lecturenotesc

# lecturenotesc - Lecture Notes Statistics 301 Professor...

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Unformatted text preview: + + Lecture Notes Statistics 301 Professor Wardrop Go to ‘Wardrop’s webpage:’ www.stat.wisc.edu/~wardrop/ Scroll down to ‘Courses;’ and click on Statis- tics 301 for the current semester (don’t click on an earlier semester!). The resultant location is henceforth referred to as the ‘course website.’ These notes and essential documents are on the course website. + 9 + + Chapter 1: Comparative Studies (CS) Example: The Infidelity Study (IS) on page 11; read it. There are four components to a CS. 1. The subjects (usually called units). These are the people, objects, trials, whatever, from which we obtain information. In the IS, the subjects are Therese’s 20 female friends. 2. The response is obtained from each sub- ject. In the IS the response is the answer yes or no. It is a dichotomy giving us a dichoto- mous response . A response could have more than two cate- gories or it could be a number. Multiple re- sponses are also possible. + 10 + + We are interested in studies in which the re- sponse varies over subjects. We invent the no- tion of factors . A factor is a characteristic of a subject that might influence (a strong word) or be associated with (weaker) the value of the response. In any CS there are many possible factors; a factor may be specific and relatively easy to determine (e.g. marital status of subject) or vague and difficult to determine (e.g. sub- ject’s attitude towards marriage). Of all possible factors, the researcher selects one factor to be the study factor . The study factor is the third component of a compara- tive study. + 11 + + In the IS, Therese chose the study factor to be the gender of the cheater (discuss other possible wordings). The possible values of the study factor are called its levels . In the IS, the levels are: husband and wife. Very roughly speaking, the purpose of a CS is to investigate whether the level of the study factor influences (that strong word again) or is associated with (weaker, again) the value of the response. In this course, we restrict attention to study factors that have exactly two levels. In Chap- ters 1–3 and 5–7 we restrict attention to re- sponses that are dichotomous. In Chapters 12, 15 and 16 we consider numerical responses. In Chapters 8 and 13 we consider studies with two responses. + 12 + + Consider the IS again. The following question is very important. Should each subject read and answer both versions of the question, or only one? In other words, should we obtain a response for both levels of the study factor or for only one? Discuss. In Chapters 1–3, we restrict attention to stud- ies in which each subject is ‘exposed’ to ex- actly one level of the study factor....
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lecturenotesc - Lecture Notes Statistics 301 Professor...

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