Mary Richardson
John Gabrosek
Diann Reischman
Phyllis Curtiss
Grand Valley State University
Journal of Statistics Education Volume 12, Number 3 (2004), ww2.amstat.org/publications/jse/v12n3/richardson.html
Copyright © 2004 by Mary Richardson, John Gabrosek, Diann Reischman, and Phyllis Curtiss, all rights reserved. This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of the editor.
Key Words:Influential observation; Outlier; Regression assumptions; Regression diagnostics; Simple linear regression.
We typically use this activity to illustrate and reinforce simple linear regression concepts that have been previously discussed in class lectures. In addition, we use this activity to introduce students to the use of a statistical software package for performing simple linear regression analysis.
The main activity consists of two stand-alone parts. The instructor may choose to use both parts or only one part of the main activity. Beyond the main activity, we have included two extensions. The first extension has students check the assumptions for simple linear regression. The second extension has students perform outlier analysis. We have designed the main activity and the two extensions so that they may be used as stand-alone activities or in sequence. Use of a computer software package or statistical calculator is required for Part I and Part II of the activity. Use of a computer software package is required for the extensions.
Letter | Class Total | Class Relative Frequency |
Letter | Class Total | Class Relative Frequency |
---|---|---|---|---|---|
A | 631 | 8.41 | O | 546 | 7.28 |
B | 100 | 1.33 | P | 170 | 2.27 |
C | 240 | 3.20 | Q | 8 | 0.11 |
D | 285 | 3.80 | R | 457 | 6.09 |
E | 912 | 12.16 | S | 526 | 7.01 |
F | 148 | 1.97 | T | 685 | 9.13 |
G | 163 | 2.17 | U | 216 | 2.88 |
H | 344 | 4.59 | V | 70 | 0.93 |
I | 553 | 7.37 | W | 151 | 2.01 |
J | 19 | 0.25 | X | 20 | 0.27 |
K | 63 | 0.84 | Y | 153 | 2.04 |
L | 317 | 4.23 | Z | 10 | 0.13 |
M | 179 | 2.39 | Total | 7500 | 100 |
N | 534 | 7.12 |
Rather than have students collect articles and tally data on letter relative frequencies, the instructor could provide an empirical distribution for letter relative frequencies (Sinkov 1980; Malkevitch and Froelich 1993). Another possibility would be to have students make use of an online resource containing written text, such as Project Gutenberg at www.promo.net/pg/, and use an online letter counter to obtain letter relative frequencies. One such letter counter can be found at ww2.amstat.org/publications/jse/secure/v7n2/count-char.cfm
Morse Code originated on telegraph lines and the original users did not listen to tones but instead to clicking sounds created by sounders. They used the American Morse Code as opposed to today’s International Morse Code. The Morse Code unit is a measure of the length of time required to transmit a signal. A dit, represented in our text by a dot (·), has a value of one Morse Code unit. A dah, represented in our text by a dash (-), has a value of three Morse Code units. The space between two components in a sequence of dits and dahs has a value of one Morse Code unit. For example, the Morse Code for the letter “A” is (· -). This equates to 5 Morse Code units: 1 for the dit, 1 for the space, and 3 for the dah.
Both the American Morse Code and International Morse Code use the same principle: the most common letters have the shortest codes. In order to determine the incidence of each letter Morse went to his local newspaper. There he found compositors making up pages by hand from individual letters. Morse simply counted the number of pieces of type for each letter, thinking that this must be related to the number needed. Thus “E” has the shortest code, ‘dit’, whereas “Z” is ‘dah-dah-dit-dit’ and “Q” is ‘dah-dah-dit-dah’. It is interesting to note that the symbol for “V”, ‘dit-dit-dit-dah’, is also the opening phrase of Beethoven’s Fifth (V’th) Symphony. Morse was 20 years younger than Beethoven - was he a fan of the composer? (Reference: www.rod.beavon.clara.net/morse.htm.)
After we explain the background of the origin and development of Morse Code, we ask students to think about what relationship there may be between how often letters of the English alphabet appear in printed media, and the corresponding Morse Code units for the letters.
Worksheet 1 contains a series of questions that students must answer. Students are asked to state whether they think that the association between a letter’s Morse Code units and the letter’s relative frequency in English text is positive or negative. Then, they construct a scatterplot (Figure 1) with the Morse Code units on the vertical (y) axis and the letter relative frequency on the horizontal (x) axis. Students see that there is a negative, linear association between letter relative frequency and Morse Code units. The exercise of guessing the direction of a relationship between two quantitative variables is a useful skill for students. It helps them to connect what they see in the scatterplot with the logical relationship between a letter’s relative frequency in English text and its Morse Code units.
The letter “O”, which has atypically high Morse Code units for its relative frequency, is identified as a bivariate outlier. American Morse Code was widely used in land-line communications in which the signals were carried across land by lines (wires) supported by telegraph poles. American Morse Code was well suited for land-line communication but could not easily be used for radio telegraphic communication due to embedded spaces, which were actually an integral part of several letters. In particular, the letter “O” was ‘dah-space-dah’ in the American Morse Code. The International Morse Code eliminated all of the embedded spaces and long dashes within letters that were found in many of the letters in the American Morse Code, and the letter “O” became ‘dah-dah-dah’. (Reference: chss.montclair.edu/~pererat/telegraph.html.)
Next, students find the linear correlation r. The correlation, without using the letters “G” and “H”, is r = -0.82. Students discover that even for a value of r rather close to -1, there is noticeable spread of the data about a linear pattern.
Next, students sketch a “fit-by-eye” line to the scatterplot. Often the fit is very poor. Students tend to fit the line to the extremes or to outliers rather than to the majority of the points. Different students will have different “fit-by-eye” lines for the same data. Students are led to the need for an objective criterion for finding a “best” line.
Students find the least-squares regression line as the “best” line. The correct equation for the line is . Since the data used to fit the regression line do not include “G” or “H”, students use the equation to predict the Morse Code units for these two letters. Given the true Morse Code units for “G” and “H”, students calculate the residuals. The predicted Morse Code units for “G” and “H” are 9.62 and 7.66, respectively. The actual Morse Code units for “G” and “H” are 9 (- - ·) and 7 (· · · ·), respectively.
By comparing the regression predictions for “G” and “H” to the value of = 8.25 students see that the information contained in an explanatory variable may give insight into the value of the response variable.
Who invented Scrabble? During the Great Depression, an out-of-work architect named Alfred Mosher Butts decided to invent a board game. He did some market research and concluded that games fall into three categories: number games, such as dice and bingo; move games, such as chess and checkers; and word games, such as anagrams. Butts wanted to create a game that combined the vocabulary skills of crossword puzzles and anagrams, with the additional element of chance.
How did he do it? Butts studied the front page of The New York Times to calculate how often each of the 26 letters of the English language was used. He discovered that vowels appear far more often than consonants, with “E” being the most frequently used vowel. After figuring out frequency of use, Butts assigned different point values to each letter and decided how many of each letter would be included in the game. The letter “S” posed a problem. While it is frequently used, Butts decided to include only four “S” tiles in the game, hoping to limit the use of plurals. After all, he didn’t want the game to be too easy!
The boards for the first versions of the game were hand drawn with architectural drafting equipment, reproduced by blueprinting and pasted on folding checkerboards. The tiles were similarly hand-lettered, then glued to quarter-inch balsa and cut to match the squares on the board.
Butts’ first attempts to sell his game to established game manufacturers were failures. He and his partner, entrepreneur James Brunot, refined the rules and design of the game, and named it Scrabble. The name, which means “to grope frantically,” was trademarked in 1948. As so often happens in the game business, Scrabble plugged along, gaining slow but steady popularity among a comparative handful of consumers. Then in the early 1950s, as legend has it, the president of Macy’s discovered the game while on vacation, and ordered some for his store. Within a year, everyone “had to have one,” and Scrabble sets were being rationed to stores around the country.
After we explain the background of the origin and development of the board game Scrabble, we ask students to think about what relationship there may be between how often letters of the English alphabet appear in printed media, and the corresponding percentage of Scrabble tiles allotted to the letters.
Next, students find the linear correlation r. The correlation, without using the letters “L” and “W”, is r = 0.92. Then, students sketch a “fit-by-eye” line to the scatterplot. Different students will have different “fit-by-eye” lines to the same data. Students are led to the need for an objective criterion for finding a “best” line.
Students use least-squares regression to find the “best” line. The correct equation for the line is . The data used to fit the regression line does not include “L” or “W”, so students can use the equation to predict the Scrabble tile relative frequency for these two letters. Given the true Scrabble tile relative frequencies for “L” and “W”, students calculate the residuals. The predicted Scrabble tile relative frequencies for “L” and “W” are 4.18 and 2.27, respectively. The actual Scrabble tile relative frequencies for “L” and “W” are 4.08 and 2.04, respectively. Students see that the regression equation is very good at predicting the frequency of Scrabble tiles.
Note to the Instructor: (Information taken from: www.askoxford.com/asktheexperts/faq/aboutwords/frequency?view=uk.) To determine the frequency of the letters of the alphabet in English, both Morse and Butts essentially counted the number of occurrences of each letter in English text. However, English text is dominated by a relatively small number of common words such as “the”, “of”, “and”, “a”, “to”, and so on. An analysis of the letters occurring in the words listed in the main entries of the Concise Oxford Dictionary (9th edition, 1995) produced the values shown in Table 2 (table entries have been rounded):
E | 11.2% | 56.9 | M | 3.0% | 15.4 |
A | 8.5% | 43.3 | H | 3.0% | 15.3 |
R | 7.6% | 38.6 | G | 2.5% | 12.6 |
I | 7.5% | 38.4 | B | 2.1% | 10.6 |
O | 7.2% | 36.5 | F | 1.8% | 9.2 |
T | 7.0% | 35.4 | Y | 1.8% | 9.1 |
N | 6.7% | 33.9 | W | 1.3% | 6.6 |
S | 5.7% | 29.2 | K | 1.1% | 5.6 |
L | 5.5% | 28.0 | V | 1.0% | 5.1 |
C | 4.5% | 23.1 | X | 0.3% | 1.5 |
U | 3.6% | 18.5 | Z | 0.3% | 1.4 |
D | 3.4% | 17.2 | J | 0.2% | 1.0 |
P | 3.2% | 16.1 | Q | 0.2% | (1) |
The third column gives the ratio of a letter’s frequency to that of the letter “Q.” The letter “E” is over 56 times more common than “Q” in forming individual English words.
In the context of Scrabble, for example, given that the game requires players to form words, it might seem logical to make the Scrabble tile letter ratios nearer to those occurring in different words rather than the actual frequency of each letter in English text. If, for example, “Q” occurs 1/57 as often in English words than “E” does, then maybe “Q” should be nearer to 1/57 as frequent as “E” in the Scrabble tiles. However, this is not what Butts did when developing the game. Therefore, we have students find the relative frequencies of letters in English text rather than relative frequencies of letters in a listing of English words.
Note to the Instructor: Students might also be asked to explore the relationship between a letter’s relative frequency in English text and the Scrabble tile point value for that letter. Figure 3 shows a scatterplot with the Scrabble tile point value on the vertical axis and the letter’s relative frequency on the horizontal axis. There is a curved association between a letter’s relative frequency and its Scrabble tile points.
Figure 3. Scatterplot of Scrabble Tile Point Value versus Relative Frequency of Letter
Our goal in using this extension is to introduce a general discussion of residual analysis and to have students use statistical software to perform a residual analysis.
Each student needs a copy of Worksheet 2 (Appendix C). This worksheet is a continuation of Worksheet 1, Part II. In Section 4, we described an exploration of the relationship between a letter’s relative frequency in English text and the letter’s Scrabble tile relative frequency. Students were asked to construct a scatterplot, describe the association, and find the least-squares regression line. In this extension, we include a basic residual analysis to check the simple linear regression assumptions. We base our residual analysis on the data shown in Table 1. The letters “L” and “W” are again omitted, as on Worksheet 1, Part II.
We begin by giving students a brief introduction to residual analysis. Using the least-squares regression line found in Part II of Worksheet 1, students compute the predicted values and residuals for the Scrabble tile relative frequencies of the 24 letters that were used to obtain the regression line. Students plot the residuals (vertical axis) against the predicted values (horizontal axis) and interpret the plot. In particular, we ask students to discuss what the plot may indicate about the appropriateness of the simple linear regression model. Is there an apparent pattern on the plot? Or, does the plot show an unstructured horizontal band of points centered at zero? Figure 4 shows the residual plot.
Figure 4. Residual Plot for Scrabble Model
An examination of the residual plot reveals an increasing trend or a “cone” shape of the residual variability, which implies that the constant error variance assumption may be violated. We discuss with students that one way to stabilize the variance of the random errors may be to refit the model using a transformation on the independent or dependent variable or both variables. We then introduce and discuss a square root transformation, with the transformed model given by: . We ask students to transform the value of the dependent variable (Scrabble tile relative frequency), fit the transformed model to the data, and construct a new residual plot. Figure 5 shows the residual plot for the transformed model. For a detailed discussion on data transformations see Mendenhall and Sincich (1996) or Neter, Kutner, Nachtsheim, and Wasserman (1996).
Figure 5. Residual Plot for Transformed Scrabble Model
When interpreting the plot of the transformed-model residuals, students will notice that the square root transformation resulted in dampening the increasing residual trend and that the new residual plot more closely resembles the ideal of an unstructured horizontal band of points centered at zero.
Students check for nonnormal errors by constructing a Q-Q plot of the transformed residuals and examining the plot to see if a linear pattern is displayed. Figure 6 shows the Q-Q plot of the transformed residuals.
Figure 6. Q-Q Plot of Residuals for Transformed Scrabble Model
The points on the Q-Q plot do not reveal a substantial deviation from a linear pattern, indicating that there is no reason to assume that the error distribution is not a normal distribution.
Because this may be the first exposure many students have had to transformations, we ask students to use the transformed least-squares regression line to predict the relative frequency of Scrabble tiles for the letters “L” and “W”. The equation of the transformed least-squares regression line is given by predicted. We explain to students that we are now predicting the square root of the relative frequency of Scrabble tiles, and that in order to predict the relative frequency of Scrabble tiles, we must square the predicted value that we obtain. The data used to fit the transformed regression line does not include “L” or “W”, so students can predict the Scrabble tile relative frequency for these two letters. Given the true Scrabble tile relative frequencies for “L” and “W”, students calculate the residuals. The predicted Scrabble tile relative frequencies for “L” and “W” are 3.68 and 2.11, respectively. The actual Scrabble tile relative frequencies for “L” and “W” are 4.08 and 2.04, respectively. Students see that the transformed regression equation is very good at predicting the frequency of Scrabble tiles.
In the second extension, which follows in Section 6, we give an in-depth discussion of regression diagnostics and the determination of influential points.
We use the two-dimensional case as a bridge to multiple linear regression where the use of regression diagnostics and the analysis of influential points is important to a full understanding of the model. Students benefit from first encountering these ideas in the familiar case of simple linear regression.
We begin by having students show that the regression line passes through the point for the regression of y = Morse Code units on x = letter relative frequency and that, in general, the regression line passes through . Students see that the regression line tilts about the point and that a slope of 0 corresponds to the line = where the value of the x variable provides no useful information about the value of the y variable.
Next, students are asked to find the sum of squares for error (SSE = 84.30) and the root mean square error . Students choose a point to remove from the data set that would decrease the root mean square error. The root mean square error is calculated after that point has been removed, and its value is compared to the original value. Students should choose a letter that falls far from the regression line, for instance the bivariate outlier “O”. Students see that outliers increase s.
The coefficient of determination, r^{2}, is examined. Students are asked to find and interpret the value of the coefficient of determination for the application. Next, students are asked to remove a letter that would increase the value of r^{2}. The value of r^{2} is calculated with the point removed and its value is compared to the overall r^{2}. Again letter “O” would be a logical choice.
The rest of the questions focus on diagnostic measurements in regression analysis. The letter “O” is an outlier in the data set, and the letter “E” follows the general pattern of the data although it has an atypically high relative frequency of occurrence in English text. These two letters are used as examples to compare diagnostic values for these two types of observations. For a detailed discussion of regression diagnostics, see Neter, Kutner, Nachtsheim, and Wasserman (1996).
Students are asked to find and interpret the studentized residuals for the letters “O” and “E” (r_{O}=2.93 and r_{E}=-0.35). Letter “O” has a large positive studentized residual suggesting that it may be a positive outlier. This is consistent with the scatterplot that students constructed earlier.
The studentized residual for a point includes all points that were used in the calculation of the regression equation. If the point is an outlier then the root mean square error will be biased upwards and the studentized residual for that point will be pulled toward 0. The externally studentized residual (R-student) is calculated for a given point without including the point in the calculation of the regression equation. Students are asked to find and interpret R-student for letters “O” and “E” (t_{O}=3.67 and t_{E}=-0.34).
We use DFFITS, DFBETAS, and Cook’s D to ascertain a point’s actual influence on predicted values and the regression equation. Students are asked to find and interpret these statistics for the letters “O” and “E”.
The standardized DFFITS for letters “O” and “E” are 1.12 and –0.23, respectively. Thus, the estimated number of standard errors for the fitted value for letter “O” would increase by more than 1 standard error if “O” were excluded from the regression. Students see that letter “O” has a large influence on its fitted value.
The standardized DFBETAS measure the influence that a point has on the y-intercept and the slope, separately. For letter “O”, the standardized DFBETAS are DFBETAS_{y-int} = -0.11 and DFBETAS_{slope} = 0.81. For letter “E”, the standardized DFBETAS are DFBETAS_{y-int} = 0.11 and DFBETAS_{slope} = -0.21. Thus, letter “O” has a large influence on the slope but not the y-intercept, while letter “E” does not have undue influence on either of the regression coefficients. Students are now able to see exactly where the effect of the outlying point is felt in the regression equation.
Cook’s D is a measure of the overall influence that a point has on the regression equation. For letters “O” and “E”, Cook’s D is 0.40 and 0.03, respectively. The Cook’s D value for the letter “O” is large when compared to the other Cook’s D values in the data set (next largest is .085 for the letter “Y”). Thus, letter “O” is having a very large influence on the regression equation.
After students have completed the questions in this extension, we give a summary discussion of the regression diagnostics calculated for the letters “O” and “E”. In addition, we discuss whether or not the letter “O” should be removed from the regression equation. We note that if the goal is to use the regression equation for prediction (say of the Morse Code units for letters “G” and “H”), then it might be better to exclude letter “O” when finding the regression equation.
The activity is received very well by students. Most students are familiar with the Scrabble board game and have some understanding of Morse Code. We begin the activity with a discussion of the development of Morse Code and a reminder of how the Scrabble game is played. In addition, we discuss how Alfred Butts came up with the letter tile distribution for Scrabble. These discussions create an interest on the part of the students. Students are further interested when we explain that we are going to collect data in order to come up with our own letter usage distribution. And, they enjoy examining the relationship between the class distribution and the distributions developed by Morse and Butts. Constructing scatterplots allows students to visualize how strongly the class distribution correlates to the distributions developed by Morse and Butts. Calculating least-squares regression lines and using them to make predictions shows students the usefulness of least-squares regression for predicting the value of a response variable.
Another very strong point of the activity is that it does not require the use of a substantial amount of in-class time. In addition, no extra materials are required to use this activity.
Data Collection Table
Letter | Individual Tally | Individual Frequency |
Letter | Individual Tally | Individual Frequency |
---|---|---|---|---|---|
A | O | ||||
B | P | ||||
C | Q | ||||
D | R | ||||
E | S | ||||
F | T | ||||
G | U | ||||
H | V | ||||
I | W | ||||
J | X | ||||
K | Y | ||||
L | Z | ||||
M | Total | ||||
N |
Instructions: The Morse Code unit is a measure of the length of time required to transmit a signal. The duration of a dit (·) is one unit and the duration of a dah (-) is three units. The space between the components of the sequence of dits and dahs for a letter is one unit. For example, the Morse Code for the letter “A” is (· -). This equates to 5 Morse Code units: 1 for the dit, 1 for the space between the dit and the dah, and three for the dah. The table below gives the class distribution of the letters of the alphabet in English text and the Morse Code for each letter except for “G” and “H”. Begin by finding the Morse Code units for each letter.
Letter | Estimated Relative Frequency in English Text | International Morse Code | Morse Code Units | Letter | Estimated Relative Frequency in English Text | International Morse Code | Morse Code Units |
---|---|---|---|---|---|---|---|
A | 8.41 | · - | N | 7.12 | - · | ||
B | 1.32 | - · · · | O | 7.28 | - - - | ||
C | 3.20 | - · - · | P | 2.27 | · - - · | ||
D | 3.80 | - · · | Q | 0.11 | - - · - | ||
E | 12.16 | · | R | 6.09 | · - · | ||
F | 1.97 | · · - · | S | 7.01 | · · · | ||
G | 2.17 | ? | T | 9.13 | - | ||
H | 4.59 | ? | U | 2.88 | · · - | ||
I | 7.37 | · · | V | 0.93 | · · · - | ||
J | 0.25 | · - - - | W | 2.01 | · - - | ||
K | 0.84 | - · - | X | 0.27 | - · · - | ||
L | 4.23 | · - · · | Y | 2.04 | - · - - | ||
M | 2.39 | - - | Z | 0.13 | - - · · |
Questions:
Letter | Estimated Relative Frequency in English Text | Morse Code Units | Predicted Morse Code Units | Residual |
---|---|---|---|---|
G | 2.17 | 9 (- - ·) | ||
H | 4.59 | 7 (· · · ·) |
Instructions:
The table below gives the class distribution of the letters of the alphabet in English text and the relative frequency of Scrabble tiles containing the letter (except for “L” and “W”). Using this information, we wish to examine the relationship between a letter’s relative frequency in English text and the relative frequency of Scrabble tiles for the letter.
Letter | Estimated Relative Frequency in English Text | Relative Frequency of Scrabble Tiles | Letter | Estimated Relative Frequency in English Text | Relative Frequency of Scrabble Tiles |
---|---|---|---|---|---|
A | 8.41 | 9.18 | N | 7.12 | 6.12 |
B | 1.32 | 2.04 | O | 7.28 | 8.16 |
C | 3.20 | 2.04 | P | 2.27 | 2.04 |
D | 3.80 | 4.08 | Q | 0.11 | 1.02 |
E | 12.16 | 12.24 | R | 6.09 | 6.12 |
F | 1.97 | 2.04 | S | 7.01 | 4.08 |
G | 2.17 | 3.06 | T | 9.13 | 6.12 |
H | 4.59 | 2.04 | U | 2.88 | 4.08 |
I | 7.37 | 9.18 | V | 0.93 | 2.04 |
J | 0.25 | 1.02 | W | 2.01 | ? |
K | 0.84 | 1.02 | X | 0.27 | 1.02 |
L | 4.23 | ? | Y | 2.04 | 2.04 |
M | 2.39 | 2.04 | Z | 0.13 | 1.02 |
Questions:
Letter | Estimated Relative Frequency in English Text | Relative Frequency of Scrabble Tiles | Predicted Relative Frequency of Scrabble Tiles | Residual |
---|---|---|---|---|
L | 4.23 | 4.08 | ||
W | 2.01 | 2.04 |
For this Worksheet, the use of a computer software package such as SPSS or Minitab is required to carry out the calculations and obtain the graphs. All of the calculations on this Worksheet are done without the letters “L” and “W”.
Recall that the straight-line probabilistic model is given by: .
In a simple linear regression analysis, we must make four basic assumptions about the general form of the probability distribution of the random error .
Because the assumptions concern the random error component, , of the model, the first step is to estimate the random error associated with each x value. This estimated error is called the regression residual and is denoted by . A residual, , is defined as the difference between an observed y value and its corresponding predicted value: . The residual can be calculated and used to estimate the random error and to check the regression assumptions. Such checks are generally referred to as residual analyses. The residuals should look like they are a random sample from a normal population with a mean of 0 and a constant variance.
Goal: We want to determine if a simple linear regression model is an appropriate model for describing the relationship between Scrabble Tile Relative Frequency and Relative Frequency of a Letter in English Text.
Using the least-squares regression line found in Part II of Worksheet 1, compute the predicted values and residuals for the Scrabble tile relative frequencies of the 24 letters that were used to obtain the regression line (that is, all letters except for “L” and “W”). Plot the residuals (y-axis) against the predicted values (x-axis). Interpret the plot and discuss what the plot may indicate about the appropriateness of the simple linear regression model. (Is there an apparent pattern in the plot, or does the plot show an unstructured horizontal band of points centered at zero?)
Letter | Estimated Relative Frequency in English Text | Relative Frequency of Scrabble Tiles | Predicted Relative Frequency of Scrabble Tiles | Residual |
---|---|---|---|---|
L | 4.23 | 4.08 | ||
W | 2.01 | 2.04 |
The use of a computer software package such as SPSS or Minitab is necessary to carry out many of the calculations in this Worksheet. All of the calculations in this Worksheet are done without the letters “G” and “H”.
You may be able to obtain an intuitive feeling for s by remembering that the least-squares line estimates the mean value of y for a given value of x. Because s measures the spread of the distribution of the y values about the least-squares line, we expect that at least 75% (according to Chebyshev’s Theorem) of the observed y values will lie within 2s of their respective least squares predicted values .
Malkevitch, J. and Froelich, G. (1993), “Loads of Codes,” in HistoMAP, Module 22.
Mendenhall, W., and Sincich, T. (1996), A Second Course In Statistics: Regression Analysis (5^{th} ed.), New Jersey: Prentice Hall.
Neter, J., Kutner, M., Nachtsheim, C., and Wasserman, W. (1996), Applied Linear Statistical Models (4^{th} ed.), IRWIN: Chicago.
Sinkov, A. (1980), Elementary Cryptanalysis: A Mathematical Approach in the New Mathematical Library, Number 22, Mathematical Association of America.
Mary Richardson
Department of Statistics
Grand Valley State University
1 Campus Drive
Allendale, MI 49401
U.S.A.
richamar@gvsu.edu
John Gabrosek
Department of Statistics
Grand Valley State University
1 Campus Drive
Allendale, MI 49401
U.S.A.
gabrosej@gvsu.edu
Diann Reischman
Department of Statistics
Grand Valley State University
1 Campus Drive
Allendale, MI 49401
U.S.A.
reischmd@gvsu.edu
Phyllis Curtiss
Department of Statistics
Grand Valley State University
1 Campus Drive
Allendale, MI 49401
U.S.A.
curtissp@gvsu.edu
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