
Misinterpretation of Statistics - An Introduction
... In simplest terms, correlation is a statistical term that indicates whether two variables move together; for example, when it is snowing, it tends to be cold outside. The conventional dictum “correlations does not imply causation” means that correlation alone cannot be used to infer a causal relatio ...
... In simplest terms, correlation is a statistical term that indicates whether two variables move together; for example, when it is snowing, it tends to be cold outside. The conventional dictum “correlations does not imply causation” means that correlation alone cannot be used to infer a causal relatio ...
Lecture 1: Probability theory
... e.g. P(result of coin toss is heads | the coin is fair) =1/2 P(Tomorrow is Tuesday | it is Monday) = 1 P(card is a heart | it is a red suit) = 1/2 ...
... e.g. P(result of coin toss is heads | the coin is fair) =1/2 P(Tomorrow is Tuesday | it is Monday) = 1 P(card is a heart | it is a red suit) = 1/2 ...
Lecture 2 - Yannis Paschalidis
... Example: Flip 2 coins, a penny and a dime. S = {hh, ht, th, tt}, get 4 outcomes. Let Ei = {outcomes with i heads}. Each Ei is an event containing one or more outcomes, e.g., E0 = {tt} contains 1 outcome; E1 = {ht, th} contains 2. Event space E = {E0, E1, E2 }. The event space is not a sample space s ...
... Example: Flip 2 coins, a penny and a dime. S = {hh, ht, th, tt}, get 4 outcomes. Let Ei = {outcomes with i heads}. Each Ei is an event containing one or more outcomes, e.g., E0 = {tt} contains 1 outcome; E1 = {ht, th} contains 2. Event space E = {E0, E1, E2 }. The event space is not a sample space s ...
DA_Lecture05
... Example: Monty Hall problem • A prize is hidden in one of three boxes. The location of the prize is selected at random • You pick any one of three boxes. • Before you open it, Monty opens an empty box. He offers to let you switch to the remaining unopened box. Should you? – If you picked the one wi ...
... Example: Monty Hall problem • A prize is hidden in one of three boxes. The location of the prize is selected at random • You pick any one of three boxes. • Before you open it, Monty opens an empty box. He offers to let you switch to the remaining unopened box. Should you? – If you picked the one wi ...
Mendelian Genetics 2 Probability Theory and Statistics
... looked at small samples from single pods, he often got ratios very different from 3:1. Suppose you repeat one of his crosses but only look at one pod and get ratio 4 round and 4 wrinkled peas. This could happen, but how likely is it? Can get 4 r and 4 w in many different orders or permutations: wwww ...
... looked at small samples from single pods, he often got ratios very different from 3:1. Suppose you repeat one of his crosses but only look at one pod and get ratio 4 round and 4 wrinkled peas. This could happen, but how likely is it? Can get 4 r and 4 w in many different orders or permutations: wwww ...
Review of Basic Probability
... • Choose a person from a population of size N at random • Observe concentration in a blood sample Sample space Ω: Set of all possible outcomes of an experiment Examples: Countable or uncountable • One toss of a coin: Ω = {H,T} • Choose a person from a population of size N : Ω = {ω1 , . . . , ωN } • ...
... • Choose a person from a population of size N at random • Observe concentration in a blood sample Sample space Ω: Set of all possible outcomes of an experiment Examples: Countable or uncountable • One toss of a coin: Ω = {H,T} • Choose a person from a population of size N : Ω = {ω1 , . . . , ωN } • ...
Probability Theory on Coin Toss Space
... Denote by χ(ωn+1 . . . ωN ) the number of heads in the continuation ωn+1 . . . ωN and by τ (ωn+1 . . . ωN ) the number of tails in the ...
... Denote by χ(ωn+1 . . . ωN ) the number of heads in the continuation ωn+1 . . . ωN and by τ (ωn+1 . . . ωN ) the number of tails in the ...
Chapter 2 Probability
... probability density function (pdf) which will be discussed in Chapters 4 and ...
... probability density function (pdf) which will be discussed in Chapters 4 and ...
probability.lecture-continued-9-8-12
... “a driver is ticketed for a speeding violation and the driver had previously attended a defensive driving class.” The students are confident they can find the probabilities of “a driver being ticketed for speeding” and “a driver has attended a defensive driving class separately. ...
... “a driver is ticketed for a speeding violation and the driver had previously attended a defensive driving class.” The students are confident they can find the probabilities of “a driver being ticketed for speeding” and “a driver has attended a defensive driving class separately. ...
PPTX
... There are 6 choices for the first person, 5 for the second one, and 4 for the third one, so there are 654 = 120 ways to do this. This is not the correct result! For example, picking person C, then person A, and then person E leads to the same group as first picking E, then C, and then A. However, ...
... There are 6 choices for the first person, 5 for the second one, and 4 for the third one, so there are 654 = 120 ways to do this. This is not the correct result! For example, picking person C, then person A, and then person E leads to the same group as first picking E, then C, and then A. However, ...
Fractured Spaghetti and Other Probability Topics
... 100, the length of your spaghetti. [Our purpose here is to choose a random sample of two numbers, i.e. a sample chosen so that each sample of size two is equally likely to be picked.] Do this ten times, i.e. for ten acceptable pairs of numbers. Count the number of times you or your classmates were a ...
... 100, the length of your spaghetti. [Our purpose here is to choose a random sample of two numbers, i.e. a sample chosen so that each sample of size two is equally likely to be picked.] Do this ten times, i.e. for ten acceptable pairs of numbers. Count the number of times you or your classmates were a ...
Elementary - MILC - Fayette County Public Schools
... other about the representations they create to represent probabilities. *4. Model with mathematics. Students model real world populations using mathematical probability representations that are algebraic, tabular or graphic. 5. Use appropriate tools strategically. Students select and use technologic ...
... other about the representations they create to represent probabilities. *4. Model with mathematics. Students model real world populations using mathematical probability representations that are algebraic, tabular or graphic. 5. Use appropriate tools strategically. Students select and use technologic ...
Probability interpretations

The word probability has been used in a variety of ways since it was first applied to the mathematical study of games of chance. Does probability measure the real, physical tendency of something to occur or is it a measure of how strongly one believes it will occur, or does it draw on both these elements? In answering such questions, mathematicians interpret the probability values of probability theory.There are two broad categories of probability interpretations which can be called ""physical"" and ""evidential"" probabilities. Physical probabilities, which are also called objective or frequency probabilities, are associated with random physical systems such as roulette wheels, rolling dice and radioactive atoms. In such systems, a given type of event (such as the dice yielding a six) tends to occur at a persistent rate, or ""relative frequency"", in a long run of trials. Physical probabilities either explain, or are invoked to explain, these stable frequencies. Thus talking about physical probability makes sense only when dealing with well defined random experiments. The two main kinds of theory of physical probability are frequentist accounts (such as those of Venn, Reichenbach and von Mises) and propensity accounts (such as those of Popper, Miller, Giere and Fetzer).Evidential probability, also called Bayesian probability (or subjectivist probability), can be assigned to any statement whatsoever, even when no random process is involved, as a way to represent its subjective plausibility, or the degree to which the statement is supported by the available evidence. On most accounts, evidential probabilities are considered to be degrees of belief, defined in terms of dispositions to gamble at certain odds. The four main evidential interpretations are the classical (e.g. Laplace's) interpretation, the subjective interpretation (de Finetti and Savage), the epistemic or inductive interpretation (Ramsey, Cox) and the logical interpretation (Keynes and Carnap).Some interpretations of probability are associated with approaches to statistical inference, including theories of estimation and hypothesis testing. The physical interpretation, for example, is taken by followers of ""frequentist"" statistical methods, such as R. A. Fisher, Jerzy Neyman and Egon Pearson. Statisticians of the opposing Bayesian school typically accept the existence and importance of physical probabilities, but also consider the calculation of evidential probabilities to be both valid and necessary in statistics. This article, however, focuses on the interpretations of probability rather than theories of statistical inference.The terminology of this topic is rather confusing, in part because probabilities are studied within a variety of academic fields. The word ""frequentist"" is especially tricky. To philosophers it refers to a particular theory of physical probability, one that has more or less been abandoned. To scientists, on the other hand, ""frequentist probability"" is just another name for physical (or objective) probability. Those who promote Bayesian inference view ""frequentist statistics"" as an approach to statistical inference that recognises only physical probabilities. Also the word ""objective"", as applied to probability, sometimes means exactly what ""physical"" means here, but is also used of evidential probabilities that are fixed by rational constraints, such as logical and epistemic probabilities.It is unanimously agreed that statistics depends somehow on probability. But, as to what probability is and how it is connected with statistics, there has seldom been such complete disagreement and breakdown of communication since the Tower of Babel. Doubtless, much of the disagreement is merely terminological and would disappear under sufficiently sharp analysis.