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91Ó°ÊÓ

Describe a situation in which it is inappropriate to use the correlation to measure the association between two quantitative variables.

Short Answer

Expert verified
Correlation is inappropriate for non-linear relationships or skewed, outlier-prone data.

Step by step solution

01

Identify the Concept of Correlation

Correlation is a statistical measure that describes the strength and direction of a linear relationship between two quantitative variables. It is summarized by the correlation coefficient, often denoted as \( r \), which ranges from -1 to 1.
02

Recognize Limitations of Correlation

Correlation only measures linear relationships and is inappropriate for capturing or describing non-linear associations. If two variables have a non-linear relationship, using correlation to assess their association might lead to misleading conclusions as the strength of the relationship could be underestimated.
03

Consider Data Distribution and Assumptions

Correlation does not take into account the distribution of data. If the data contains outliers or is not normally distributed, the correlation coefficient could be misleading. Hence, in situations where the data is heavily skewed or contains significant outliers, correlation might not appropriately describe the relationship.
04

Example of Inappropriate Use

Suppose we have two quantitative variables: the amount of fertilizer used (in kg) and the yield of crops (in tons), and their relationship is known to be quadratic rather than linear. In this case, the correlation coefficient could indicate no relationship even if there is a strong non-linear association, making correlation an inappropriate measure.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Non-linear Relationships
When exploring relationships between two quantitative variables, we often encounter non-linear relationships. A non-linear relationship means that the change in one variable does not result in a proportional change in the other. Such relationships can take various forms, like quadratic or exponential.
For example, consider the amount of study time and student performance. While the performance may improve with additional study time, the rate of improvement could diminish as the study hours increase. This creates a curve rather than a straight line when plotted. Using correlation, which measures linear relationships, in such cases might suggest no relationship between study time and performance, even if clearly there is one.
It's important to recognize the shape of the data plot to accurately capture the nature of the relationship. Visualizing the data using scatterplots helps in understanding whether a relationship is linear or not. When dealing with non-linear data, correlation is not a meaningful statistic, and other methods, like regression analysis, should be considered instead.
Correlation Coefficient
The correlation coefficient, denoted as \( r \), is a key metric in statistics used to measure the strength and direction of a linear relationship between two variables.
Key Properties of the Correlation Coefficient:
  • Ranges between -1 and 1.
  • An \( r \) of 1 indicates a perfect positive linear relationship.
  • An \( r \) of -1 indicates a perfect negative linear relationship.
  • An \( r \) of 0 suggests no linear relationship.
These properties make \( r \) useful for summarizing the degree of association in linear terms. However, it can be misleading if applied to non-linear data.
Since \( r \) only assesses linearity, it can undervalue or overlook the strength of a relationship if the pattern is curved. This means that a high or low \( r \) value alone doesn’t tell the full story of the variables’ interaction. Always accompany it with graphical data exploration.
Limitations of Correlation
While correlation can be a valuable tool, it comes with limitations that must be acknowledged, especially so as to avoid misinterpretations in statistical analysis.
Limitations to Consider:
  • Only Measures Linearity: Correlation quantifies the strength and direction of linear relationships only. Non-linear associations can result in misleading \( r \) values.
  • Influence of Outliers: Outliers heavily impact \( r \), potentially leading to exaggerated or diminished correlation values.
  • No Causation Indication: A high \( r \) value doesn’t imply causation but merely a relationship.
  • Sensitivity to Data Distribution: Skewed data can affect \( r \), and transform such data before computing \( r \) might be necessary for accuracy.
Overall, recognizing these limitations is crucial in selecting the right statistical techniques and interpreting the correlation accurately. Sometimes, complementing correlation with other measures and visual tools is essential to get a complete picture of the data intricacies.

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Most popular questions from this chapter

Data of the Premier League Clubs' wage bills was obtained from www.tsmplug .com. For the response variable \(y=\) wage bill in millions of pounds in 2014 and the explanatory variable \(x=\) wage bill in millions of pounds in \(2013, \hat{y}=-1.537+1.056 x\). a. How much do you predict the value of a club's wage bill to be in 2014 if in 2013 the club had a wage bill of (i) \(£ 100\) million, (ii) \(£ 200\) million? b. Using the results in part a, explain how to interpret the slope. c. Is the correlation between these variables positive or negative? Why? d. A Premier League club had a wage bill of \(£ 100\) million in 2013 and \(£ 105\) million in 2014 . Find the residual and interpret it.

For the following pairs of variables, which more naturally is the response variable and which is the explanatory variable? a. Carat ( \(=\) weight ) and price of a diamond b. Dosage (low/medium/high) and severity of adverse event (mild/moderate/strong/serious) of a drug c. Top speed and construction type (wood or steel) of a roller coaster d. Type of college (private/public) and graduation rate

For students who take Statistics 101 at Lake Wobegon College in Minnesota, both the midterm and final exams have mean \(=75\) and standard deviation \(=10 .\) The professor explores using the midterm exam score to predict the final exam score. The regression equation relating \(y=\) final exam score to \(x=\) midterm exam score is \(\hat{y}=30+0.60 x\). a. Find the predicted final exam score for a student who has (i) midterm score \(=100,\) (ii) midterm score \(=50\). Note that in each case the predicted final exam score regresses toward the mean of \(75 .\) (This is a property of the regression equation that is the origin of its name, as Chapter 12 will explain.) b. Show that the correlation equals 0.60 and interpret it. (Hint: Use the relation between the slope and correlation.)

In a survey conducted in March 2013 by the National Consortium for the Study of Terrorism and Responses to Terrorism, 1515 adults were asked about the effectiveness of the government in preventing terrorism and whether they believe that it could eventually prevent all major terrorist attacks. \(37.06 \%\) of the 510 adults who consider the government to be very effective believed that it can eventually prevent all major attacks, while this proportion was \(28.36 \%\) among those who consider the government somewhat, not too, or not at all effective in preventing terrorism. The other people surveyed considered that terrorists will always find a way. a. Identify the response variable, the explanatory variable and their categories. b. Construct a contingency table that shows the counts for the different combinations of categories. c. Use a contingency table to display the percentages for the categories of the response variables, separately for each category of the explanatory variable. d. Are the percentages reported in part c conditional? Explain. e. Sketch a graph that compares the responses for each category of the explanatory variable. fo Compute the difference and the ratio of proportions. Interpret. g. Give an example of how the results would show that there is no evidence of association between these variables.

Most cars are fuel efficient when running at a steady speed of around 40 to \(50 \mathrm{mph}\). A scatterplot relating fuel consumption (measured in mpg) and steady driving speed (measured in mph) for a mid-sized car is shown below. The data are available in the Fuel file on the book's Web site. (Source: Berry, I. M. (2010). The Effects of Driving Style and Vehicle Performance on the Real-World Fuel Consumption of U.S. Light-Duty Vehicles. Masters thesis, Massachusetts Institute of Technology, Cambridge, MA.) a. The correlation equals \(0.106 .\) Comment on the use of the correlation coefficient as a measure for the association between fuel consumption and steady driving speed. b. Comment on the use of the regression equation as a tool for predicting fuel consumption from the velocity of the car. c. Over what subrange of steady driving speed might fitting a regression equation be appropriate? Why?

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