/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 18 The following table shows data o... [FREE SOLUTION] | 91Ó°ÊÓ

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The following table shows data on gender \((\operatorname{coded}\) as \(1=\) female \(, 2=\) male \()\) and preferred type of chocolate (coded as \(1=\) white, \(2=\) milk, \(3=\) dark ) for a sample of 10 students. The students' teacher enters the data into software and reports a correlation of 0.640 between gender and type of preferred chocolate. He concludes that there is a moderately strong positive correlation between someone's gender and chocolate preference. What's wrong with this analysis?

Short Answer

Expert verified
The correlation method used is inappropriate for categorical data.

Step by step solution

01

Understand the Data

Examine the provided data, which includes gender coded as 1 for female and 2 for male, and chocolate type preference coded as 1 for white, 2 for milk, and 3 for dark chocolate. The data are categorical and are numerically coded, but the codes do not represent continuous quantities.
02

Identify the Issue with Analysis

Recognize that the calculation of correlation assumes that both of the variables are continuous and normally distributed. However, in this dataset, the variables are categorical, and their coding is arbitrary and not ordinal, making the Pearson correlation coefficient inappropriate for measuring a relationship between them.
03

Correlation Misinterpretation

Understand that even though a correlation of 0.640 is reported, using a Pearson correlation for this dataset is inappropriate. The reported value does not provide meaningful insight into any potential relationship between gender and chocolate preference.
04

Appropriate Analysis Approach

Consider using other statistical methods that are more suitable for analyzing relationships between categorical data, such as a chi-squared test of independence, which can evaluate whether there is an association between the two categorical variables, gender and chocolate preference.

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Key Concepts

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

Pearson correlation
The Pearson correlation coefficient is a statistical measure that helps us understand the relationship between two continuous variables. It ranges from -1 to 1, where:
  • -1 indicates a perfect negative linear relationship.
  • 0 indicates no linear relationship.
  • 1 indicates a perfect positive linear relationship.
For proper use, both variables should be continuous and normally distributed. This measure is not suitable for categorical data. Categorical variables, like gender or preferences, do not fit the criteria for Pearson correlation as they don't have inherent numerical value or ordering. This is essential to recognize because while the Pearson correlation can find patterns in datasets, it requires the data to fit specific criteria for the results to be valid.
Imagine trying to measure how much a specific event relates to another, like the relationship between temperature and ice cream sales. Here, both temperature and sales are measurements, making them suitable for Pearson correlation. In contrast, finding patterns between gender and chocolate preference with Pearson is misleading because the coded numbers don’t have underlying quantitative nature.
Categorical variables
Categorical variables are types of data that represent characteristics or attributes. These attributes can be grouped into categories but do not have a specific order. Typical examples include:
  • Gender: typically categorized as male or female.
  • Colors: such as red, blue, or green.
  • Brand of a product: like Apple, Samsung, or Google.
For the problem at hand, gender and chocolate preference are both categorical variables, each coded with numbers purely for the purpose of data entry. These codes (e.g., 1 for female, 2 for male) should not be treated as numeric values representing a scale or quantity.
While working with categorical data, it is crucial to pick the right statistical methods that respect the nature of the data. Misusing methods intended for continuous data, like Pearson correlation, can lead to incorrect conclusions. Instead, explore using distinct statistical approaches that cater to the particularities of categorical data, ensuring that results accurately reflect possible associations between the categories.
Chi-squared test
The chi-squared test is a popular statistical method used for determining if there's a relationship between two categorical variables. This test works by comparing observed frequencies in contingency tables with the frequencies you'd expect if the variables were independent. It's an excellent tool for studying questions like: "Does gender have an impact on chocolate preference?"
The basic steps of conducting a chi-squared test include:
  • Setting up a contingency table that displays the frequency distribution between the categories.
  • Calculating the expected frequency for each category combination under the assumption of independence.
  • Computing the chi-squared statistic: \[ \chi^2 = \sum \frac{(O_i - E_i)^2}{E_i} \]where \( O_i \) is the observed frequency and \( E_i \) is the expected frequency.
  • References the chi-squared distribution to find the significance level of the test.
This method allows researchers to more accurately determine whether a statistically significant relationship exists between categorical variables, like gender and chocolate preference. Using the chi-squared test in scenarios involving categorical data avoids the misleading results that misuse of Pearson correlation could lead to, ensuring a more reliable analysis.

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Most popular questions from this chapter

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. f. 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.

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Midterm-final correlation 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.)

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