Test Statistics: Crash Course Statistics #26
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Date: 2022-04-04
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Comments and reviews: 10
yeya
I really don't know how to calculate a p value. I am being taught to use the degrees of freedom and a cut off score to the determine the critical t values and use t statistics to determine whether or not to reject the null hypothesis. but my teacher still asks us for a p value with no graphing calculators or ways to solve for it. I'm so confused
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I really don't know how to calculate a p value. I am being taught to use the degrees of freedom and a cut off score to the determine the critical t values and use t statistics to determine whether or not to reject the null hypothesis. but my teacher still asks us for a p value with no graphing calculators or ways to solve for it. I'm so confused
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Nytmare
10: 00 I am not a fan of that argument. Why does a p-value of 0. 0108 constitute as no evidence and 0. 0992 as enough evidence, even though both values are basically the same? Alpha levels are arbitrary. I would argue, that a certain p--value suggest a certain weight (no/little/some/strong) of evidence in favour of rejecting the NULL.
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10: 00 I am not a fan of that argument. Why does a p-value of 0. 0108 constitute as no evidence and 0. 0992 as enough evidence, even though both values are basically the same? Alpha levels are arbitrary. I would argue, that a certain p--value suggest a certain weight (no/little/some/strong) of evidence in favour of rejecting the NULL.
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Michael
At 9: 57, you used the t-statistic formula with the standard error in the denominator. You used an alternative version of the SE formula since you are comparing two groups. Why is there a -1- in the numerators of the fractions? Why did you use -1- for the standard deviation?
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At 9: 57, you used the t-statistic formula with the standard error in the denominator. You used an alternative version of the SE formula since you are comparing two groups. Why is there a -1- in the numerators of the fractions? Why did you use -1- for the standard deviation?
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TrumanHW
But IQs are an ugly fake evil hypothesis.
Isn't IQ just a bunch of racist facts?
(for the record, IQ isn't what you know - or even what you prefer; its your ability, aptitude, not drive. It's almost like saying that we evolved thumbs so we could use pens)
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But IQs are an ugly fake evil hypothesis.
Isn't IQ just a bunch of racist facts?
(for the record, IQ isn't what you know - or even what you prefer; its your ability, aptitude, not drive. It's almost like saying that we evolved thumbs so we could use pens)
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Tomgal
-2: 45 I think there-s a simple word error- you say you expect each observation to be one sd (15) from the mean, the word should be -within- rather than -from-. The mean is the expected because it is the value that decreases the summed square of residuals.
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-2: 45 I think there-s a simple word error- you say you expect each observation to be one sd (15) from the mean, the word should be -within- rather than -from-. The mean is the expected because it is the value that decreases the summed square of residuals.
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empemitheos
There is no defnitive way to determine if something is truly random or not random, even if you are 99. 9999% sure, you can only say that given your information, this option is more certain than another
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There is no defnitive way to determine if something is truly random or not random, even if you are 99. 9999% sure, you can only say that given your information, this option is more certain than another
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Hen
wow. really useful info and so much. but i think i would be able to absorb this information much better if the video was slightly longer and had pauses in the dialogue rather than a constant stream of info.
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wow. really useful info and so much. but i think i would be able to absorb this information much better if the video was slightly longer and had pauses in the dialogue rather than a constant stream of info.
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Martin
Why has this series repeatedly used IQ as a measurement for examples? Surely a responsible educator should explain how seriously limited and potentially biased such information is? DFTBAQ
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Why has this series repeatedly used IQ as a measurement for examples? Surely a responsible educator should explain how seriously limited and potentially biased such information is? DFTBAQ
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JCResDocStudt94
let the researcher decide if they can defend the cut off. at a minimum. idk, this feels like a step backwards from bayes. it does need to be covered, i get that.
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let the researcher decide if they can defend the cut off. at a minimum. idk, this feels like a step backwards from bayes. it does need to be covered, i get that.
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21UEE073
Hi, at 6: 01 won't the standard variation formula be 1/(600+400) rather than 1/600 + 1/400. If latter is the case can someone please explain how? Thanks.
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Hi, at 6: 01 won't the standard variation formula be 1/(600+400) rather than 1/600 + 1/400. If latter is the case can someone please explain how? Thanks.
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