high
Thursday, May 24, 2007
IELTS and TOEFL table
Wednesday, May 23, 2007
Split-plot design
Tuesday, May 22, 2007
EPS conference in Edinburgh programmes
Monday, May 21, 2007
Nested ANOVA in SPSS
http://www2.chass.ncsu.edu/garson/PA765/anova.htmModify SPSS syntax:
/DESIGN = mainfactor nestedfactor(mainfactor)
which is used to signify that the model is the main effect of the fixed factor plus the effects of the random nested factor at each value of the main fixed factor. In the syntax window, Run All. In the resulting ANOVA table,
a significant nestedfactor(mainfactor) effect means that the dependent variable varies by the nested factor even within the same level of (controlling for) the main factor.
Nested ANOVA in R
First of all, get familiar with operators
http://cran.r-project.org/doc/manuals/R-lang.pdf , p10
To indicate a factor nested within another, use /
y ~ A/B means fit 'A plus B within A'. This could be written in two other equivalent ways:
y ~ A + A:B
or
y ~ A + B %in%A
Linear Mixed Modelling
Nested Design -- unavoidable?
Nested Design
Example :
http://www.engr.mun.ca/~llye/PP11%20Nested.ppt#256,1,Nestedalso see Nested ANOVA
http://udel.edu/~mcdonald/statnested.htmlIn a nested design, the model spells out as:
Model can be represented in another way:
I think the most significant bit is the df : M.m.n -1 = (M-1) + M(m-1) + Mm(n-1)
The ANOVA table :
My design is not a pure nested design, but a partial nested one. Refer to Analysis of Variance http://www.statgraphics.com/analysis_of_variance.htm
" The General Linear Models procedure is used whenever the above procedures are not appropriate. It can be used for models with both crossed and nested factors, models in which one or more of the variables is random rather than fixed, and when quantitative factors are to be combined with categorical ones. Designs that can be analyzed with the GLM procedure include partially nested designs, repeated measures experiments, split plots, and many others. For example, pages 536-540 of the book Design and Analysis of Experiments (sixth edition) by Douglas Montgomery (Wiley, 2005) contains an example of an experimental design with both crossed and nested factors. For that data, the GLM procedure produces several important tables, including estimates of the variance components for the random factors.
Partial Eta Squared
Eta Sq and Partial Eta Sq In the context of ANOVA, effect size is conceived as the proportion of the total variability among the scores that can be explained by manipulation of the treatment factor:
Effect Size = Explained variability / Total variability
This concept is readily understood in relation to the partition of the total sum of squares, in which the total variability is viewed as the sum of between groups and within-groups variability. Effect size is the proportion of the total variability that is accounted for by between groups variability.
The oldest measure of effect size is the statistic (eta sq), which is also known as correlation ratio. For the one way ANOVA, the value of eta squared is given by the following formula:
eta squared = SStreatment / SStotal = SSbetween /SStotal
*We often do not have full ANOVA tables, it is convenient to be able to calculate eta squared from the F statisic :
eta squared = (g-1)F/(g-1)F + g(n-1)
g= the number of groups; n= number of participants in each group
Since eta squared tends to overestimate the effect size, a measure of effect size that corrects this positive bias is estimated omega squared (p 243 SPSS14 MADE SIMPLE)
w sq = SSbetween - (g-1) MSwithin/ SStotal +MSwithin
In the one-way ANOVA, partial eta squared equals eta squared. (p 257 SPSS14 MADE SIMPLE) Be careful not to mix up eta sq and partial eta sq. Refer to:
Timothy R. Levine & Craig R. Hullett. (2002). Eta squared, partial eta squared, and misreporting of effect size in communication research. Human Communication Research, 28, 612-625.
"effect size. Eta squared (η2) is the most commonly reported estimate of effect sized for the ANOVA. The classical formulation of eta squared (Pearson, 1911; Fisher, 1928) is distinguished from the lesser known partial eta squared (Cohen, 1973), and a mislabeling problem in the statistical software SPSS (1998) is identified. What SPSS reports as eta squared is really partial eta squared."
Sunday, May 20, 2007
Univariate GLM, ANOVA, and ANCOVA
Check this out --
http://www2.chass.ncsu.edu/garson/PA765/anova.htm
Latin Square (or Graeco Latin Square?)
Latin square designs extend the logic of block designs to control for two categorical variables.
Latin square designs also reduce the number of observations necessary to compute ANOVA.
This design requires that the researcher assume all interaction effects are zero.
Normally, if one had three variables, each of which could assume four values, then one would need 43 = 64 observations just to have one observation for every possible combination.
Under Latin square design, however, the number of necessary observations is reduced to 42 = 16 because the third variable is nested.
For instance, suppose there are 4 teachers, 4 classes, and 4 textbooks. The 16 groups in the design would be the 16 different teacher-class pairs.
Each teacher would teach in each of the four classes, using a different text each time. Each class would be taughty by each of the four different teachers, using a different text each time.
However, only 16 of the 64 possible teacher-class-textbook combinations would be represented in the design because textbooks are a nested factor, with each class and each teacher being exposed to a given textbook only once.
Eliminating all but 16 cells from the complete (crossed) design requires the researcher to assume there are no significant teacher-textbook or class-textbook interaction effects, only the main effects for teacher, class, and textbook For a discussion of how to select the necessary observations under Latin square, see Iverson and Norpoth (1987: 80-84).
Nested designs. In nested designs, there are two (or more) factors, but the levels of one factor are never repeated as levels of the other factor. This happens in hierarchical designs, for instance, when a forester samples trees, then samples seedlings of each sampled trees for survival rates.. The seedlings are unique to each tree and are a random factor. Likewise, we could sample drug companies and within sampled companies, we could sample drug products for quality. This contrasts with crossed designs of ordinary two-way (or higher) ANOVA, in which the levels of one factor appear as levels in another factor (ex., tests may appear as levels across schools). We can get the mean of different tests by averaging across schools, but we cannot get the mean survival rate of different seedlings across trees because each tree has its own unique seedlings. Likewise, we cannot compute the mean quality rating for a drug product across companies because each company has its own unique set of products.
Latin square and Graeco-Latin square designs (see above) are also nested designs.
SPSS procedure:
In SPSS, Analyze, General Linear Model, Univariate; specify the main factor as fixed or random, then specify the nested factor as random;click the Model button and enter the main effects of the main (not nested) factor(s); click the Paste button and modify the /DESIGN statement to a format such as /DESIGN = mainfactor nestedfactor(mainfactor), signifying the model is the main effect of the fixed factor plus the effects of the random nested factor at each value of the main fixed factor. In the syntax window, Run All. In the resulting ANOVA table, a significant nestedfactor(mainfactor) effect means that the dependent variable varies by the nested factor even within the same level of (controlling for) the main factor. So my syntax looks like:
UNIANOVA
mean_percent_recall BY order direction text
/RANDOM = text
/METHOD = SSTYPE(3)
/INTERCEPT = INCLUDE
/PLOT = PROFILE( direction*order )
/EMMEANS = TABLES(OVERALL)
/PRINT = DESCRIPTIVE ETASQ HOMOGENEITY
/PLOT = SPREADLEVEL
/CRITERIA = ALPHA(.05)
/DESIGN = order direction order*direction text(order).
Friday, May 18, 2007
contrast in R
> contrasts(afactor)
[,1] [,2] [,3] [,4] [,5]
1 -1 -1 -1 -1 -1
2 1 -1 -1 -1 -1
3 0 2 -1 -1 -1
4 0 0 3 -1 -1
5 0 0 0 4 -1
32 0 0 0 0 5
> afactor = c("fish","meat","chicken","horse")
> afactor = as.factor(afactor)
> levels(afactor)
[1] "chicken" "fish" "horse" "meat"
> contrasts(afactor)
[,1] [,2] [,3]
chicken -1 -1 -1
fish 1 -1 -1
horse 0 2 -1
meat 0 0 3
> options(contrasts=c("contr.treat","contr.poly"))
> contrasts(afactor)
Error in get(x, envir, mode, inherits) : variable "contr.treat" of mode "function" was not found
> contrasts(afactor)
Error in get(x, envir, mode, inherits) : variable "contr.treat" of mode "function" was not found
> options(contrasts=c("contr.treatment","contr.poly"))
> contrasts(afactor)
fish horse meat
chicken 0 0 0
fish 1 0 0
horse 0 1 0
meat 0 0 1
SPSS tutorial for Univariate Analysis
Type GLM Univariate Analysis in Help -> Topic (finder)
Using R
Baayen's Introductory Title of R
http://www.mpi.nl/world/persons/private/baayen/publications/baayenCUPstats.pdf
Tuesday, May 15, 2007
Chinese -- A Linguistic Introduction
P 148
In a lanugage like Chinese that has very little morphology comparable to the relatively large set of English morphemes (-ion, -ly, -ness, etc.), word order is particularly important in defining different types of words.
...
Moreover, for the lack of a richer morphology, the restricted word order can be used to identify parts of speech, or lexical categories.
e.g. wo didi, hei ma, bai ma
The flexibility of these words in occurring at the beginnings, or ends, of sentences in --
I ride a black horse.
My younger brother rides a white horse.
The white horse kicks the black horse.
The black horse has run.
I ride.
must then be due to some common syntactic property.
Labels: reading note
Thursday, May 10, 2007
Book bag of Chinese Grammar
Chinese -- an essential grammar
http://bookshop.blackwell.co.uk/jsp/id/Chinese_An_Essential_Grammar/9780415372619
Main Lib : PL1107 Yip.
Chinese - A Comprehensive Grammar
http://bookshop.blackwell.co.uk/jsp/id/Chinese_A_Comprehensive_Grammar_Comprehensive_Grammar/9780415150323
National Library Scotland has it.
Modern Mandarin Chinese Grammar
http://bookshop.blackwell.co.uk/jsp/id/Modern_Mandarin_Chinese_Grammar/9780415700092
Mandarin Chinese -- A Functional Reference Grammar
http://bookshop.blackwell.co.uk/jsp/id/Mandarin_Chinese_A_Functional_Reference_Grammar/9780520066106
Main Lib : .8951(426) LI.
A Systematic Functional Grammar of Chinese -- a text-based analysis
http://bookshop.blackwell.co.uk/jsp/id/Basic_Chinese_A_Grammar_and_Workbook/9780826491046
The Establishment of Modern Chinese Grammar -- The Formation of the Resultative Construction and Its Effects
http://bookshop.blackwell.co.uk/jsp/id/The_Establishment_of_Modern_Chinese_Grammar_The_Formation_of_the/9789027230621
1. Introduction 1–27
2. The resultative construction in Modern Chinese 28–43
3. The sources of the resultative construction 44–67
4. Disyllabification and fusion of verb and resultative 68–100
5. Idiomatization, lexicalization and frequency of collocation 101–127
6. Structure for the fusion of verb and resultative 128–154
7. Semantic relevance 155–176
8. Effects on morphology and word formation 177–202
9. Effects on syntax 203–227
10. Conclusion 228–245
Handbook of East Asian Psycholinguistics
http://bookshop.blackwell.co.uk/jsp/id/Handbook_of_East_Asian_Psycholinguistics/9780521833332
Main Library (STANDARD LOAN) P37.45.C45 Han. Available v.1
Chinese - A Linguistic Introduction
http://bookshop.blackwell.co.uk/jsp/id/Schaums_Outline_of_Chinese_Vocabulary/9780521530828
Nat Lib Scot
Tuesday, May 08, 2007
book review of the day
A topical bibliography of translation and interpretation : Chinese-English · English-Chinese / Chan Sin-wai.
Published: Hong Kong : Chinese University Press, c1995.
Identifier: ISBN: 9622016626
Main Library (REFERENCE) C.Ref(404) Cha. Available
how to do median split?
http://www-psych.stanford.edu/~pam/Stats/SPSSguide.doc
Basics of SPSS
normal Q-Q plot -- normality test
QQ plot is used to check real data against the line plotted with expected values. The expected values are a straight diagonal line, whereas the observed values are plotted as individual points. If the data are normally distributed, then the observed values should fall exactly along the line. Any deviation of the dots from the line represents a deviation from normality.
So if the QQ plot looks like a straight line with a wiggly snake wrapped around it then you have some deviation from normality. When the line sags consistenly above or below the diagonal, this shows that the kurtosis differs from a normal distribution, and when the curve is S-shaped, the problem is skewness.
K-S (Kolmogorov-Smirnov) test is the mostly used method to test normality. When K-S is highly significant, it indicates that distributions are not normal. The test statistic for the K-S is denoted by D, e.g. D(100)=0.10, p<.05 <100: df>
Another test included by SPSS is Shapiro-Wilk: This function is a (semi/non)parametric analysis of variance that detects a broad range of different types of departure from normality in a sample of data.StatsDirect requires a random sample of between 3 and 5000 data for its Shapiro-Wilk test. The null hypothesis of the test is that the sample is taken from a normal distribution, thus P < 0.05 for W rejects this supposition of normality. You should not use any of the parametric methods with samples for which W is significant. (cited from Statsdirect http://www.statsdirect.com/help/statsdirect.htm#parametric_methods/swt.htm)
Monday, May 07, 2007
expertise in interpreters
Research on Expert and Novice Processing Strategies: What Interpreters Can Learn
Nancy Schweda Nicholson
Saturday, 9:15am-10:00am - All Levels
Do experienced interpreters employ analytical techniques that differ from those of beginners? Topics include: 1) the effects of practice related to attention and automaticity; 2) the role of schemas in processing; and 3) the implications for training. The constructs of local and global coherence also play a role in the differences between expert and novice processing, and will be discussed in the interpretation context. This session concludes with some of the latest research findings in the expert versus novice literature and their connection to interpreting.
47th APA Annual Conference
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