) Test statistic, T p-value = prob(T.
Section 1.3 Experimental Design Larson/Farber 4th ed.
Evidence-Based Medicine 3 More Knowledge and Skills for Critical Reading Karen E. Schetzina, MD, MPH.
Introductory Statistics Week 1 Lecture slides Introduction –CAST: section 1 –Text: Chapter 1 Exploring Categorical Data: Frequency tables, Pie.
A – Migration Introduction
Experimental Design 1 Section 1.3. Section 1.3 Objectives 2 Discuss how to design a statistical study Discuss data collection techniques Discuss how to.
Warm-up A newspaper article about an opinion poll says that “43% of Americans approve of the president’s overall job performance.” Toward the end of the.
1 Psych 5500/6500 Populations, Samples, Sampling Procedures, and Bias Fall, 2008.
DATA COLLECTION METHODS Sampling
Statistical Reasoning Introduction to Probability and Statistics Ms. Young.
Chapter 21 Samples, Good and Bad. Chapter 22 Thought Question 1 Popular magazines often contain surveys that ask their readers to answer questions about.
Copyright © 2015, 2012, and 2009 Pearson Education, Inc. 1 Chapter Introduction to Statistics 1.
Chapter 41 Sample Surveys in the Real World. Chapter 42 Thought Question 1 (from Seeing Through Statistics, 2nd Edition, by Jessica M. Utts, p. 14) Nicotine.
Copyright ©2006 Brooks/Cole, a division of Thomson Learning, Inc. Relationships Between Categorical Variables Chapter 6.
5.2 Day 1: Designing Experiments. Period 3 – Seating Chart Front Board AlthisarBarnesCreidlerGreenHollowayMcDonaldOliverRoberts EvansCawthorn e AndersonLavendarJeffreysMcKeelMenaSyed.
BPS - 5th Ed. Chapter 81 Producing Data: Sampling.
1. Identify the variable(s) of interest (the focus) and the population of the study. 2. Develop a detailed plan for collecting data. Make sure sample.
Gathering Useful Data. 2 Principle Idea: The knowledge of how the data were generated is one of the key ingredients for translating data intelligently.
+ Chi Square Test Homogeneity or Independence( Association)
Warm Up 2/20/2014. Principles of Experimental Design (CRR) 1)Control the effects of lurking variables on the response, most simply by comparing.
Chapter 21 Samples, Good and Bad. Chapter 22 Thought Question 1 Popular magazines often contain surveys that ask their readers to answer questions about.
Copyright © 2013, 2009, and 2007, Pearson Education, Inc. Chapter 10 Comparing Two Groups Section 10.1 Categorical Response: Comparing Two Proportions.
Chapter 11 Where Do Data Come From?. Chapter 12 Thought Question 1 From a recent study, researchers concluded that high levels of alcohol consumption.
* Chapter 8 – we were estimating with confidence about a population * Chapter 9 – we were testing a claim about a population * Chapter 10 – we are comparing.
What is Statistics? Chapter 0. What is Statistics? Statistics is the science (and art) of learning from data. Statistics is the study of variability.
Section 1.3 Experimental Design.
Activity! Get your heart beating! Are standing pulse rates generally higher than sitting pulse rates? We will preform two experiments to try to answer.
Copyright ©2011 Brooks/Cole, Cengage Learning Relationships Between Categorical Variables – Risk Class 26 1.
Statistics I ( 2-1). What is Data? Consist of information coming from observations, counts, measurements, or responses. “People who eat three daily.
Statistics 100 Lecture Set 4. Lecture Set 4 Chapter 5 and 6 … please read Read Chapter 7 … you are responsible for all of this chapter Some suggested.
Section 1.3 Objectives Discuss how to design a statistical study Discuss data collection techniques Discuss how to design an experiment Discuss sampling.
Experiments Textbook 4.2. Observational Study vs. Experiment Observational Studies observes individuals and measures variables of interest, but does not.
Copyright ©2011 Brooks/Cole, Cengage Learning Gathering Useful Data for Examining Relationships Observation VS Experiment Chapter 6 1.
Comparing Two Proportions Chapter 21. In a two-sample problem, we want to compare two populations or the responses to two treatments based on two independent.
Copyright ©2011 Brooks/Cole, Cengage Learning Relationships Between Categorical Variables – Simpson’s Paradox Class 27 1.
Copyright ©2005 Brooks/Cole, a division of Thomson Learning, Inc. Statistical Significance for 2 x 2 Tables Chapter 13.
Essential Statistics Producing Data: Sampling
Lecture #1 Tuesday, August 23, 2016
Lesson 11.4: Experimental Design
Part III – Gathering Data
Statistics Success Stories and Cautionary Tales
Essential Statistics Producing Data: Sampling
Chapter 13: Inference for Distributions of Categorical Data
Basic Practice of Statistics - 5th Edition Producing Data: Sampling
Chapter 10: Comparing Two Populations or Groups
Data Collection and Experimental Design
Presentation transcript:

Copyright ©2011 Brooks/Cole, Cengage Learning Statistics Success Stories and Cautionary Tales Chapter 1 1

Copyright ©2011 Brooks/Cole, Cengage Learning What is Statistics? Statistics is a collection of procedures and principles for gathering data and analyzing information in order to help people make decisions when faced with uncertainty.

Copyright ©2011 Brooks/Cole, Cengage Learning 3 1.2Eight Statistical Stories With Morals Case Study 1.1: Who Are Those Speedy Drivers? Case Study 1.2: Safety in the Skies Case Study 1.3: Did Anyone Ask Whom You’ve Been Dating? Case Study 1.4: Who Are Those Angry Women? Case Study 1.5: Does Prayer Lower Blood Pressure? Case Study 1.6: Does Aspirin Reduce Heart Attack Rates? Case Study 1.7: Does the Internet Increase Loneliness and Depression? Case Study 1.8: Did Your Mother’s Breakfast Determine Your Sex?

Copyright ©2011 Brooks/Cole, Cengage Learning 4 Case Study 1.1 Who Are Those Speedy Drivers? Question: What’s the fastest you have ever driven a car? mph. Data: 87 male and 102 female students from large statistics class at University. Males: Females: Which sex tends to drive faster? How to summarize data?

Copyright ©2011 Brooks/Cole, Cengage Learning 5 Case Study 1.1 Who Are Those Speedy Drivers? Dotplot: each dot represents the response of an individual student.

Copyright ©2011 Brooks/Cole, Cengage Learning 6 Case Study 1.1 Who Are Those Speedy Drivers? Five-number summary: the lowest value, the cutoff points for ¼, ½, and ¾ of the data, and the highest value. Note: ¾ of men have driven 95 mph or more, only ¼ of women have done so. Moral:Simple summaries of data can tell an interesting story and are easier to digest than long lists.

Copyright ©2011 Brooks/Cole, Cengage Learning 7 Case Study 1.2 Safety in the Skies? “Fatal airline crashes drop 65%” New York Times, 2007 “Planes get closer in midair as traffic control errors rise” “Errors by air traffic controllers climbed from 746 in fiscal 1997 to 878 in fiscal 1998, an 18% increase.” USA Today, Levin, 1999 Fatal airline crashes …“the drop in the accident rate [from 1997 to 2007] will be about 65%, to one fatal accident in about 4.5 million departures, from 1 in nearly 2 million in 1997.” So the rate of fatal accidents changed from about 1 in 2 million departures in 1997, to 1 in 4.5 million departures in 2007.

Copyright ©2011 Brooks/Cole, Cengage Learning 8 Case Study 1.2 Safety in the Skies? Moral:When you read about the change in the rate or risk of occurrence of something, make sure you also include the base rate or baseline risk. Air traffic control errors … “The errors per million flights handled by controllers climbed from 4.8 to 5.5.” So the original rate of errors in 1998, from which the 18% increase was calculated, was only about 5.5 errors per million flights. “Fatal airline crashes drop 65%” New York Times, 2007 “Planes get closer in midair as traffic control errors rise” “Errors by air traffic controllers climbed from 746 in fiscal 1997 to 878 in fiscal 1998, an 18% increase.” USA Today, Levin, 1999

Copyright ©2011 Brooks/Cole, Cengage Learning 9 Case Study 1.3 Did Anyone Ask Whom You’ve Been Dating? “According to a new USA Today/Gallup Poll of teenagers across the country, 57 percent of teens who go out on dates say they’ve been out with someone of another race or ethnic group.” (Peterson, 1997). Sacramento Bee headline read: “Interracial dates common among today’s teenagers.” Millions of teenagers in U.S. -- Did polltakers ask all of them? No. The article states “the results of the new poll of 602 teens, conducted Oct. 13–20, reflect the ubiquity of interracial dating today…” Asked only 602 teens. Could such a small sample tell us anything about the millions of teenagers in the U.S.? Yes… if those teens constituted a random sample from the population.

Copyright ©2011 Brooks/Cole, Cengage Learning 10 Case Study 1.3 Did Anyone Ask Whom You’ve Been Dating? Moral: A representative sample of only a few thousand, or perhaps even a few hundred, can give reasonably accurate information about a population of many millions. The percent of all teenagers in the US who date that would say they have dated interracially is likely to be in the range 57%  5%, or between 52% and 62%. How accurate could this sample be? Margin of error is about 5%.

Copyright ©2011 Brooks/Cole, Cengage Learning 11 Case Study 1.4 Who Are Those Angry Women? Moral:An unrepresentative sample, even a large one, tells you almost nothing about the population. Shere Hite sent questionnaires to 100,000 women asking about love, sex, and relationships. Only 4.5% of the women responded, and Hite used those responses to write her book, Women and Love. “The women who responded were fed up with men and eager to fight them. For example, 91% of those who were divorced said that they had initiated the divorce. The anger of women toward men became the theme of the book.” Moore (1997, p. 11). Extensive nonparticipation (i.e. nonresponse) from a random sample, or the use of a self-selected (i.e., all- volunteer) sample, will probably produce biased results.

Copyright ©2011 Brooks/Cole, Cengage Learning 12 Case Study 1.5 Does Prayer Lower Blood Pressure? “Attending religious services lowers blood pressure more than tuning into religious TV or radio, a new study says” USA Today headline read: “Prayer can lower blood pressure.” (Davis, 1998) Based on observational study, followed 2391 people 6 years. “People who attended a religious service once a week and prayed or studied the Bible once a day were 40% less likely to have high blood pressure than those who don’t go to church every week and prayed and studied the Bible less.” Researchers did observe a relationship, but it’s a mistake to conclude prayer actually causes lower blood pressure.

Copyright ©2011 Brooks/Cole, Cengage Learning 13 Case Study 1.5 Does Prayer Lower Blood Pressure? Moral:Cause-and-effect conclusions cannot generally be made based on an observational study. In observational studies, groups can differ by important ways that may contribute to the observed relationship. People who attended church regularly may have … been less likely to smoke or drink alcohol; had a better social network; been somewhat healthier and able to go to church. These other factors are possible confounding variables.

Copyright ©2011 Brooks/Cole, Cengage Learning 14 Case Study 1.6 Does Aspirin Reduce Heart Attack Rates? Physician’s Health Study (1988) 5-year randomized experiment … 22,071 male physicians of age ; randomly assigned to one of two treatment groups; Group 1 = aspirin every other day; Group 2 = placebo; Physicians blinded as to which group they were in.

Copyright ©2011 Brooks/Cole, Cengage Learning 15 Case Study 1.6 Does Aspirin Reduce Heart Attack Rates? Moral:Unlike with observational studies, cause-and-effect conclusions can generally be made on the basis of randomized experiments. Aspirin group: 9.42 heart attacks per 1000 participants Placebo group: heart attacks per 1000 participants Randomization => other important factors (age, exercise, diet) should have been similar for both groups. Only important difference should be whether they took aspirin or placebo.

Copyright ©2011 Brooks/Cole, Cengage Learning 16 Case Study 1.7 Does the Internet Increase Loneliness and Depression? “greater use of the Internet was associated with declines in participants’ communication with family members in the household, declines in size of their social circle, and increases in their depression and loneliness” (Kraut et al., 1998, p. 1017) New York Times headline read: “Sad, Lonely World discovered in Cyberspace.” (Harmon, 1998) Study included 169 individuals from 73 households in Pittsburgh given free computers and internet service. Participants answered questions at beginning and either 1-2 years later on social contacts, stress, loneliness, depression.

Copyright ©2011 Brooks/Cole, Cengage Learning 17 Follow-up study: “Using the Internet at home doesn’t make people more depressed and lonely after all.” (Elias, 2001) Whether the link ever existed will never be known, but it is not surprising, given the small magnitude of the original finding, that it subsequently disappeared. Changes were quite small, although significant … # of people in “local social network” decreased from average of to people; on scale 1 to 5, self-reported loneliness decreased from average of 1.99 to 1.89 (lower  greater loneliness). on a scale 0 to 3, self-reported depression dropped from average of 0.73 to 0.62 (lower  higher depression). Case Study 1.7 Does the Internet Increase Loneliness and Depression?

Copyright ©2011 Brooks/Cole, Cengage Learning 18 Moral: A statistically significant finding does not necessarily have practical significance or importance. When a study reports a statistically significant finding, find out the magnitude of the relationship or difference. A secondary moral to this story is that the implied direction of cause and effect may be wrong. In this case, it could be that people who were more lonely and depressed were more prone to use the Internet. And remember that, as the follow-up research makes clear, “truth” doesn’t necessarily remain fixed across time. Case Study 1.7 Does the Internet Increase Loneliness and Depression?

Copyright ©2011 Brooks/Cole, Cengage Learning 19 Case Study 1.8 Did Your Mother’s Breakfast Determine Your Sex? “mothers who ate breakfast cereal prior to conception were more likely to have boys than mothers who did not” (Mathews et al, 2008) 9 months later … another study dashed cold milk on this original claim. (Young et al., 2009) Dispute based on multiple testing … original study asked 740 women about 133 different foods. Found 59% of women who consumed breakfast cereal daily gave birth to a boy, compared to only 43% who rarely or never ate cereal.

Copyright ©2011 Brooks/Cole, Cengage Learning 20 Case Study 1.8 Did Your Mother’s Breakfast Determine Your Sex? This 59% to 43% difference was highly statistically significant, but almost none of other foods showed a statistically significant difference. Could this be a false positive? The more differences that are tested, the more likely one of them will be a false positive. Original study authors defended work (Matthews et al, 2009) stating only tested individual food items after initial test based on total pre-conception calorie consumption showed a difference in male and female births. Other initial test about vitamin intake. Media found cereal connection most interesting and publicized it.

Copyright ©2011 Brooks/Cole, Cengage Learning 21 Case Study 1.8 Did Your Mother’s Breakfast Determine Your Sex? Moral:When you read about a study that found a relationship or difference, try to find out how many different things were tested. The more tests that are done, the more likely it is that a statistically significant difference is a false positive that can be explained by chance. You should be especially wary if dozens of things are tested and only one or two of them are statistically significant.

Copyright ©2011 Brooks/Cole, Cengage Learning The Common Elements in the Eight Stories In every story, data are used to make a judgment about a situation. This is what statistics is all about.

Copyright ©2011 Brooks/Cole, Cengage Learning 23 The Discovery of Knowledge 1.Asking the right question(s). 2.Collecting useful data, which includes deciding how much is needed. 3.Summarizing and analyzing data, with the goal of answering the questions. 4.Making decisions and generalizations based on the observed data. 5.Turning the data and subsequent decisions into new knowledge.