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Confirmatory Statistics | The techniques discussed in this section are classical statistical methods as opposed to EDA(Exploratory Data Analysis) techniques. EDA and classical techniques are not mutually exclusive and can be used in a complementary fashion. For example, the analysis can start with some simple graphical techniques such as the 4-plot followed by the classical confirmatory methods discussed herein to provide more rigorous statements about the conclusions. If the classical methods yield different conclusions than the graphical analysis, then some effort should be invested to explain why. Often this is an indication that some of the assumptions of the classical techniques are violated.Many of the quantitative techniques fall into two broad categories:
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Interval Estimates | It is common in statistics to estimate a parameter from a sample of data. The value of the parameter using all of the possible data, not just the sample data, is called the population parameter or true value of the parameter. An estimate of the true parameter value is made using the sample data. This is called a point estimate or a sample estimate.For example, the most commonly used measure of location is the mean. The population, or true, mean is the sum of all the members of the given population divided by the number of members in the population. As it is typically impractical to measure every member of the population, a random sample is drawn from the population. The sample mean is calculated by summing the values in the sample and dividing by the number of values in the sample. This sample mean is then used as the point estimate of the population mean. Interval estimates expand on point estimates by incorporating the uncertainty of the point estimate. In the example for the mean above, different samples from the same population will generate different values for the sample mean. An interval estimate quantifies this uncertainty in the sample estimate by computing lower and upper values of an interval which will, with a given level of confidence (i.e., probability), contain the population parameter. | ||||||||||
Hypothesis Tests | Hypothesis tests also address the uncertainty of the sample estimate. However, instead of providing an interval, a hypothesis test attempts to refute a specific claim about a population parameter based on the sample data. For example, the hypothesis might be one of the following:
A common format for a hypothesis test is:
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Practical Versus Statistical Significance | It is important to distinguish between statistical significance and practical significance. Statistical significance simply means that we reject the null hypothesis. The ability of the test to detect differences that lead to rejection of the null hypothesis depends on the sample size. For example, for a particularly large sample, the test may reject the null hypothesis that two process means are equivalent. However, in practice the difference between the two means may be relatively small to the point of having no real engineering significance. Similarly, if the sample size is small, a difference that is large in engineering terms may not lead to rejection of the null hypothesis. The analyst should not just blindly apply the tests, but should combine engineering judgement with statistical analysis. | ||||||||||
Bootstrap Uncertainty Estimates | In some cases, it is possible to mathematically derive appropriate uncertainty intervals. This is particularly true for intervals based on the assumption of a normal distribution. However, there are many cases in which it is not possible to mathematically derive the uncertainty. In these cases, the bootstrap provides a method for empirically determining an appropriate interval. | ||||||||||
Table of Contents | Some of the more common classical quantitative techniques are listed below. This list of quantitative techniques is by no means meant to be exhaustive. Additional discussions of classical statistical techniques are contained in the product comparisonschapter.
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Learning Objectives Create and interpret frequency polygons Create and interpret cumulative frequency polygons Create and interpret overlaid frequency polygons Frequency polygons are a graphical device for understanding the shapes of distributions. They serve the same purpose as histograms, but are especially helpful for comparing sets of data. Frequency polygons are also a good choice for displaying cumulative frequency distributions . To create a frequency polygon, start just as for histograms , by choosing a class interval. Then draw an X-axis representing the values of the scores in your data. Mark the middle of each class interval with a tick mark, and label it with the middle value represented by the class. Draw the Y-axis to indicate the frequency of each class. Place a point in the
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