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Applying Regression

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**The Course 14 (or so) lessons Some flexibility Depends how we feel**

What we get through

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**Part I: Theory of Regression**

Models in statistics Models with more than one parameter: regression Samples to populations Introducing multiple regression More on multiple regression

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**Part 2: Application of regression**

Categorical predictor variables Assumptions in regression analysis Issues in regression analysis Non-linear regression Categorical and count variables Moderators (interactions) in regression Mediation and path analysis Part 3:Taking Regression Further (Kind of brief) Introducing longitudinal multilevel models

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Bonuses Bonus lesson1: Why is it called regression? Bonus lesson 2: Other types of regression.

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**House Rules Jeremy must remember If you don’t understand**

Not to talk too fast If you don’t understand Ask Any time If you think I’m wrong Ask. (I’m not always right)

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**The Assistants Carla Xena - cxenag@essex.ac.uk**

Eugenia Suarez Arian

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**Learning New Techniques**

Best kind of data to learn a new technique Data that you know well, and understand Your own data In computer labs (esp later on) Use your own data if you like My data I’ll provide you with Simple examples, small sample sizes Conceptually simple (even silly)

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**Computer Programs Stata Excel GPower Mostly For calculations**

I’ll explain SPSS options You’ll like Stata more Excel For calculations Semi-optional GPower

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**Lesson 1: Models in statistics**

Models, parsimony, error, mean, OLS estimators

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What is a Model?

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**What is a model? Representation**

Of reality Not reality Model aeroplane represents a real aeroplane If model aeroplane = real aeroplane, it isn’t a model

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**Statistics is about modelling Sifting**

Representing and simplifying Sifting What is important from what is not important Parsimony In statistical models we seek parsimony Parsimony simplicity

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**Parsimony in Science A model should be: More it explains**

1: able to explain a lot 2: use as few concepts as possible More it explains The more you get Fewer concepts The lower the price Is it worth paying a higher price for a better model?

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The Mean as a Model

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**The (Arithmetic) Mean We all know the mean The mean is: The ‘average’**

Learned about it at school Forget (didn’t know) about how clever the mean is The mean is: An Ordinary Least Squares (OLS) estimator Best Linear Unbiased Estimator (BLUE)

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**Mean as OLS Estimator Going back a step or two**

MODEL was a representation of DATA We said we want a model that explains a lot How much does a model explain? DATA = MODEL + ERROR ERROR = DATA - MODEL We want a model with as little ERROR as possible

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**What is error? Data (Y) Model (b0) mean Error (e) 1.40 1.60 -0.20 1.55**

-0.05 1.80 0.20 1.62 0.02 1.63 0.03

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**How can we calculate the ‘amount’ of error?**

Sum of errors? Sum of absolute errors?

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**Are small and large errors equivalent?**

One error of 4 Four errors of 1 The same? What happens with different data? Y = (2, 2, 5) b0 = 2 Not very representative Y = (2, 2, 4, 4) b0 = any value from 2 - 4 Indeterminate There are an infinite number of solutions which would satisfy our criteria for minimum error

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**Sum of squared errors (SSE)**

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**Determinate If we minimise SSE Shown in graph Always gives one answer**

Get the mean Shown in graph SSE plotted against b0 Min value of SSE occurs when b0 = mean

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**The Mean as an OLS Estimate**

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Mean as OLS Estimate The mean is an Ordinary Least Squares (OLS) estimate As are lots of other things This is exciting because OLS estimators are BLUE Best Linear Unbiased Estimators Proven with Gauss-Markov Theorem Which we won’t worry about

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BLUE Estimators Best Minimum variance (of all possible unbiased estimators) Narrower distribution than other estimators e.g. median, mode

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**SSE and the Standard Deviation**

Tying up a loose end

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**SSE closely related to SD Sample standard deviation – s **

Biased estimator of population SD Population standard deviation - s Need to know the mean to calculate SD Reduces N by 1 Hence divide by N-1, not N Like losing one df

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**Proof That the mean minimises SSE Available in Not that difficult**

As statistical proofs go Available in Maxwell and Delaney – Designing experiments and analysing data Judd and McClelland – Data Analysis: a model comparison approach (out of print?)

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**What’s a df? The number of parameters free to vary**

When one is fixed Term comes from engineering Movement available to structures

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**Back to the Data Mean has 5 (N) df s has N –1 df 1st moment**

Mean has been fixed 2nd moment Can think of it as amount of cases vary away from the mean

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**While we are at it … Skewness has N – 2 df Kurtosis has N – 3 df**

3rd moment Kurtosis has N – 3 df 4rd moment Amount cases vary from s

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**Parsimony and df Number of df remaining**

Measure of parsimony Model which contained all the data Has 0 df Not a parsimonious model Normal distribution Can be described in terms of mean and s 2 parameters (z with 0 parameters)

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**Summary of Lesson 1 Statistics is about modelling DATA**

Models have parameters Fewer parameters, more parsimony, better Models need to minimise ERROR Best model, least ERROR Depends on how we define ERROR If we define error as sum of squared deviations from predicted value Mean is best MODEL

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Lesson 1a A really brief introduction to Stata

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Commands Command review Output Variable list Commands

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**Stata Commands Can use menus All have similar format:**

But commands are easy All have similar format: command variables , options Stata is case sensitive BEDS, beds, Beds Stata lets you shorten summarize sqft su sq

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**More Stata Commands Open exercise 1.4.dta Run Or summarize sqm**

table beds mean price histogram price Or su be tab be mean pr hist pr

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**Lesson 2: Models with one more parameter - regression**

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**In Lesson 1 we said … Use a model to predict and describe data**

Mean is a simple, one parameter model

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More Models Slopes and Intercepts

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**More Models The mean is OK We often have more information than that**

As far as it goes It just doesn’t go very far Very simple prediction, uses very little information We often have more information than that We want to use more information than that

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**House Prices Look at house prices in one area of Los Angeles**

Predictors of house prices Using: Sale price, size, number of bedrooms, size of lot, year built …

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**House Prices 3628 OLYMPIAD Dr 649500 4 3 2575 3673 OLYMPIAD Dr 450000**

address listprice beds baths sqft 3628 OLYMPIAD Dr 649500 4 3 2575 3673 OLYMPIAD Dr 450000 2 1910 3838 CHANSON Dr 489900 2856 3838 West 58TH Pl 330000 1651 3919 West 58TH Pl 349000 1466 3954 FAIRWAY Blvd 514900 2.25 2018 4044 OLYMPIAD Dr 649000 2.5 3019 4336 DON LUIS Dr 474000 2188 4421 West 59TH St 460000 1519 4518 WHELAN Pl 388000 1.5 1403 4670 West 63RD St 259500 1491 5000 ANGELES VISTA Blvd 678800 5 3808

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**One Parameter Model The mean “How much is that house worth?” $415,689**

Use 1 df to say that

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**Adding More Parameters**

We have more information than this We might as well use it Add a linear function of number of size (square feet) (x1)

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**Alternative Expression**

Estimate of Y (expected value of Y) Value of Y

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Estimating the Model We can estimate this model in four different, equivalent ways Provides more than one way of thinking about it 1. Estimating the slope which minimises SSE 2. Examining the proportional reduction in SSE 3. Calculating the covariance 4. Looking at the efficiency of the predictions

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**Estimate the Slope to Minimise SSE**

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**Estimate the Slope Stage 1 Mark errors on it Draw a scatterplot**

x-axis at mean Not at zero Mark errors on it Called ‘residuals’ Sum and square these to find SSE

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**Add another slope to the chart**

Redraw residuals Recalculate SSE Move the line around to find slope which minimises SSE Find the slope

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First attempt:

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**Any straight line can be defined with two parameters**

The location (height) of the slope b0 Sometimes called a The gradient of the slope b1

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Gradient b1 units 1 unit

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Height b0 units

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**Height is defined as the point that the slope hits the y-axis**

If we fix slope to zero Height becomes mean Hence mean is b0 Height is defined as the point that the slope hits the y-axis The constant The y-intercept

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**Why the constant? Implicit in Stata b0x0**

Where x0 is 1.00 for every case i.e. x0 is constant Implicit in Stata (And SPSS, SAS, R) Some packages force you to make it explicit (Later on we’ll need to make it explicit)

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**Why the intercept? Where the regression line intercepts the y-axis**

Sometimes called y-intercept

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**Finding the Slope How do we find the values of b0 and b1?**

Start with we jiggle the values, to find the best estimates which minimise SSE Iterative approach Computer intensive – used to matter, doesn’t really any more (With fast computers and sensible search algorithms – more on that later)

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**Start with b0=416 (mean) b1=0.5 (nice round number)**

SSE = 365,774 b0=300, b1=0.5, SSE=341,683 b0=300, b1=0.6, SSE=310,240 b0=300, b1=0.8, SSE=264,573 b0=300, b1=1, SSE=301, 797 b0=250, b1=1, SSE=255,366 …..

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**Gives the position of the**

Quite a long time later b0 = b1 = 1.084 SSE = 145,636.78 Gives the position of the Regression line (or) Line of best fit Better than guessing Not necessarily the only method But it is OLS, so it is the best (it is BLUE)

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**We now know Told us two things**

A zero square metre house is worth $216,000 Adding a square meter adds $1,080 Told us two things Don’t extrapolate to meaningless values of x-axis Constant is not necessarily useful It is necessary to estimate the equation

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Exercise 2a, 2b

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**Standardised Regression Line**

One big but: Scale dependent Values change £ to €, inflation Scales change £, £000, £00? Need to deal with this

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**Don’t express in ‘raw’ units**

Express in SD units sx1=183.82 sy= b1 = 1.103 We increase x1 by 1, and Ŷ increases by 1.084 So we increase x1 by 1 and Ŷ increases by SDs

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**Similarly, 1 unit of x1 = 1/69.017 SDs**

Increase x1 by 1 SD Ŷ increases by (69.017/1) = Put them both together

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**The standardised regression line**

Change (in SDs) in Ŷ associated with a change of 1 SD in x1 A different route to the same answer Standardise both variables (divide by SD) Find line of best fit

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**The Correlation Coefficient**

The standardised regression line has a special name The Correlation Coefficient (r) (r stands for ‘regression’, but more on that later) Correlation coefficient is a standardised regression slope Relative change, in terms of SDs

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Exercise 2c

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**Proportional Reduction in Error**

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**Proportional Reduction in Error**

We might be interested in the level of improvement of the model How much less error (as proportion) do we have Proportional Reduction in Error (PRE) Mean only Error(model 0) = 341,683 Mean + slope Error(model 1) = 196,046

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**But we squared all the errors in the first place**

So we could take the square root This is the correlation coefficient Correlation coefficient is the square root of the proportion of variance explained

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**Standardised Covariance**

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**Standardised Covariance**

We are still iterating Need a ‘closed-form’ equation Equation to solve to get the parameter estimates Answer is a standardised covariance A variable has variance Amount of ‘differentness’ We have used SSE so far

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**SSE varies with N Divide by N Gives us the variance Same as SD2**

Higher N, higher SSE Divide by N Gives SSE per person (or house) (Actually N – 1, we have lost a df to the mean) Gives us the variance Same as SD2 We thought of SSE as a scattergram Y plotted against X (repeated image follows)

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**Or we could plot Y against Y**

Axes meet at the mean (415) Draw a square for each point Calculate an area for each square Sum the areas Sum of areas SSE Sum of areas divided by N Variance

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Plot of Y against Y 20 40 60 80 100 120 140 160 180

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**Draw Squares 138 – 88.9 = 40.1 Area = 40.1 x 40.1 = 1608.1 138 – 88.9**

20 40 60 80 100 120 140 160 180 138 – 88.9 = 40.1 Area = 40.1 x 40.1 = 138 – 88.9 = 40.1 35 – 88.9 = -53.9 Area = -53.9 x -53.9 = 35 – 88.9 = -53.9

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**What if we do the same procedure**

Instead of Y against Y Y against X Draw rectangles (not squares) Sum the area Divide by N - 1 This gives us the variance of x with y The Covariance Shortened to Cov(x, y)

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Area = (-33.9) x (-2) = 67.8 = 49.1 55 – 88.9 = -33.9 4 - 3 = 1 1 - 3 = -2 Area = 49.1 x 1 = 49.1

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**More formally (and easily) **

We can state what we are doing as an equation Where Cov(x, y) is the covariance Cov(x,y)=5165 What do points in different sectors do to the covariance?

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**Problem with the covariance**

Tells us about two things The variance of X and Y The covariance Need to standardise it Like the slope Two ways to standardise the covariance Standardise the variables first Subtract from mean and divide by SD Standardise the covariance afterwards

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**Need the combined variance**

First approach Much more computationally expensive Too much like hard work to do by hand Need to standardise every value Second approach Much easier Standardise the final value only Need the combined variance Multiply two variances Find square root (were multiplied in first place)

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**Standardised covariance**

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**The correlation coefficient**

A standardised covariance is a correlation coefficient

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Expanded …

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This means … We now have a closed form equation to calculate the correlation Which is the standardised slope Which we can use to calculate the unstandardised slope

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We know that: We know that:

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**So value of b1 is the same as the iterative approach**

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**The variables are centred at zero**

The intercept Just while we are at it The variables are centred at zero We subtracted the mean from both variables Intercept is zero, because the axes cross at the mean

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**Add mean of y to the constant Subtract mean of x**

Adjusts for centring y Subtract mean of x But not the whole mean of x Need to correct it for the slope

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**Accuracy of Prediction**

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**One More (Last One) We have one more way to calculate the correlation**

Looking at the accuracy of the prediction Use the parameters b0 and b1 To calculate a predicted value for each case

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**Plot actual price against predicted price**

From the model

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**Seems a futile thing to do**

r = 0.653 The correlation between actual and predicted value Seems a futile thing to do And at this stage, it is But later on, we will see why

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Some More Formulae For hand calculation Point biserial

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**Phi (f) Used for 2 dichotomous variables Vote P Vote Q Homeowner A: 19**

Not homeowner C: 60 D:53

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**Problem with the phi correlation**

Unless Px= Py (or Px = 1 – Py) Maximum (absolute) value is < 1.00 Tetrachoric correlation can be used to correct this Rank (Spearman) correlation Used where data are ranked

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**Summary Mean is an OLS estimate Regression line**

OLS estimates are BLUE Regression line Best prediction of outcome from predictor OLS estimate (like mean) Standardised regression line A correlation

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**Four ways to think about a correlation**

1. Standardised regression line 2. Proportional Reduction in Error (PRE) 3. Standardised covariance 4. Accuracy of prediction

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**Regression and Correlation in Stata**

correlate x y correlate x y , cov regress y x Or regress price sqm

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**Post-Estimation Stata commands ‘leave behind’ something**

You can run post-estimation commands They mean ‘from the last regression’ Get predicted values: predict my_preds Get residuals: predict my_res, residuals This comes after the comma, so it’s an option

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**Graphs Scatterplot Regression line Both graphs lfit price beds**

scatter price beds Regression line lfit price beds Both graphs twoway (scatter price beds) (lfit price beds)

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**What happens if you run reg without a predictor?**

regress price

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Exercises

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**Lesson 3: Samples to Populations – Standard Errors and Statistical Significance**

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**The Problem In Social Sciences Theoretically**

We investigate samples Theoretically Randomly taken from a specified population Every member has an equal chance of being sampled Sampling one member does not alter the chances of sampling another Not the case in (say) physics, biology, etc.

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**Population But it’s the population that we are interested in**

Not the sample Population statistic represented with Greek letter Hat means ‘estimate’

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**Sample statistics (e.g. mean) estimate population parameters **

Want to know Likely size of the parameter If it is > 0

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**Sampling Distribution**

We need to know the sampling distribution of a parameter estimate How much does it vary from sample to sample If we make some assumptions We can know the sampling distribution of many statistics Start with the mean

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**Sampling Distribution of the Mean**

Given Normal distribution Random sample Continuous data Mean has a known sampling distribution Repeatedly sampling will give a known distribution of means Centred around the true (population) mean (m)

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**Analysis Example: Memory**

Difference in memory for different words 10 participants given a list of 30 words to learn, and then tested Two types of word Abstract: e.g. love, justice Concrete: e.g. carrot, table

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**Confidence Intervals This means Using**

If we know the mean in our sample We can estimate where the mean in the population (m) is likely to be Using The standard error (se) of the mean Represents the standard deviation of the sampling distribution of the mean

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1 SD contains 68% Almost 2 SDs contain 95%

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**We know the sampling distribution of the mean**

t distributed if N < 30 Normal with large N (>30) Asymptotically normal Know the range within means from other samples will fall Therefore the likely range of m

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**Two implications of equation**

Increasing N decreases SE But only a bit (SE halfs if N is 400 times bigger) Decreasing SD decreases SE Calculate Confidence Intervals From standard errors 95% is a standard level of CI 95% of samples the true mean will lie within the 95% CIs In large samples: 95% CI = 1.96 SE In smaller samples: depends on t distribution (df=N-1=9)

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What is a CI? (For 95% CI): 95% chance that the true (population) value lies within the confidence interval? No; 95% of samples, true mean will land within the confidence interval?

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**Significance Test Probability that m is a certain value**

Almost always 0 Doesn’t have to be though We want to test the hypothesis that the difference is equal to 0 i.e. find the probability of this difference occurring in our sample IF m=0 (Not the same as the probability that m=0)

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**Calculate SE, and then t t has a known sampling distribution**

Can test probability that a certain value is included

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**Other Parameter Estimates**

Same approach Prediction, slope, intercept, predicted values At this point, prediction and slope are the same Won’t be later on One predictor only More complicated with > 1

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**Testing the Degree of Prediction**

Prediction is correlation of Y with Ŷ The correlation – when we have one IV Use F, rather than t Started with SSE for the mean only This is SStotal Divide this into SSresidual SSregression SStot = SSreg + SSres

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**Back to the house prices**

Original SSE (SStotal) = SSresidual = What is left after our model SSregression = – = What our model explains

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**F = 18.6, df = 1, 25, p = 0.0002 Can reject H0 A significant effect**

H0: Prediction is not better than chance A significant effect

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**Statistical Significance: What does a p-value (really) mean?**

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**A Quiz Six questions, each true or false**

Write down your answers (if you like) An experiment has been done. Carried out perfectly. All assumptions perfectly satisfied. Absolutely no problems. P = 0.01 Which of the following can we say?

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1. You have absolutely disproved the null hypothesis (that is, there is no difference between the population means).

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**2. You have found the probability of the null hypothesis being true.**

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3. You have absolutely proved your experimental hypothesis (that there is a difference between the population means).

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**4. You can deduce the probability of the experimental hypothesis being true.**

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5. You know, if you decide to reject the null hypothesis, the probability that you are making the wrong decision.

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6. You have a reliable experimental finding in the sense that if, hypothetically, the experiment were repeated a great number of times, you would obtain a significant result on 99% of occasions.

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**OK, What is a p-value Cohen (1994)**

“[a p-value] does not tell us what we want to know, and we so much want to know what we want to know that, out of desperation, we nevertheless believe it does” (p 997).

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**OK, What is a p-value Sorry, didn’t answer the question**

It’s “The probability of obtaining a result as or more extreme than the result we have in the study, given that the null hypothesis is true” Not probability the null hypothesis is true

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**A Bit of Notation Not because we like notation Probability – P**

But we have to say a lot less Probability – P Null hypothesis is true – H Result (data) – D Given - |

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**What’s a P Value P(D|H) Not P(H|D) (what we want to know)**

Probability of the data occurring if the null hypothesis is true Not P(H|D) (what we want to know) Probability that the null hypothesis is true, given that we have the data = p(H) P(H|D) ≠ P(D|H)

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**What is probability you are prime minister**

Given that you are British P(M|B) Very low What is probability you are British Given you are prime minister P(B|M) Very high P(M|B) ≠ P(B|M)

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**The police have your DNA DNA matches 1 in 1,000,000 people **

There’s been a murder Someone murdered an instructor (perhaps they talked too much) The police have DNA The police have your DNA They match(!) DNA matches 1 in 1,000,000 people What’s the probability you didn’t do the murder, given the DNA match (H|D)

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**Luckily, you have Jeremy on your defence team We say: **

Police say: P(D|H) = 1/1,000,000 Luckily, you have Jeremy on your defence team We say: P(D|H) ≠ P(H|D) Probability that someone matches the DNA, who didn’t do the murder Incredibly high

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**Back to the Questions Haller and Kraus (2002)**

Asked those questions of groups in Germany Psychology Students Psychology lecturers and professors (who didn’t teach stats) Psychology lecturers and professors (who did teach stats)

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**We have found evidence against the null hypothesis**

You have absolutely disproved the null hypothesis (that is, there is no difference between the population means). True 34% of students 15% of professors/lecturers, 10% of professors/lecturers teaching statistics False We have found evidence against the null hypothesis

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**You have found the probability of the null hypothesis being true.**

32% of students 26% of professors/lecturers 17% of professors/lecturers teaching statistics False We don’t know

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3. You have absolutely proved your experimental hypothesis (that there is a difference between the population means). 20% of students 13% of professors/lecturers 10% of professors/lecturers teaching statistics False

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**You can deduce the probability of the experimental hypothesis being true.**

59% of students 33% of professors/lecturers 33% of professors/lecturers teaching statistics False

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You know, if you decide to reject the null hypothesis, the probability that you are making the wrong decision. 68% of students 67% of professors/lecturers 73% of professors professors/lecturers teaching statistics False Can be worked out P(replication)

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You have a reliable experimental finding in the sense that if, hypothetically, the experiment were repeated a great number of times, you would obtain a significant result on 99% of occasions. 41% of students 49% of professors/lecturers 37% of professors professors/lecturers teaching statistics False Another tricky one It can be worked out

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**One Last Quiz I carry out a study You replicate the study exactly**

All assumptions perfectly satisfied Random sample from population I find p = 0.05 You replicate the study exactly What is probability you find p < 0.05?

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**You replicate the study exactly**

I carry out a study All assumptions perfectly satisfied Random sample from population I find p = 0.01 You replicate the study exactly What is probability you find p < 0.05?

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**Significance testing creates boundaries and gaps where none exist. **

Significance testing means that we find it hard to build upon knowledge we don’t get an accumulation of knowledge

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Yates (1951) "the emphasis given to formal tests of significance ... has resulted in ... an undue concentration of effort by mathematical statisticians on investigations of tests of significance applicable to problems which are of little or no practical importance ... and ... it has caused scientific research workers to pay undue attention to the results of the tests of significance ... and too little to the estimates of the magnitude of the effects they are investigating

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**Testing the Slope Same idea as with the mean**

Estimate 95% CI of slope Estimate significance of difference from a value (usually 0) Need to know the SD of the slope Similar to SD of the mean

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**Similar to equation for SD of mean Then we need standard error **

Similar (ish) When we have standard error Can go on to 95% CI Significance of difference

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**Confidence Limits 95% CI 95% confidence limits**

t dist with N - k - 1 df is 2.31 CI = 5.24 2.31 = 12.06 95% confidence limits

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**Significance of difference from zero**

i.e. probability of getting result if b=0 Not probability that b = 0 This probability is (of course) the same as the value for the prediction

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**Testing the Standardised Slope (Correlation)**

Correlation is bounded between –1 and +1 Does not have symmetrical distribution, except around 0 Need to transform it Fisher z’ transformation – approximately normal

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95% CIs 0.879 – 1.96 * 0.38 = 0.13 * 0.38 = 1.62

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**Transform back to correlation**

95% CIs = 0.13 to 0.92 Very wide Because of small sample size Maybe that’s why CIs are not reported?

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**Using Excel Functions in excel**

Fisher() – to carry out Fisher transformation Fisherinv() – to transform back to correlation

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**The Others Same ideas for calculation of CIs and SEs for**

Predicted score Gives expected range of values given X Same for intercept But we have probably had enough

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**One more tricky thing (Don’t worry if you don’t understand)**

For means, regression estimates, etc Estimate 1.0000 95% confidence intervals 0.0000, P = They match

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**For correlations, odds ratios, etc 95% CIs P-value **

No longer match 95% CIs 0.0000, P-value Because of the sampling distribution of the mean Does not depend on the value The sampling distribution of a proportion Does depend on the value More certainty around 0.9 than around 0.00.

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**Lesson 4: Introducing Multiple Regression**

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**Residuals We said We could have said We ignored the i on the Y**

Y = b0 + b1x1 We could have said Yi = b0 + b1xi1 + ei We ignored the i on the Y And we ignored the ei It’s called error, after all But it isn’t just error Trying to tell us something

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What Error Tells Us Error tells us that a case has a different score for Y than we predict There is something about that case Called the residual What is left over, after the model Contains information Something is making the residual 0 But what?

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**If all cases were equal on X**

The residual (+ the mean) is the expected value of Y If all cases were equal on X It is the value of Y, controlling for X Other words: Holding constant Partialling Residualising (residualised scores) Conditioned on

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**Sometimes adjustment is enough on its own Teenage pregnancy rate**

Measure performance against criteria Teenage pregnancy rate Measure pregnancy and abortion rate in areas Control for socio-economic deprivation, religion, rural/urban and anything else important See which areas have lower teenage pregnancy and abortion rate, given same level of deprivation Value added education tables Measure school performance Control for initial intake

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Sqm Price Predicted Residual Adj Value (mean + resid) 239.2 605.0 475.77 129.23 544.8 177.4 400.0 408.78 -8.78 406.8 265.3 529.5 504.08 25.42 441.0 153.4 315.0 382.69 -67.69 347.9 136.2 341.0 364.05 -23.05 392.6 187.5 525.0 419.66 105.34 520.9 280.5 585.0 520.51 64.49 480.1 203.3 430.0 436.79 -6.79 408.8 141.1 436.0 369.39 66.61 482.2 130.3 390.0 357.70 32.30 447.9

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**Control? In experimental research In non-experimental research**

Use experimental control e.g. same conditions, materials, time of day, accurate measures, random assignment to conditions In non-experimental research Can’t use experimental control Use statistical control instead

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**Analysis of Residuals What predicts differences in crime rate**

After controlling for socio-economic deprivation Number of police? Crime prevention schemes? Rural/Urban proportions? Something else This is (mostly) what multiple regression is about

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**Books and attend as IV, grade as outcome**

Exam performance Consider number of books a student read (books) Number of lectures (max 20) a student attended (attend) Books and attend as IV, grade as outcome

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First 10 cases

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**Use books as IV Use attend as IV R=0.492, F=12.1, df=1, 28, p=0.001**

b0=52.1, b1=5.7 (Intercept makes sense) Use attend as IV R=0.482, F=11.5, df=1, 38, p=0.002 b0=37.0, b1=1.9 (Intercept makes less sense)

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100 90 80 70 60 50 Grade (100) 40 30 -1 1 2 3 4 5 Books

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**Problem Use R2 to give proportion of shared variance**

Books = 24% Attend = 23% So we have explained 24% + 23% = 47% of the variance NO!!!!!

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**Look at the correlation matrix**

BOOKS ATTEND GRADE 1 0.44 0.49 0.48 Correlation of books and attend is (unsurprisingly) not zero Some of the variance that books shares with grade, is also shared by attend

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**My wife has access to 2 cars**

I have access to 2 cars My wife has access to 2 cars We have access to four cars? No. We need to know how many of my 2 cars are shared Similarly with regression But we can do this with the residuals Residuals are what is left after (say) books See if residual variance is explained by attend Can use this new residual variance to calculate SSres, SStotal and SSreg

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**Because assumes that the variables have a causal priority**

Well. Almost. This would give us correct values for SS Would not be correct for slopes, etc Because assumes that the variables have a causal priority Why should attend have to take what is left from books? Why should books have to take what is left by attend? Use OLS again; take variance they share

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**Simultaneously estimate 2 parameters**

b1 and b2 Y = b0 + b1x1 + b2x2 x1 and x2 are IVs Shared variance Not trying to fit a line any more Trying to fit a plane Can solve iteratively Closed form equations better But they are unwieldy

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3D scatterplot (2points only) y x2 x1

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b2 y b1 b0 x2 x1

200
**Increasing Power What if the predictors don’t correlate?**

Regression is still good It increases the power to detect effects (More on power later) Less variance left over When do we know the two predictors don’t correlate?

201
**(Really) Ridiculous Equations**

202
**The good news The bad news There is an easier way**

It involves matrix algebra We don’t really need to know how to do it

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**We’re not programming computers **

So we usually don’t care Very, very occasionally it helps to know what the computer is doing

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**Back to the Good News We can calculate the standardised parameters as**

B=Rxx-1 x Rxy Where B is the vector of regression weights Rxx-1 is the inverse of the correlation matrix of the independent (x) variables Rxy is the vector of correlations of the correlations of the x and y variables

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Exercise 4.2

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**Exercises Exercise 4.1 Exercise 4.2 Exercise 4.3 Exercise 4.4**

Grades data in Excel Exercise 4.2 Repeat in Stata Exercise 4.3 Zero correlation Exercise 4.4 Repeat therapy data Exercise 4.5 PTSD in families.

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**Lesson 5: More on Multiple Regression**

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**Contents More on parameter estimates R, R2, adjusted R2 Extra bits**

Standard errors of coefficients R, R2, adjusted R2 Extra bits Suppressors Decisions about control variables Standardized estimates > 1 Variable entry techniques

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**More on Parameter Estimates**

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Parameter Estimates Parameter estimates (b1, b2 … bk) were standardised Because we analysed a correlation matrix Represent the correlation of each IV with the outcome When all other IVs are held constant

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**Can also be unstandardised **

Unstandardised represent the unit (rather than SD’s) change in the outcome associated with a 1 unit change in the IV When all the other variables are held constant Parameters have standard errors associated with them As with one IV Hence t-test, and associated probability can be calculated Trickier than with one IV

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**Standard Error of Regression Coefficient**

Standardised is easier R2i is the value of R2 when all other predictors are used as predictors of that variable Note that if R2i = 0, the equation is the same as for previous

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Multiple R

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**Multiple R The degree of prediction**

R (or Multiple R) No longer equal to b R2 Might be equal to the sum of squares of B Only if all x’s are uncorrelated

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In Terms of Variance Can also think of R2 in terms of variance explained. Each IV explains some variance in the outcome The IVs share some of their variance Can’t share the same variance twice

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**Variance in Y accounted for by x1 rx1y2 = 0.36**

The total variance of Y = 1

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**In this model But R2 = ryx12 + ryx22 R2 = 0.36 + 0.36 = 0.72**

If x1 and x2 are correlated No longer the case

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**Variance in Y accounted for by x1 rx1y2 = 0.36 **

Variance shared between x1 and x2 (not equal to rx1x2) The total variance of Y = 1 Variance in Y accounted for by x2 rx2y2 = 0.36

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**So But Two different ways We can no longer sum the r2**

Need to sum them, and subtract the shared variance – i.e. the correlation But It’s not the correlation between them It’s the correlation between them as a proportion of the variance of Y Two different ways

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Based on estimates If rx1x2 = 0 rxy = bx1 Equivalent to ryx12 + ryx22

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Based on correlations rx1x2 = 0 Equivalent to ryx12 + ryx22

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**Can also be calculated using methods we have seen**

Based on PRE (predicted value) Based on correlation with prediction Same procedure with >2 IVs

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**Adjusted R2 R2 is on average an overestimate of population value of R2**

Any x will not correlate 0 with Y Any variation away from 0 increases R Variation from 0 more pronounced with lower N Need to correct R2 Adjusted R2

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**Calculation of Adj. R2 1 – R2 Proportion of unexplained variance**

We multiple this by an adjustment More variables – greater adjustment More people – less adjustment

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**Some stranger things that can happen Counter-intuitive**

Extra Bits Some stranger things that can happen Counter-intuitive

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**Suppressor variables Can be hard to understand Definition**

Very counter-intuitive Definition A predictor which increases the size of the parameters associated with other predictors above the size of their correlations

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**An example (based on Horst, 1941)**

Success of trainee pilots Mechanical ability (x1), verbal ability (x2), success (y) Correlation matrix

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**Mechanical ability correlates 0.3 with success**

Verbal ability correlates 0.0 with success What will the parameter estimates be? (Don’t look ahead until you have had a guess)

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**Mechanical ability Verbal ability So what is happening? b = 0.4**

Larger than r! Verbal ability b = -0.2 Smaller than r!! So what is happening? You need verbal ability to do the mechanical ability test Not actually related to mechanical ability Measure of mechanical ability is contaminated by verbal ability

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**High mech, low verbal High mech, high verbal High mech Low verbal**

This is positive (.4) Low verbal Negative, because we are talking about standardised scores (-(-.2) (.2) Your mech is really high – you did well on the mechanical test, without being good at the words High mech, high verbal Well, you had a head start on mech, because of verbal, and need to be brought down a bit

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Another suppressor? b1 = b2 =

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Another suppressor? b1 =0.26 b2 = -0.06

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And another? b1 = b2 =

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And another? b1 = 0.53 b2 = -0.47

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One more? b1 = b2 =

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One more? b1 = 0.53 b2 = 0.47

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**Suppression happens when two opposing forces are happening together**

And have opposite effects Don’t throw away your IVs, Just because they are uncorrelated with the outcome Be careful in interpretation of regression estimates Really need the correlations too, to interpret what is going on Cannot compare between studies with different predictors Think about what you want to know Before throwing variables into the analysis

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**What to Control For? What is the added value of a ‘better’ college**

In terms of salary More academic people go to ‘better’ colleges Control for: Ability? Social class? Mother’s education? Parent’s income? Course? Ethnic group? …

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**Decisions about control variables Effect of gender**

Guided from theory Effect of gender Controlling for hair length and skirt wearing?

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**Do dogs make kids healthier?**

What to control for? Parent’s weight? Yes: Obese parents are more likely to have obese kids, kids who are thinner, relative to the parents are thinner. No: Dog might make parent thinner. By controlling for parental weight, you’re controlling for the effect of dog

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Bad control vars Bad control vars Dog Kid’s health Good control vars

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Parent Weight Child Asthma Dog Kid’s health Rural/Urban? House/apartment? Income

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**Standardised Estimates > 1**

Correlations are bounded -1.00 ≤ r ≤ +1.00 We think of standardised regression estimates as being similarly bounded But they are not Can go >1.00, <-1.00 R cannot, because that is a proportion of variance

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**Three measures of ability**

Mechanical ability, verbal ability 1, verbal ability 2 Score on science exam Before reading on, what are the parameter estimates?

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Mechanical About where we expect Verbal 1 Very high Verbal 2 Very low

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**Verbal 1 and verbal 2 are correlated so highly**

What is going on It’s a suppressor again a predictor which increases the size of the parameters associated with other predictors above the size of their correlations Verbal 1 and verbal 2 are correlated so highly They need to cancel each other out

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Variable Selection What are the appropriate predictors to use in a model? Depends what you are trying to do Multiple regression has two separate uses Prediction Explanation

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**Prediction Explanation What will happen in the future?**

Emphasis on practical application Variables selected (more) empirically Value free Explanation Why did something happen? Emphasis on understanding phenomena Variables selected theoretically Not value free

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**More on causality later on … Which are appropriate variables**

Visiting the doctor Precedes suicide attempts Predicts suicide Does not explain suicide More on causality later on … Which are appropriate variables To collect data on? To include in analysis? Decision needs to be based on theoretical knowledge of the behaviour of those variables Statistical analysis of those variables (later) Unless you didn’t collect the data Common sense (not a useful thing to say)

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**Variable Entry Techniques**

Entry-wise All variables entered simultaneously Hierarchical Variables entered in a predetermined order Stepwise Variables entered according to change in R2 Actually a family of techniques

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**Hierarchical regression**

Entrywise regression All variables entered simultaneously All treated equally Hierarchical regression Entered in a theoretically determined order Change in R2 is assessed, and tested for significance e.g. sex and age Should not be treated equally with other variables Sex and age MUST be first (unchangeable) Confused with hierarchical linear modelling (MLM)

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**R-Squared Change SSE0, df0 SSE and df for first (smaller) model**

SSE and df for second (larger) model

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**Stepwise Example Variables entered empirically**

Variable which increases R2 the most goes first Then the next … Variables which have no effect can be removed from the equation Example House prices – what’s important? Size, lot size, list price,

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**Stepwise Analysis Data determines the order**

Model 1: listing price, R2 = 0.87 Model 2: listing price + lot size, R2 = 0.89

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**Hierarchical analysis**

Theory determines the order Model 1: Lot size+ House size, R2 = 0.499 Model 2: + List price, R2 = 0.905 Change in R2 = 0.41, p < 0.001

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**Other problems with stepwise**

Which is the best model? Entrywise – OK Stepwise – excluded age Excluded size MOST IMPORTANT PREDICTOR Hierarchical Listing price accounted for additional variance Whoever decides the price has information that we don’t Other problems with stepwise F and df are wrong (cheats with df) Unstable results Small changes (sampling variance) – large differences in models

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Uses a lot of paper Don’t use a stepwise procedure to pack your suitcase

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**Is Stepwise Always Evil?**

Yes All right, no Research goal is entirely predictive (technological) Not explanatory (scientific) What happens, not why N is large 40 people per predictor, Cohen, Cohen, Aiken, West (2003) Cross validation takes place

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**Alternatives to stepwise regression**

More recently developed Used for genetic studies 1000s of predictors, one outcome, small samples Least Angle Regression LARS (least angle regression) Lasso (Least absolute shrinkage and selection operator)

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**Entry Methods in Stata Entrywise Hierarchical What regress does**

Two ways Use hireg Add on module net search hireg Then install

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**Hierarchical Regression**

Use (on one line) hireg outcome (block1var1 block1var2) (block2var1 block2var2) Hireg reports Parameter estimates for the two regressions R2 for each model, change in R2

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Model R F(df) 1: (1,98) 2: (2,97) p R2 change F(df)change p 0.136 (1,97) P value for the R2 P value for the change in R2

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**Hierarchical Regression (Cont…)**

I don’t like hireg, for two reasons It’s different to regression It only works for OLS regression, not logistic, multinomial, Poisson, etc Alternative 2: Use test The p-value associated with the change in R2 for a variable Equal to the p-value for that variable.

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**Hierarchical Regression (Cont…)**

Example (using cars) Parameters from final model: hireg price () (extro) car | Coef. Std. Err. t P>|t| [95% Conf. Interval] extro | R2 change statistics R2 change F(df) change p (1,36) (What is relationship between t and F?) We know the p-value of the R2 change When there is one predictor in the block What about when there’s more than one?

268
**Hierarchical Regression (Cont)**

test isn’t exactly what we want But it is the same as what we want Advantage of test You can always use it (I can always remember how it works)

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**(For SPSS) SPSS calls them ‘blocks’**

Enter some variables, click ‘next block’ Enter more variables Click on ‘Statistics’ Click on R-squared change

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**Stepwise Regression Add stepwise: prefix With**

Pr() – probability value to be removed from equation Pe() – probability value to be entered into equation stepwise, pe(0.05) pr(0.2): reg price sqm lotsize originallis

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A quick note on R2 R2 is sometimes regarded as the ‘fit’ of a regression model Bad idea If good fit is required – maximise R2 Leads to entering variables which do not make theoretical sense

272
**Propensity Scores Another method of controlling for variables**

Ensure that predictors are uncorrelated with one predictor Don’t need to control for them

273
**x’s Uncorrelated? Two cases when x’s are uncorrelated**

Experimental design Predictors are uncorrelated We randomly assigned people to conditions to ensure that was the case Sample weights We can deliberately sample Ensure that they are uncorrelated

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**Or use post hoc sample weights**

20 women with college degree 20 women without college degree 20 men with college degree 20 men without college degree Or use post hoc sample weights Propensity weighting Weight to ensure that variables are uncorrelated Usually done to avoid having to control E.g. ethnic differences in PTSD symptoms Can incorporate many more control variables 100+

275
**Propensity Scores Race profiling of police stops**

Same time, place, area, etc

276
**Critique of Multiple Regression**

Goertzel (2002) “Myths of murder and multiple regression” Skeptical Inquirer (Paper B1) Econometrics and regression are ‘junk science’ Multiple regression models (in US) Used to guide social policy

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**More Guns, Less Crime Lott and Mustard: A 1% increase in gun ownership**

(controlling for other factors) Lott and Mustard: A 1% increase in gun ownership 3.3% decrease in murder rates But: More guns in rural Southern US More crime in urban North (crack cocaine epidemic at time of data)

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Executions Cut Crime No difference between crimes in states in US with or without death penalty Ehrlich (1975) controlled all variables that affect crime rates Death penalty had effect in reducing crime rate No statistical way to decide who’s right

279
**Legalised Abortion Donohue and Levitt (1999) Lott and Whitley (2001)**

Legalised abortion in 1970’s cut crime in 1990’s Lott and Whitley (2001) “Legalising abortion decreased murder rates by … 0.5 to 7 per cent.” It’s impossible to model these data Controlling for other historical events Crack cocaine (again)

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**Crime is still dropping in the US **

Despite the recession Levitt says it’s mysterious, because the abortion effect should be over Some suggest Xboxes, Playstations, etc Netflix, DVRs (Violent movies reduce crime).

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**Another Critique Berk (2003) Three cheers for regression**

Regression analysis: a constructive critique (Sage) Three cheers for regression As a descriptive technique Two cheers for regression As an inferential technique One cheer for regression As a causal analysis

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**Is Regression Useless? Do regression carefully Validate models**

Don’t go beyond data which you have a strong theoretical understanding of Validate models Where possible, validate predictive power of models in other areas, times, groups Particularly important with stepwise

283
**Lesson 6: Categorical Predictors**

284
Introduction

285
**Introduction So far, just looked at continuous predictors**

Also possible to use categorical (nominal, qualitative) predictors e.g. Sex; Job; Religion; Region; Type (of anything) Usually analysed with t-test/ANOVA

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Historical Note But these (t-test/ANOVA) are special cases of regression analysis Aspects of General Linear Models (GLMs) So why treat them differently? Fisher’s fault Computers’ fault Regression, as we have seen, is computationally difficult Matrix inversion and multiplication Can’t do it, without a computer

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**In the special cases where:**

You have one categorical predictor Your IVs are uncorrelated It is much easier to do it by partitioning of sums of squares These cases Very rare in ‘applied’ research Very common in ‘experimental’ research Fisher worked at Rothamsted agricultural research station Never have problems manipulating wheat, pigs, cabbages, etc

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**Still (too) common to dichotomise a variable**

In psychology Led to a split between ‘experimental’ psychologists and ‘correlational’ psychologists Experimental psychologists (until recently) would not think in terms of continuous variables Still (too) common to dichotomise a variable Too difficult to analyse it properly Equivalent to discarding 1/3 of your data

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The Approach

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**The Approach Recode the nominal variable Names are slightly confusing**

Into one, or more, variables to represent that variable Names are slightly confusing Some texts talk of ‘dummy coding’ to refer to all of these techniques Some (most) refer to ‘dummy coding’ to refer to one of them Most have more than one name

291
**If a variable has g possible categories it is represented by g-1 variables**

Simplest case: Smokes: Yes or No Variable 1 represents ‘Yes’ Variable 2 is redundant If it isn’t yes, it’s no

292
The Techniques

293
**We will examine two coding schemes**

Dummy coding For two groups For >2 groups Effect coding Look at analysis of change Equivalent to ANCOVA Pretest-posttest designs

294
**Dummy Coding – 2 Groups Sometimes called ‘simple coding’**

A categorical variable with two groups One group chosen as a reference group The other group is represented in a variable e.g. 2 groups: Experimental (Group 1) and Control (Group 0) Control is the reference group Dummy variable represents experimental group Call this variable ‘group1’

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For variable ‘group1’ 1 = ‘Yes’, 0=‘No’

296
Some data Group is x, score is y

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**Control Group = 0 Experimental Group = 1**

Intercept = Score on Y when x = 0 Intercept = mean of control group Experimental Group = 1 b = change in Y when x increases 1 unit b = difference between experimental group and control group

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**Gradient of slope represents difference between means**

299
**Dummy Coding – 3+ Groups With three groups the approach is the similar**

g = 3, therefore g-1 = 2 variables needed 3 Groups Control Experimental Group 1 Experimental Group 2

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**Recoded into two variables**

Note – do not need a 3rd variable If we are not in group 1 or group 2 MUST be in control group 3rd variable would add no information (What would happen to determinant?)

301
**b1 and b2 and associated p-values**

F and associated p Tests H0 that b1 and b2 and associated p-values Test difference between each experimental group and the reference group To test difference between experimental groups Need to rerun analysis (or just do ANOVA with post-hoc tests)

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**Need to correct for this**

One more complication Have now run multiple comparisons Increases a – i.e. probability of type I error Need to correct for this Bonferroni correction Multiply given p-values by two/three (depending how many comparisons were made)

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**Effect Coding Usually used for 3+ groups**

Compares each group (except the reference group) to the mean of all groups Dummy coding compares each group to the reference group. Example with 5 groups 1 group selected as reference group Group 5

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**Each group (except reference) has a variable**

1 if the individual is in that group 0 if not -1 if in reference group

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**Examples Dummy coding and Effect Coding**

Group 1 chosen as reference group each time Data

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Dummy Group dummy2 dummy3 1 2 3 Effect Group Effect2 effect3 1 -1 2 3

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Dummy R=0.543, F=5.7, df=2, 27, p=0.009 b0 = 52.4, b1 = 3.9, p=0.100 b2 = 7.7, p=0.002 Effect R=0.543, F=5.7, df=2, 27, p=0.009 b0 = 56.27, b1 = 0.03, p=0.980 b2 = 3.8, p=0.007

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**In Stata Use xi: prefix for dummy coding**

Use xi3: module for more codings But I don’t like it, I do it by hand I don’t understand what it’s doing It makes very long variables And then I can’t use test BUT: If doing stepwise, you need to keep the variables together Example: xi: reg outcome contpred i.catpred Put i. in front of categorical predictors This has changed in Stata 11. xi: no longer needed

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**xi: reg salary i.job_description**

salary | Coef. Std. Err t P>|t| _Ijob_desc~2 | _Ijob_desc~3 | _cons |

310
Exercise 6.1 5 golf balls Which is best?

311
**In SPSS SPSS provides two equivalent procedures for regression**

GLM GLM will: Automatically code categorical variables Automatically calculate interaction terms Allow you to not understand GLM won’t: Give standardised effects Give hierarchical R2 p-values

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ANCOVA and Regression

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Test (Which is a trick; but it’s designed to make you think about it) Use bank data (Ex 5.3) Compare the pay rise (difference between salbegin and salary) For ethnic minority and non-minority staff What do you find?

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**ANCOVA and Regression Dummy coding approach has one special use**

In ANCOVA, for the analysis of change Pre-test post-test experimental design Control group and (one or more) experimental groups Tempting to use difference score + t-test / mixed design ANOVA Inappropriate

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**Salivary cortisol levels**

Used as a measure of stress Not absolute level, but change in level over day may be interesting Test at: 9.00am, 9.00pm Two groups High stress group (cancer biopsy) Group 1 Low stress group (no biopsy) Group 0

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**Correlation of AM and PM = 0.493 (p=0.008) **

Has there been a significant difference in the rate of change of salivary cortisol? 3 different approaches

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**Approach 1 – find the differences, do a t-test**

t = 1.31, df=26, p=0.203 Approach 2 – mixed ANOVA, look for interaction effect F = 1.71, df = 1, 26, p = 0.203 F = t2 Approach 3 – regression (ANCOVA) based approach

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**Why is the regression approach better?**

IVs: AM and group outcome: PM b1 (group) = 3.59, standardised b1=0.432, p = 0.01 Why is the regression approach better? The other two approaches took the difference Assumes that r = 1.00 Any difference from r = 1.00 and you add error variance Subtracting error is the same as adding error

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**Using regression Two effects Data is am-pm cortisol**

Ensures that all the variance that is subtracted is true Reduces the error variance Two effects Adjusts the means Compensates for differences between groups Removes error variance Data is am-pm cortisol

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More on Change If difference score is correlated with either pre-test or post-test Subtraction fails to remove the difference between the scores If two scores are uncorrelated Difference will be correlated with both Failure to control Equal SDs, r = 0 Correlation of change and pre-score =0.707

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**Even More on Change A topic of surprising complexity**

What I said about difference scores isn’t always true Lord’s paradox – it depends on the precise question you want to answer Collins and Horn (1993). Best methods for the analysis of change Collins and Sayer (2001). New methods for the analysis of change More later

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**Lesson 7: Assumptions in Regression Analysis**

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The Assumptions The distribution of residuals is normal (at each value of the outcome). The variance of the residuals for every set of values for the predictor is equal. violation is called heteroscedasticity. The error term is additive no interactions. At every value of the outcome the expected (mean) value of the residuals is zero No non-linear relationships

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**The expected correlation between residuals, for any two cases, is 0.**

The independence assumption (lack of autocorrelation) All predictors are uncorrelated with the error term. No predictors are a perfect linear function of other predictors (no perfect multicollinearity) The mean of the error term is zero.

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What are we going to do … Deal with some of these assumptions in some detail Deal with others in passing only look at them again later on

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**Assumption 1: The Distribution of Residuals is Normal at Every Value of the outcome**

327
**Look at Normal Distributions**

A normal distribution symmetrical, bell-shaped (so they say)

328
**What can go wrong? Skew Kurtosis Outliers non-symmetricality**

one tail longer than the other Kurtosis too flat or too peaked kurtosed Outliers Individual cases which are far from the distribution

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**Effects on the Mean Skew Kurtosis**

biases the mean, in direction of skew Kurtosis mean not biased standard deviation is and hence standard errors, and significance tests

330
**Examining Univariate Distributions**

Graphs Histograms Boxplots P-P plots Calculation based methods

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Histograms A and B

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C and D

333
E & F

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**Histograms can be tricky ….**

335
Boxplots

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P-P Plots A & B

337
C & D

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E & F

339
**Calculation Based Skew and Kurtosis statistics**

Outlier detection statistics

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**Skew and Kurtosis Statistics**

Normal distribution skew = 0 kurtosis = 0 Two methods for calculation Fisher’s and Pearson’s Very similar answers Associated standard error can be used for significance (t-test) of departure from normality not actually very useful Never normal above N = 400

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**Outlier Detection Calculate distance from mean**

z-score (number of standard deviations) deleted z-score that case biased the mean, so remove it Look up expected distance from mean 1% 3+ SDs

343
**Non-Normality in Regression**

344
**Effects on OLS Estimates**

The mean is an OLS estimate The regression line is an OLS estimate Lack of normality biases the position of the regression slope makes the standard errors wrong probability values attached to statistical significance wrong

345
**Checks on Normality Check residuals are normally distributed**

Draw histogram residuals Use regression diagnostics Lots of them Most aren’t very interesting

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**Regression Diagnostics**

Residuals Standardised, studentised-deleted look for cases > |3| (?) Influence statistics Look for the effect a case has If we remove that case, do we get a different answer? DFBeta, Standardised DFBeta changes in b

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**Distances DfFit, Standardised DfFit**

change in predicted value Distances measures of ‘distance’ from the centroid some include IV, some don’t

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**More on Residuals Residuals are trickier than you might have imagined**

Raw residuals OK Standardised residuals Residuals divided by SD

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**Standardised / Studentised**

Now we can calculate the standardised residuals SPSS calls them studentised residuals Also called internally studentised residuals

350
**Deleted Studentised Residuals**

Studentised residuals do not have a known distribution Cannot use them for inference Deleted studentised residuals Externally studentised residuals Studentized (jackknifed) residuals Distributed as t With df = N – k – 1

351
**Testing Significance We can calculate the probability of a residual**

Is it sampled from the same population BUT Massive type I error rate Bonferroni correct it Multiply p value by N

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Bivariate Normality We didn’t just say “residuals normally distributed” We said “at every value of the outcomes” Two variables can be normally distributed – univariate, but not bivariate

353
Couple’s IQs male and female Seem reasonably normal

354
But wait!!

355
**When we look at bivariate normality So plot X against Y **

not normal – there is an outlier So plot X against Y OK for bivariate but – may be a multivariate outlier Need to draw graph in 3+ dimensions can’t draw a graph in 3 dimensions But we can look at the residuals instead …

356
**IQ histogram of residuals**

357
**Multivariate Outliers …**

Will be explored later in the exercises So we move on …

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**What to do about Non-Normality**

Skew and Kurtosis Skew – much easier to deal with Kurtosis – less serious anyway Transform data removes skew positive skew – log transform negative skew - square

359
**Transformation May need to transform IV and/or outcome**

More often outcome time, income, symptoms (e.g. depression) all positively skewed can cause non-linear effects (more later) if only one is transformed alters interpretation of unstandardised parameter May alter meaning of variable Some people say that this is such a big problem Never transform May add / remove non-linear and moderator effects

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**Change measures Outliers increase sensitivity at ranges Can be tricky**

avoiding floor and ceiling effects Outliers Can be tricky Why did the outlier occur? Error? Delete them. Weird person? Probably delete them Normal person? Tricky.

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**You are trying to model a process**

is the data point ‘outside’ the process e.g. lottery winners, when looking at salary yawn, when looking at reaction time Which is better? A good model, which explains 99% of your data? (because we threw outliers out) A poor model, which explains all of it (because we keep outliers in) I prefer a good model

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**More on House Prices Zillow.com tracks and predicts house prices**

In the USA Sometimes detects outliers We don’t trust this selling price We haven’t used it

363
**Example in Stata reg salary educ predict res, res hist res**

gen logsalary= log(salary) reg logsalary educ predict logres, res hist logres

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**But … Parameter estimates change**

Interpretation of parameter estimate is different Exercise 7.0, 7.1

367
**Bootstrapping Bootstrapping is very, very cool And very, very clever**

But very, very simple

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**Bootstrapping When we estimate a test statistic (F or r or t or c2)**

We rely on knowing the sampling distribution Which we know If the distributional assumptions are satisfied

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**Estimate the Distribution**

Bootstrapping lets you: Skip the bit about distribution Estimate the sampling distribution from the data This shouldn’t be allowed Hence bootstrapping But it is

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**How to Bootstrap We resample, with replacement Take our sample**

Sample 1 individual Put that individual back, so that they can be sampled again Sample another individual Keep going until we’ve sampled as many people as were in the sample Analyze the data Repeat the process B times Where B is a big number

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Example Original B1 B2 B3 1 1 1 2 2 1 2 2 3 3 3 3 4 3 4 2 5 3 4 4 6 3 4 4 7 7 8 6 8 7 8 7 9 9 9 9 10 9 10 9

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**Analyze each dataset 2 approaches to CI or P Semi-parametric**

Sampling distribution of statistic Gives sampling distribution 2 approaches to CI or P Semi-parametric Calculate standard error of statistic Call that the standard deviation Does not make assumption about distribution of data Makes assumption about sampling distribution

373
**Non-parametric needs more samples**

Stata calls this percentile Count. If you have 1000 samples 25th is lower CI 975th is upper CI P-value is proportion that cross zero Non-parametric needs more samples

374
**Bootstrapping in Stata**

Very easy: Use bootstrap: (or bs: or bstrap: ) prefix or (Better) use vce(bootstrap) option By default does 50 samples Not enough Use reps() At least 1000

375
**Example Again reg salary salbegin educ, vce(bootstrap, reps(50))**

| Observed Bootstrap | Coef Std. Err z salbegin | Again salbegin |

376
More Reps 1,000 reps Z = 17.31 Again Z = 17.59 10,000 reps 17.23 17.02

377
Exercise 7.2, 7.3

378
**Assumption 2: The variance of the residuals for every set of values for the predictor is equal.**

379
Heteroscedasticity This assumption is a about heteroscedasticity of the residuals Hetero=different Scedastic = scattered We don’t want heteroscedasticity we want our data to be homoscedastic Draw a scatterplot to investigate

381
**Easy to get – use predicted values **

Only works with one IV need every combination of IVs Easy to get – use predicted values use residuals there Plot predicted values against residuals A bit like turning the scatterplot to make the line of best fit flat

382
**Good – no heteroscedasticity**

383
**Bad – heteroscedasticity**

384
**Testing Heteroscedasticity**

White’s test Do regression, save residuals. Square residuals Square IVs Calculate interactions of IVs e.g. x1•x2, x1•x3, x2 • x3

385
**Use education and salbegin to predict salary (employee data.sav)**

Run regression using squared residuals as outcome IVs, squared IVs, and interactions as IVs Test statistic = N x R2 Distributed as c2 Df = k (for second regression) Use education and salbegin to predict salary (employee data.sav) R2 = 0.113, N=474, c2 = 53.5, df=5, p < Automatic in Stata estat imtest, white

386
**Plot of Predicted and Residual**

387
**White’s Test as Test of Interest**

Possible to have a theory that predicts heteroscedasticity Lupien, et al, 2006 Heteroscedasticity in relationship of hippocampal volume and age

388
**Magnitude of Heteroscedasticity**

Chop data into 5 “slices” Calculate variance of each slice Check ratio of smallest to largest Less than 5 OK

389
gen slice = 1 replace slice = 2 if pred > 30000 replace slice = 3 if pred > 60000 replace slice = 4 if pred > 90000 replace slice = 5 if pred > bysort slice: su pred 1: 3954 5: 17116 (Doesn’t look too bad, thanks to skew in predictors)

390
**Dealing with Heteroscedasticity**

Use Huber-White (robust) estimates Also called sandwich estimates Also called empirical estimates Use survey techniques Relatively straightforward in SAS and Stata, fiddly in SPSS Google: SPSS Huber-White

391
Why’s it a Sandwich? SE can be calculated with: Sandwich estimator:

392
**Example reg salary educ reg salary educ , robust**

Standard errors: 204, 2821 reg salary educ , robust 267 3347 SEs usually go up, can go down

393
**Heteroscedasticity – Implications and Meanings**

What happens as a result of heteroscedasticity? Parameter estimates are correct not biased Standard errors (hence p-values) are incorrect

394
**However … If there is no skew in predicted scores If skewed,**

P-values a tiny bit wrong If skewed, P-values can be very wrong Exercise 7.4

395
Robust SE Haiku T-stat looks too good. Use robust standard errors significance gone

396
**What is heteroscedasticity trying to tell us?**

Meaning What is heteroscedasticity trying to tell us? Our model is wrong – it is misspecified Something important is happening that we have not accounted for e.g. amount of money given to charity (given) depends on: earnings degree of importance person assigns to the charity (import)

397
**Do the regression analysis**

R2 = 0.60,, p < 0.001 seems quite good b0 = 0.24, p=0.97 b1 = 0.71, p < 0.001 b2 = 0.23, p = 0.031 White’s test c2 = 18.6, df=5, p=0.002 The plot of predicted values against residuals …

398
**Plot shows heteroscedastic relationship**

399
**Which means … the effects of the variables are not additive**

If you think that what a charity does is important you might give more money how much more depends on how much money you have

401
**One more thing about heteroscedasticity**

it is the equivalent of homogeneity of variance in ANOVA/t-tests

402
Exercise 7.4, 7.5, 7.6

403
**Assumption 3: The Error Term is Additive**

404
**Additivity What heteroscedasticity shows you**

effects of variables need to be additive (assume no interaction between the variables) Heteroscedasticity doesn’t always show it to you can test for it, but hard work (same as homogeneity of covariance assumption in ANCOVA) Have to know it from your theory A specification error

405
**Additivity and Theory Two IVs Alcohol has sedative effect**

A bit makes you a bit tired A lot makes you very tired Some painkillers have sedative effect A bit of alcohol and a bit of painkiller doesn’t make you very tired Effects multiply together, don’t add together

406
**So many possible non-additive effects**

If you don’t test for it It’s very hard to know that it will happen So many possible non-additive effects Cannot test for all of them Can test for obvious In medicine Choose to test for salient non-additive effects e.g. sex, race More on this, when we look at moderators

407
Exercise 7.6 Exercise 7.7

408
**Assumption 4: At every value of the outcome the expected (mean) value of the residuals is zero**

409
**Linearity Relationships between variables should be linear**

best represented by a straight line Not a very common problem in social sciences measures are not sufficiently accurate (much measurement error) to make a difference R2 too low unlike, say, physics

410
**Relationship between speed of travel and fuel used**

411
**R2 = 0.938 BUT looks pretty good**

know speed, make a good prediction of fuel BUT look at the chart if we know speed we can make a perfect prediction of fuel used R2 should be 1.00

412
**Detecting Non-Linearity**

Residual plot just like heteroscedasticity Using this example very, very obvious usually pretty obvious

413
Residual plot

414
**Linearity: A Case of Additivity**

Linearity = additivity along the range of the IV Jeremy rides his bicycle harder Increase in speed depends on current speed Not additive, multiplicative MacCallum and Mar (1995). Distinguishing between moderator and quadratic effects in multiple regression. Psychological Bulletin.

415
**The independence assumption (lack of autocorrelation)**

Assumption 5: The expected correlation between residuals, for any two cases, is 0. The independence assumption (lack of autocorrelation)

416
**Independence Assumption**

Also: lack of autocorrelation Tricky one often ignored exists for almost all tests All cases should be independent of one another knowing the value of one case should not tell you anything about the value of other cases

417
**How is it Detected? Can be difficult**

need some clever statistics (multilevel models) Better off avoiding situations where it arises Or handling it when it does arise Residual Plots

418
**Residual Plots Were data collected in time order?**

If so plot ID number against the residuals Look for any pattern Test for linear relationship Non-linear relationship Heteroscedasticity

420
**How does it arise? Two main ways time-series analyses**

When cases are time periods weather on Tuesday and weather on Wednesday correlated inflation 1972, inflation 1973 are correlated clusters of cases patients treated by three doctors children from different classes people assessed in groups

421
**Why does it matter? Standard errors can be wrong**

therefore significance tests can be wrong Parameter estimates can be wrong really, really wrong from positive to negative An example students do an exam (on statistics) choose one of three questions IV: time outcome: grade

422
**Result, with line of best fit**

423
**Result shows that BUT … Look again**

people who spent longer in the exam, achieve better grades BUT … we haven’t considered which question people answered we might have violated the independence assumption outcome will be autocorrelated Look again with questions marked

424
**Now somewhat different**

425
**Now, people that spent longer got lower grades**

questions differed in difficulty do a hard one, get better grade if you can do it, you can do it quickly

426
**Dealing with Non-Independence**

For time series data Time series analysis (another course) Multilevel models (hard, some another course) For clustered data Robust standard errors Generalized estimating equations Multilevel models

427
**Cluster Robust Standard Errors**

Predictor: School size Outcome: Grades Sample: 20 schools 20 children per school What is the N?

428
**Robust Standard Errors**

Sample is: 400 children – is it 400? Not really Each child adds information First child in a school adds lots of information about that school 100th child in a school adds less information’ How much less depends on how similar the children in the school are 20 schools It’s more than 20

429
**Robust SE in Stata Very easy**

reg predictor outcome , robust cluster(clusterid) BUT Only to be used where clustering is a nuisance only Only adjusts standard errors, not parameter estimates Only to be used where parameter estimates shouldn’t be affected by clustering

430
Example of Robust SE Effects of incentives for attendance at adult literacy class Some students rewarded for attendance Others not rewarded 152 classes randomly assigned to each condition Scores measured at mid term and final

431
**Example of Robust SE Naïve Clustered reg postscore tx midscore**

Est: SE: Clustered reg postscore tx midscore, robust cluster(classid) Est: SE

432
**Problem with Robust Estimates**

Only corrects standard error Does not correct estimate Other predictors must be uncorrelated with predictors of group membership Or estimates wrong Two alternatives: Generalized estimating equations (gee) Multilevel models

433
**Independence + Heteroscedasticity**

Assumption is that residuals are: Independently and identically distributed i.i.d. Same procedure used for both problems Really, same problem

434
Exercise 7.9, exercise 7.10

435
**Assumption 6: All predictor variables are uncorrelated with the error term.**

436
**Uncorrelated with the Error Term**

A curious assumption by definition, the residuals are uncorrelated with the predictors (try it and see, if you like) There are no other predictors that are important That correlate with the error i.e. Have an effect

437
**OLS estimates will be (badly) biased in this case**

Problem in economics Demand increases supply Supply increases wages Higher wages increase demand OLS estimates will be (badly) biased in this case need a different estimation procedure two-stage least squares simultaneous equation modelling Instrumental variables

438
Another Haiku Supply and demand: without a good instrument, not identified.

439
**no perfect multicollinearity**

Assumption 7: No predictors are a perfect linear function of other predictors no perfect multicollinearity

440
**No Perfect Multicollinearity**

IVs must not be linear functions of one another matrix of correlations of IVs is not positive definite cannot be inverted analysis cannot proceed Have seen this with age, age start, time working (can’t have all three in the model) also occurs with subscale and total in model at the same time

441
**Large amounts of collinearity**

a problem (as we shall see) sometimes not an assumption Exercise 7.11

442
**Assumption 8: The mean of the error term is zero.**

You will like this one.

443
**Mean of the Error Term = 0 Mean of the residuals = 0**

That is what the constant is for if the mean of the error term deviates from zero, the constant soaks it up - note, Greek letters because we are talking about population values

444
**Can do regression without the constant**

Usually a bad idea E.g R2 = 0.995, p < 0.001 Looks good

446
**Lesson 8: Issues in Regression Analysis**

Things that alter the interpretation of the regression equation

447
The Four Issues Causality Sample sizes Collinearity Measurement error

448
Causality

449
**What is a Cause? Debate about definition of cause**

some statistics (and philosophy) books try to avoid it completely We are not going into depth just going to show why it is hard Two dimensions of cause Ultimate versus proximal cause Determinate versus probabilistic

450
**Proximal versus Ultimate Why am I here?**

I walked here because This is the location of the class because Eric Tanenbaum asked me because (I don’t know) because I was in my office when he rang because I was a lecturer at Derby University because I saw an advert in the paper because

451
**Proximal cause Ultimate cause I exist because My parents met because**

My father had a job … Proximal cause the direct and immediate cause of something Ultimate cause the thing that started the process off I fell off my bicycle because of the bump I fell off because I was going too fast

452
**Determinate versus Probabilistic Cause Why did I fall off my bicycle?**

I was going too fast But every time I ride too fast, I don’t fall off Probabilistic cause Why did my tyre go flat? A nail was stuck in my tyre Every time a nail sticks in my tyre, the tyre goes flat Deterministic cause

453
**Can get into trouble by mixing them together**

Eating deep fried Mars Bars and doing no exercise are causes of heart disease “My Grandad ate three deep fried Mars Bars every day, and the most exercise he ever got was when he walked to the shop next door to buy one” (Deliberately?) confusing deterministic and probabilistic causes

454
**Criteria for Causation**

Association (correlation) Direction of Influence (a b) Isolation (not c a and c b)

455
**Association Correlation does not mean causation But**

we all know But Causation does mean correlation Need to show that two things are related may be correlation may be regression when controlling for third (or more) factor

456
**Relationship between price and sales**

suppliers may be cunning when people want it more stick the price up So – no relationship between price and sales

457
**But which variables do we enter?**

Until (or course) we control for demand b1 (Price) = b2 (Demand) = 0.94 But which variables do we enter?

458
**Direction of Influence**

Relationship between A and B three possible processes A B A causes B A B B causes A A B C C causes A & B

459
**How do we establish the direction of influence?**

Longitudinally? Barometer Drops Storm Now if we could just get that barometer needle to stay where it is … Where the role of theory comes in (more on this later)

460
**Isolation Isolate the outcome from all other influences Cannot do this**

as experimenters try to do Cannot do this can statistically isolate the effect using multiple regression

461
**Role of Theory Strong theory is crucial to making causal statements**

Fisher said: to make causal statements “make your theories elaborate.” don’t rely purely on statistical analysis Need strong theory to guide analyses what critics of non-experimental research don’t understand

462
S.J. Gould – a critic says correlate price of petrol and his age, for the last 10 years find a correlation Ha! (He says) that doesn’t mean there is a causal link Of course not! (We say). No social scientist would do that analysis without first thinking (very hard) about the possible causal relations between the variables of interest Would control for time, prices, etc …

463
**Gould says “Most correlations are non-causal” (1982, p243)**

Atkinson, et al. (1996) relationship between college grades and number of hours worked negative correlation Need to control for other variables – ability, intelligence Gould says “Most correlations are non-causal” (1982, p243) Of course!!!!

464
**120 non-causal correlations**

karaoke jokes (about statistics) children wake early bathroom headache sleeping equations (beermat) laugh thirsty fried breakfast no beer curry chips falling over lose keys curtains closed I drink a lot of beer 16 causal relations 120 non-causal correlations

465
**Abelson (1995) elaborates on this **

‘method of signatures’ A collection of correlations relating to the process the ‘signature’ of the process e.g. tobacco smoking and lung cancer can we account for all of these findings with any other theory?

466
**The longer a person has smoked cigarettes, the greater the risk of cancer.**

The more cigarettes a person smokes over a given time period, the greater the risk of cancer. People who stop smoking have lower cancer rates than do those who keep smoking. Smoker’s cancers tend to occur in the lungs, and be of a particular type. Smokers have elevated rates of other diseases. People who smoke cigars or pipes, and do not usually inhale, have abnormally high rates of lip cancer. Smokers of filter-tipped cigarettes have lower cancer rates than other cigarette smokers. Non-smokers who live with smokers have elevated cancer rates. (Abelson, 1995: )

467
**Failure to use theory to select appropriate variables**

In addition, should be no anomalous correlations If smokers had more fallen arches than non-smokers, not consistent with theory Failure to use theory to select appropriate variables specification error e.g. in previous example Predict wealth from price and sales increase price, price increases Increase sales, price increases

468
**Sometimes these are indicators of the process, not the process itself**

e.g. barometer – stopping the needle won’t help e.g. inflation? Indicator or cause of economic health?

469
**No Causation without Experimentation**

Blatantly untrue I don’t doubt that the sun shining makes us warm Why the aversion? Pearl (2000) says problem is that there is no mathematical operator (e.g. “=“) No one realised that you needed one Until you build a robot

470
**AI and Causality A robot needs to make judgements about causality**

Needs to have a mathematical representation of causality Suddenly, a problem! Doesn’t exist Most operators are non-directional Causality is directional

471
**“How many subjects does it take to run a regression analysis?”**

Sample Sizes “How many subjects does it take to run a regression analysis?”

472
Introduction Social scientists don’t worry enough about the sample size required “Why didn’t you get a significant result?” “I didn’t have a large enough sample” Not a common answer, but very common reason More recently awareness of sample size is increasing use too few – no point doing the research use too many – waste their time

473
**Research funding bodies Ethical review panels**

both become more interested in sample size calculations We will look at two approaches Rules of thumb (quite quickly) Power Analysis (more slowly)

474
**Rules of Thumb Lots of simple rules of thumb exist**

10 cases per IV and at least 100 cases Green (1991) more sophisticated To test significance of R2 – N = k To test significance of slopes, N = k Rules of thumb don’t take into account all the information that we have Power analysis does

475
**Power Analysis Introducing Power Analysis Hypothesis test**

tells us the probability of a result of that magnitude occurring, if the null hypothesis is correct (i.e. there is no effect in the population) Doesn’t tell us the probability of that result, if the null hypothesis is false (i.e., there actually is an effect in the population)

476
**According to Cohen (1982) all null hypotheses are false**

everything that might have an effect, does have an effect it is just that the effect is often very tiny

477
**Type I error is false rejection of H0 **

Type I Errors Type I error is false rejection of H0 Probability of making a type I error a – the significance value cut-off usually 0.05 (by convention) Always this value Not affected by sample size type of test

478
**Type II error is false acceptance of the null hypothesis**

Type II errors Type II error is false acceptance of the null hypothesis Much, much trickier We think we have some idea we almost certainly don’t Example I do an experiment (random sampling, all assumptions perfectly satisfied) I find p = 0.05

479
**Very hard to work out You repeat the experiment exactly**

different random sample from same population What is probability you will find p < 0.05? Answer: 0.5 Another experiment, I find p = 0.01 Probability you find p < 0.05? Answer: 0.79 Very hard to work out not intuitive need to understand non-central sampling distributions (more in a minute)

480
**Probability of type II error = beta (b)**

same as population regression parameter (to be confusing) Power = 1 – Beta Probability of getting a significant result (given that there is a significant result to be found)

481
** H0 false (effect to be found) H0 True (no effect to be found)**

State of the World H0 true (we find no effect – p > 0.05) H0 false (we find an effect – p < 0.05) Research Findings Type II error p = b power = 1 - b Type I error p = a

482
**Four parameters in power analysis**

a – prob. of Type I error b – prob. of Type II error (power = 1 – b) Effect size – size of effect in population N Know any three, can calculate the fourth Look at them one at a time

483
**a Probability of Type I error**

Usually set to 0.05 Somewhat arbitrary sometimes adjusted because of circumstances rarely because of power analysis May want to adjust it, based on power analysis

484
**b – Probability of type II error**

Power (probability of finding a result) = 1 – b Standard is 80% Some argue for 90% Implication that Type I error is 4 times more serious than type II error adjust ratio with compromise power analysis

485
**Effect size in the population**

Most problematic to determine Three ways What effect size would be useful to find? R2 = no use (probably) Base it on previous research what have other people found? Use Cohen’s conventions small R2 = 0.02 medium R2 = 0.13 large R2 = 0.26

486
**Effect size usually measured as f2**

For R2

487
**For (standardised) slopes**

Where sr2 is the contribution to the variance accounted for by the variable of interest i.e. sr2 = R2 (with variable) – R2 (without) change in R2 in hierarchical regression

488
N – the sample size usually use other three parameters to determine this sometimes adjust other parameters (a) based on this e.g. You can have 50 participants. No more.

489
**With power analysis program**

Doing power analysis With power analysis program SamplePower, Gpower (free), Nquery With Stata command sampsi Which I find very confusing But we’ll use it anyway

490
**sampsi Limited in usefulness**

A categorical, two group predictor sampsi 0 0.5, pre(1) r01(0.5) n1(50) sd(1) Find power for detecting an effect of 0.5 When there’s one other variable at baseline Which correlates 0.5 50 people in each group When sd is 1.0

491
**sampsi … Method: ANCOVA relative efficiency = 1.143**

adjustment to sd = adjusted sd1 = Estimated power: power =

492
GPower Better for regression designs

495
Underpowered Studies Research in the social sciences is often underpowered Why? See Paper B11 – “the persistence of underpowered studies”

496
**Extra Reading Power traditionally focuses on p values What about CIs?**

Paper B8 – “Obtaining regression coefficients that are accurate, not simply significant”

497
Exercise 8.1

498
Collinearity

499
**Collinearity as Issue and Assumption**

Collinearity (multicollinearity) the extent to which the predictors are (multiply) correlated If R2 for any IV, using other IVs = 1.00 perfect collinearity variable is linear sum of other variables regression will not proceed (SPSS will arbitrarily throw out a variable)

500
**Four things to look at in collinearity**

R2 < 1.00, but high other problems may arise Four things to look at in collinearity meaning implications detection actions

501
**Meaning of Collinearity**

Literally ‘co-linearity’ lying along the same line Perfect collinearity when some IVs predict another Total = S1 + S2 + S3 + S4 S1 = Total – (S2 + S3 + S4) rare

502
**Less than perfect when some IVs are close to predicting other IVs**

correlations between IVs are high (usually, but not always) high multiple correlations

503
**Implications Effects the stability of the parameter estimates Because**

and so the standard errors of the parameter estimates and so the significance and CIs Because shared variance, which the regression procedure doesn’t know where to put

504
**Sex differences due to genetics? due to upbringing?**

(almost) perfect collinearity statistically impossible to tell

505
**When collinearity is less than perfect**

increases variability of estimates between samples estimates are unstable reflected in the variances, and hence standard errors

506
**Detecting Collinearity**

Look at the parameter estimates large standardised parameter estimates (>0.3?), which are not significant be suspicious Run a series of regressions each IV as outcome all other IVs as IVs for each IV

507
**Ask for collinearity diagnostics**

Sounds like hard work? SPSS does it for us! Ask for collinearity diagnostics Tolerance – calculated for every IV Variance Inflation Factor sq. root of amount s.e. has been increased

508
**Actions What you can do about collinearity Get new data**

“no quick fix” (Fox, 1991) Get new data avoids the problem address the question in a different way e.g. find people who have been raised as the ‘wrong’ gender exist, but rare Not a very useful suggestion

509
**Remove / Combine variables**

Collect more data not different data, more data collinearity increases standard error (se) se decreases as N increases get a bigger N Remove / Combine variables If an IV correlates highly with other IVs Not telling us much new If you have two (or more) IVs which are very similar e.g. 2 measures of depression, socio-economic status, achievement, etc

510
**Use stepwise regression (or some flavour of)**

sum them, average them, remove one Many measures use principal components analysis to reduce them Use stepwise regression (or some flavour of) See previous comments Can be useful in theoretical vacuum Ridge regression not very useful behaves weirdly

511
Exercise 8.2, 8.3, 8.4

512
Measurement Error

513
**What is Measurement Error**

In social science, it is unlikely that we measure any variable perfectly measurement error represents this imperfection We assume that we have a true score T A measure of that score x

514
**just like a regression equation**

standardise the parameters T is the reliability the amount of variance in x which comes from T but, like a regression equation assume that e is random and has mean of zero more on that later

515
**Simple Effects of Measurement Error**

Lowers the measured correlation between two variables Real correlation true scores (x* and y*) Measured correlation measured scores (x and y)

516
**Measured correlation of x and y rxy True correlation of x and y rx*y***

Reliability of x rxx Reliability of y ryy e e x y Measured correlation of x and y rxy

517
**Attenuation of correlation**

Attenuation corrected correlation

518
Example

519
**Complex Effects of Measurement Error**

Really horribly complex Measurement error reduces correlations reduces estimate of b reducing one estimate increases others because of effects of control combined with effects of suppressor variables exercise to examine this

520
**Dealing with Measurement Error**

Attenuation correction very dangerous not recommended Avoid in the first place use reliable measures don’t discard information don’t categorise Age: 10-20, 21-30, …

521
**Complications Assume measurement error is Additive Linear additive**

e.g. weight – people may under-report / over-report at the extremes Linear particularly the case when using proxy variables

522
e.g. proxy measures Want to know effort on childcare, count number of children 1st child is more effort than 19th child Want to know financial status, count income 1st £1 much greater effect on financial status than the 1,000,000th.

523
Exercise 8.5

524
**Lesson 9: Non-Linear Analysis in Regression**

525
**Introduction Non-linear effect occurs Assumption is violated**

when the effect of one predictor is not consistent across the range of the IV Assumption is violated expected value of residuals = 0 no longer the case

526
Some Examples

527
A Learning Curve Skill Experience

528
**Yerkes-Dodson Law of Arousal**

Performance Arousal

529
**Enthusiasm Levels over a**

Lesson on Regression Enthusiastic Suicidal 3.5 Time

530
**Learning Yerkes-Dodson Enthusiasm line changed direction once**

line changed direction twice

531
**Everything is Non-Linear**

Every relationship we look at is non-linear, for two reasons Exam results cannot keep increasing with reading more books Linear in the range we examine For small departures from linearity Cannot detect the difference Non-parsimonious solution

532
**Non-Linear Transformations**

533
**Bending the Line Non-linear regression is hard Transformations**

We cheat, and linearise the data Do linear regression Transformations We need to transform the data rather than estimating a curved line which would be very difficult may not work with OLS we can take a straight line, and bend it or take a curved line, and straighten it back to linear (OLS) regression

534
**We still do linear regression**

Linear in the parameters Y = b1x + b2x2 + … Can do non-linear regression Non-linear in the parameters Much trickier Statistical theory either breaks down OR becomes harder

535
**Linear transformations**

multiply by a constant add a constant change the slope and the intercept

536
y=2x y=x + 3 y y=x x

537
**Linear transformations are no use**

alter the slope and intercept don’t alter the standardised parameter estimate Non-linear transformation will bend the slope quadratic transformation y = x2 one change of direction

538
Cubic transformation y = x2 + x3 two changes of direction

539
**To estimate a non-linear regression**

we don’t actually estimate anything non-linear we transform the x-variable to a non-linear version can estimate that straight line represents the curve we don’t bend the line, we stretch the space around the line, and make it flat

540
**Detecting Non-linearity**

541
**Draw a Scatterplot Draw a scatterplot of y plotted against x**

see if it looks a bit non-linear e.g. Education and beginning salary from bank data with line of best fit

542
**A Real Example Starting salary and years of education**

From employee data.sav

543
**Expected value of error (residual) is > 0**

544
**Use Residual Plot Scatterplot is only good for one variable**

use the residual plot (that we used for heteroscedasticity) Good for many variables

545
We want points to lie in a nice straight sausage

546
We don’t want a nasty bent sausage

547
**Educational level and starting salary**

548
**Carrying Out Non-Linear Regression**

549
**Linear Transformation**

Linear transformation doesn’t change interpretation of slope standardised slope se, t, or p of slope R2 Can change effect of a transformation

550
**With others does have an effect **

Actually more complex with some transformations can add a constant with no effect (e.g. quadratic) With others does have an effect inverse, log Sometimes it is necessary to add a constant negative numbers have no square root 0 has no log

551
**Education and Salary Linear Regression**

Saw previously that the assumption of expected errors = 0 was violated Anyway … R2 = 0.401, p < 0.001 salbegin = educ Standardised b1 (educ) = 0.633 Both parameters make sense

552
**Add this variable to the equation**

Non-linear Effect Compute new variable quadratic educ2 = educ2 Add this variable to the equation R2 = 0.585, p < 0.001 salbegin = educ educ2 slightly curious Standardised b1 (educ) = -2.4 b2 (educ2) = 3.1 What is going on?

553
**Need hierarchical regression**

Collinearity is what is going on Correlation of educ and educ2 r = 0.990 Regression equation becomes difficult (impossible?) to interpret Need hierarchical regression what is the change in R2 is that change significant? R2 (change) = 0.184, p < 0.001

554
**While we are at it, let’s look at the cubic effect**

R2 (change) = 0.004, p = 0.045 e e e3 Standardised: b1(e) = 0.04 b2(e2) = -2.04 b3(e3) = 2.71

555
**Keep going while we are ahead?**

Fourth Power Keep going while we are ahead? When do we stop?

556
**Tricky, given that parameter estimates are a bit nonsensical **

Interpretation Tricky, given that parameter estimates are a bit nonsensical Two methods 1: Use R2 change Save predicted values or calculate predicted values to plot line of best fit Save them from equation Plot against IV

558
**Differentiate with respect to e We said: **

s = e e e3 but first we will simplify it to quadratic s = e e2 dy/dx = x 2 x e

559
1 year of education at the higher end of the scale, better than 1 year at the lower end of the scale. MBA versus GCSE

560
Differentiate Cubic e e e3 dy/dx = 103 – 206 2 e + 12 3 e2 Can calculate slopes for quadratic and cubic at different values

562
**A Quick Note on Differentiation**

For y = xp dx/dy = pxp-1 For equations such as y =b1x + b2xP dy/dx = b1 + b2pxp-1 y = 3x + 4x2 dy/dx = • 2x

563
**Many functions are simple to differentiate**

y = b1x + b2x2 + b3x3 dy/dx = b1 + b2 • 2x + b3 • 3 • x2 y = 4x + 5x2 + 6x3 dx/dy = • 2 • x + 6 • 3 • x2 Many functions are simple to differentiate Not all though

564
**Splines and Knots Estimate a different slope following an event**

Lines are splines Events are knots Event might be known Marriage Might be unknown How many years after brain injury does recovery start

565
**Lesson 10: Regression for Counts and Categories**

Dichotomous/Nominal outcomes

566
**Contents Dichotomous – logistic / probit**

General and Generalized Linear Models Dichotomous – logistic / probit Counts – Poisson and negative binomial

567
**GLMs and GLMs General linear models Generalized linear models**

Ordinary least squares regression based models Identity link function Regression, ANOVA, correlation, etc Generalized linear models More links More error structures General linear models are a subset of generalized linear models

568
Dichotomous Often in social sciences, we have a dichotomous/nominal outcome we will look at dichotomous first, then a quick look at multinomial Dichotomous outcome e.g. guilty/not guilty pass/fail won/lost Alive/dead (used in medicine)

569
Why Won’t OLS Do?

570
**Example: PTSD in Veterans**

How does length of deployment affect probability of PTSD? Have PTSD, or don’t. We might be interested in severity Army are not If you have PTSD, you need help Not going back Develop a selection procedure Two predictor variables Rank – 1 =Staff Sgt, 5 = Private, Deployment length (months)

571
1st ten cases

572
**Just consider score first**

outcome PTSD (1 = Yes, 0 = No) Just consider score first Carry out regression Rank as predictor, PTSD as outcome R2 = 0.097, F = 4.1, df = 1, 48, p = b0 = 0.190 b1 = 0.110, p=0.028 Seems OK

573
Residual plot

574
**Problems 1 and 2 strange distributions of residuals**

parameter estimates may be wrong standard errors will certainly be wrong

575
**2nd problem – interpretation**

I have rank 2 Pass = 2 = 0.41 I have rank 8 Pass = 8 = 1.07 Seems OK, but What does it mean? Cannot score 0.41 or 1.07 can only score 0 or 1 Cannot be interpreted need a different approach

576
**A Different Approach Logistic Regression**

577
**Logit Transformation In lesson 9, transformed IVs**

now transform the outcome Need a transformation which gives us graduated scores (between 0 and 1) No upper limit we can’t predict someone will pass twice No lower limit you can’t do worse than fail

578
**Step 1: Convert to Probability**

First, stop talking about values talk about probability for each value of score, calculate probability of pass Solves the problem of graduated scales

579
**probability of PTSD given a rank of 1 is 0.7**

580
**Now a score of 0.41 has a meaning But a score of 1.07 has no meaning**

This is better Now a score of 0.41 has a meaning a 0.41 probability of pass But a score of 1.07 has no meaning cannot have a probability > 1 (or < 0) Need another transformation

581
**Step 2: Convert to Odds-Ratio**

Need to remove upper limit Convert to odds Odds, as used by betting shops 5:1, 1:2 Slightly different from odds in speech a 1 in 2 chance odds are 1:1 (evens) 50%

582
**Odds ratio = (number of times it happened) / (number of times it didn’t happen)**

583
**0.8 = 0.8/0.2 = 4 0.2 = 0.2/0.8 = 0.25 equivalent to 4:1 (odds on)**

0.8 = 0.8/0.2 = 4 equivalent to 4:1 (odds on) 4 times out of five 0.2 = 0.2/0.8 = 0.25 equivalent to 1:4 (4:1 against) 1 time out of five

584
**Now we have solved the upper bound problem**

we can interpret 1.07, 2.07, But we still have the zero problem we cannot interpret predicted scores less than zero

585
**Step 3: The Log Log10 of a number(x) log(10) = 1 log(100) = 2**

586
log(1) = 0 log(0.1) = -1 log( ) = -5

587
**Natural Logs and e Don’t use log10 Natural log, ln**

Use loge Natural log, ln Has some desirable properties, that log10 doesn’t For us If y = ln(x) + c dy/dx = 1/x Not true for any other logarithm

588
**Be careful – calculators and stats packages are not consistent when they use log**

Sometimes log10, sometimes loge

589
**Take the natural log of the odds ratio Goes from - +**

can interpret any predicted value

590
**Putting them all together**

Logit transformation log-odds ratio not bounded at zero or one

592
**Probability gets closer to zero, but never reaches it as logit goes down.**

593
**Hooray! Problem solved, lesson over **

errrmmm… almost Because we are now using log-odds ratio, we can’t use OLS we need a new technique, called Maximum Likelihood (ML) to estimate the parameters

594
**Parameter Estimation using ML**

ML tries to find estimates of model parameters that are most likely to give rise to the pattern of observations in the sample data All gets a bit complicated OLS is a special case of ML the mean is an ML estimator

595
**Don’t have closed form equations**

must be solved iteratively estimates parameters that are most likely to give rise to the patterns observed in the data by maximising the likelihood function (LF) We aren’t going to worry about this except to note that sometimes, the estimates do not converge ML cannot find a solution

596
**R2 in Logistic Regression**

A dichotomous variable doesn’t have variance If you know the mean (proportion) you know the variance You can’t have R2. There are several pseudo-R2 None are perfect There’s something better

597
**Logistic Regression in Stata**

Exercise 10.1 Two (almost) equivalent commands logistic ptsd rank deployment logit ptsd rank deployment

598
**Logit Gives output in log-odds logit ptsd rank deployment**

pass | Odds Ratio Std. Err z P>|z| [95% Conf. Interval] deployment | rank |

599
**Logistic Gives output in odds ratios No intercept**

logit ptsd rank deployment pass | Odds Ratio Std. Err z P>|z| [95% Conf. Interval] deployment | rank |

600
**SPSS produces a classification table**

And Stata produces it if you ask predictions of model based on cut-off of 0.5 (by default) predicted values x actual values DO NOT USE IT! Will this person go to prison? No. You will be right 99.9% of the time Doesn’t mean you have a good model (Gottman and Murray – Blink)

602
**Model parameters B SE (B)**

Change in the logged odds associated with a change of 1 unit in IV just like OLS regression difficult to interpret SE (B) Standard error Multiply by 1.96 to get 95% CIs

603
**Constant i.e. score = 0 B = 1.314 Exp(B) = eB = e1.314 = 3.720**

OR = 3.720, p = 1 – (1 / (OR + 1)) = 1 – (1 / ( )) p = 0.788

604
**Score 1 Constant b = 1.314 Score B = -0.467**

Exp(1.314 – 0.467) = Exp(0.847) = 2.332 OR = 2.332 p = 1 – (1 / ( )) = 0.699

605
**Standard Errors and CIs**

Symmetrical in B Non-symmetrical (sometimes very) in exp(B)

606
**The odds of failing the test are multiplied by 0. 63 (CIs = 0. 408, 0**

The odds of failing the test are multiplied by 0.63 (CIs = 0.408, p = 0.033), for every additional point on the aptitude test.

607
**Hierarchical Logistic Regression**

In OLS regression Use R2 change In logistic regression Use chi-square change Difference in chi-square = chi-square Difference in df = df

608
**Hierarchical Logistic Regression**

Model 1: Experience Model 2: Experience + Score Model 1: Chi-square =4.83, df = 1 Model 2: Chi-square =5.77, df = 2

609
**Difference: gen p = 1 - chi2(1, 1.94) tab p p = 0.332**

Chi-square = = 1.94, Df = 2 – 1 = 1 gen p = 1 - chi2(1, 1.94) tab p p = 0.332 P-value from SE = 0.339 Why?

610
**More on Standard Errors**

Because of Wald standard errors Wald SEs are overestimated Make p-value in estimates is wrong – too high (CIs still correct)

611
**Two estimates use slightly different information**

P-value says “what if no effect” CI says “what if there is this effect” Variance depends on the hypothesised ratio of the number of people in the two groups Can calculate likelihood ratio based p-values If you can be bothered Some packages provide them automatically

612
**Probit Regression Very similar to logistic**

much more complex initial transformation (to normal distribution) Very similar results to logistic (multiplied by 1.7) Swap logistic for probit in Stata command Harder to interpret Parameter doesn’t mean something – like log odds

613
**Differentiating Between Probit and Logistic**

Depends on shape of the error term Normal or logistic Graphs are very similar to each other Could distinguish quality of fit Given enormous sample size Logistic = probit x 1.7 Actually Probit advantage Understand the distribution Logistic advantage Much simpler to get back to the probability

615
Infinite Parameters Non-convergence can happen because of infinite parameters Insoluble model Three kinds: Complete separation The groups are completely distinct Pass group all score more than 10 Fail group all score less than 10

616
**Quasi-complete separation**

Separation with some overlap Pass group all score 10 or more Fail group all score 10 or less Both cases: No convergence Close to this Curious estimates Curious standard errors

617
**Categorical Predictors**

Can cause separation Especially if correlated Need people in every cell Male Female White Non-White Below Poverty Line Above Poverty Line

618
**Logistic Regression and Diagnosis**

Logistic regression can be used for diagnostic tests For every score Calculate probability that result is positive Calculate proportion of people with that score (or lower) who have a positive result Calculate c statistic Measure of discriminative power % of all possible cases, where the model gives a higher probability to a correct case than to an incorrect case

619
Perfect c-statistic = 1.0 Random c-statistic = 0.5

620
**Sensitivity and Specificity**

Probability of saying someone has a positive result – If they do: p(pos)|pos Specificity Probability of saying someone has a negative result If they do: p(neg)|neg

621
**C-Statistic, Sensitivity and Specificity**

After logistic lroc Gives c-statistic Better than R-squared

623
**More Advanced Techniques**

Multinomial Logistic Regression more than two categories in outcome same procedure one category chosen as reference group odds of being in category other than reference Ordinal multinomial logistic regression For ordinal outcome variables

624
**More on Odds Ratios Odds ratios are horrid**

We use them because they have nice distributional properties Example: 40% in group 1 get PTSD 60% in group 2 get PTSD What’s the odds ratio? How is this confusing?

625
**Alternatives to Odds Ratios**

Risk difference 20 percentage points higher Relative risk Probability is 1.5 times higher This is what you would think an odds ratio meant Can we use these in regression? RD – maybe. Sometimes. RR – yes. But we need to do something else first

626
**Final Thoughts Logistic Regression can be extended Same issues as OLS**

dummy variables non-linear effects interactions Same issues as OLS collinearity outliers

627
**Same additional options as regress**

xi: cluster robust

628
Poisson Regression

629
**Counts and the Poisson Distribution**

Von Bortkiewicz (1898) Numbers of Prussian soldiers kicked to death by horses 0 109 1 65 2 22 3 3 1

630
**The data fitted a Poisson probability distribution**

When counts of events occur, poisson distribution is common E.g. papers published by researchers, police arrests, number of murders, ship accidents Common approach Log transform and treat as normal Problems Censored at 0 Integers only allowed Heteroscedasticity

631
**The Poisson Distribution**

633
**Excel has a Poisson function you can use.**

Where: y is the count m is the mean of the Poisson distribution In a Poisson distribution The mean = the variance (hence heteroscedasticity issue)) m = s2

634
**Poisson Probabilities**

Mean 1 2 3 10 Score 0.37 0.14 0.05 0.00 0.27 0.15 0.18 0.22 0.06 0.01 4 0.02 0.09 0.17 5 0.04 0.10 6 7 8 0.11 9 0.13

635
**Issues with Estimation**

Just as with logistic We can’t predict a mean below zero Don’t predict the mean Predict the log of the mean

636
**Poisson Regression in Stata**

Adult literacy study Number of sessions attended Count variable Poisson regression

637
**poisson sessions tx, irr**

sessions | Coef. Std. Err z P>|z| [95% Conf. Interval] tx | _cons | poisson sessions tx, irr sessions | IRR Std. Err z P>|z| [95% Conf. Interval] tx |

638
**But was it Poisson? Look at predicted probabilities Predicted means**

Compare with actual probabilities Predicted means Control: exp(1.899) = 6.86 Intervention: exp( ) = 5.28 Get means and SDs

639
**bysort tx: sum sessions**

VObs Mean Std. Dev. sessions | -> tx = 1ariable | Variable | Obs Mean Std. Dev. sessions |

640
**Compare predicted probabilities with actual probabilities **

Do OK on the means Don’t do OK on the variances Variances are too high Compare predicted probabilities with actual probabilities tab session tx,col nofreq Draw graphs Not horrible Except the zeroes

642
**Test for Goodness of Fit to Poisson Distribution**

After running Poisson estat gof Goodness-of-fit chi2 = Prob > chi2(150) = Highly significant Poisson distribution doesn’t fit

643
**Overdispersion Problem in Poisson regression Causes Two solutions**

Too many zeroes Causes c2 inflation Standard error deflation Hence p-values too low Higher type I error rate Two solutions Negative binomial regression Robust standard errors

644
**Robust Standard Errors**

poisson sessions tx, robust | Robust sessions | Coef. Std. Err z P>|z| tx | _cons | Robust SEs are larger

645
**Negative Binomial Regression**

Adds a ‘hurdle’ to account for the zeroes Called alpha nbreg sessions tx OR nbreg sessions tx, robust

646
**Back to Categorical Outcomes**

We said: Odds ratios are not good We like relative risk instead What is the ratio of the risks? What analysis technique do we know that gives ratios of means

647
Poisson regression! Wait. It won’t work. The distribution is wrong. Robust estimates!

648
**Poisson Regression in SPSS**

SPSS 15 (and above), has added it Under generalized linear models

649
**Lesson 11: Mediation and Path Analysis**

650
**Introduction Moderator Mediator All relationships are really mediated**

Level of one variable influences effect of another variable Mediator One variable influences another via a third variable All relationships are really mediated are we interested in the mediators? can we make the process more explicit

651
**In examples with bank Why? beginning education salary**

What is the process? Are we making assumptions about the process? Should we test those assumptions?

652
job skills expectations negotiating skills kudos for bank education beginning salary

653
**Direct and Indirect Influences**

X may affect Y in two ways Directly – X has a direct (causal) influence on Y (or maybe mediated by other variables) Indirectly – X affects Y via a mediating variable - M

654
**e.g. how does going to the pub effect comprehension on a Summer school course**

on, say, regression not reading books on regression Having fun in pub in evening less knowledge Anything here?

655
**not reading books on regression**

Having fun in pub in evening less knowledge fatigue Still needed?

656
Mediators needed to cope with more sophisticated theory in social sciences make explicit assumptions made about processes examine direct and indirect influences

657 Detecting Mediation