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Mean age at marriage A random sample of 50 records yields a \(95 \%\) confidence interval of 21.5 to 23.0 years for the mean age at first marriage of women in a certain county. Explain what is wrong with each of the following interpretations of this interval. a. If random samples of 50 records were repeatedly selected, then \(95 \%\) of the time the sample mean age at first marriage for women would be between 21.5 and 23.0 years. b. Ninety-five percent of the ages at first marriage for women in the county are between 21.5 and 23.0 years. c. We can be \(95 \%\) confident that \(\bar{x}\) is between 21.5 and 23.0 years. d. If we repeatedly sampled the entire population, then \(95 \%\) of the time the population mean would be between 21.5 and 23.5 years.

Short Answer

Expert verified
Each interpretation misunderstands the concept of a confidence interval, which estimates where the true population mean, not sample means or individual data, lies.

Step by step solution

01

Understanding Confidence Intervals

A confidence interval estimates a population parameter (e.g., the population mean) based on a sample statistic. The interval provides a range in which we expect the true population parameter to fall, given a certain confidence level. A 95% confidence interval means that if we were to take numerous samples and compute the interval for each, we expect 95% of those intervals to contain the true population mean.
02

Analyzing Statement (a)

Statement (a) incorrectly interprets the confidence interval as describing the variability of sample means. The interval of 21.5 to 23.0 years applies not to sample means but to estimates of the population mean age at marriage. Each sample generates its confidence interval, but this interpretation confuses the message of a confidence interval.
03

Analyzing Statement (b)

Statement (b) incorrectly applies the confidence interval to individual data points, saying 95% of individual ages at marriage fall within the interval. However, the confidence interval is about the mean age, not individual ages, which can vary widely around that mean.
04

Analyzing Statement (c)

Statement (c) misinterprets the purpose of the confidence interval. The interval is estimating where the true population mean (Cc{x}) is likely to be, not the sample mean (Cc{x}"). The sample mean is already calculated from the data.
05

Analyzing Statement (d)

Statement (d) is incorrect because it suggests repeated sampling of the entire population, which is illogical. The confidence interval indicates that if we took many samples and made intervals, 95% would contain the true population mean, but it does not describe sampling the whole population.

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Key Concepts

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

Population Mean
The population mean is a fundamental concept in statistics, representing the average value of a characteristic for an entire population. It is what researchers and statisticians aim to infer from a sample. For example, if we are studying the mean age at first marriage for women in a county, the population mean would be the actual average age of marriage for every woman in that county.
However, calculating the population mean directly can often be impractical due to the large size of most populations. Thus, statisticians use sample statistics to make estimates. It is important to distinguish the population mean from sample statistics because conclusions about the population are ultimately based on these sampled values.
Sample Statistic
Sample statistics are numerical values calculated from a subset of the population, known as a sample. These statistics serve as estimates for corresponding parameters of the entire population, such as the population mean we discussed earlier.
Sampling is essential because it allows us to make informed inferences about a population without the need to study every individual. A common sample statistic is the sample mean (̄x), which is used to approximate the population mean. We calculate it by summing all data points in the sample and dividing by the number of observations in that sample.
This measure is crucial because it is the basis for constructing confidence intervals and testing hypotheses, providing a bridge between the sample and the larger population.
Confidence Level
The confidence level is a measure of certainty regarding how well a sample statistic approximates the population parameter. It indicates the percentage of confidence intervals that, in the long run, are expected to contain the true population parameter. For instance, a 95% confidence level implies that if we were to draw 100 different samples and construct a confidence interval for each, about 95 of those intervals would capture the actual population mean.
It is important to understand that the confidence level reflects the reliability of the inference rather than the probability that any one interval contains the population parameter. Therefore, misunderstanding this can lead to incorrect interpretations, such as assuming it describes individual data points or variations within a sample.
Sampling Variability
Sampling variability refers to the natural differences that arise in sample statistics when different samples are drawn from the same population. Even with consistent sampling methods, each sample can yield slightly different results. This variance is due to the fact that samples may not perfectly represent the entire population.
However, this variability is expected and accounted for in statistical analysis. It is one reason confidence intervals are so beneficial; they provide a range of plausible values for the population parameter rather than a single number.
  • The greater the variability in the sample data, the wider the confidence interval tends to be.
  • Decreasing sampling variability can be achieved by increasing the sample size or employing stratified sampling methods.
Understanding sampling variability helps in interpreting the results of statistical analyses and ensures more accurate conclusions about the population.

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Most popular questions from this chapter

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