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Using the definition of a p-value, explain why the area in the tail of a randomization distribution is used to compute a p-value.

Short Answer

Expert verified
The p-value is the probability of obtaining the observed data, or data more extreme, if the null hypothesis is true. This relates to the area under the tail of a randomization distribution because it represents the proportion of simulated experiments (under the null hypothesis) that produce a statistic as extreme, or more extreme, than the one actually observed. The tail(s) contains 'extreme' or 'least likely' values, so a small tail area (a small p-value) indicates that the observed data are unlikely under the null hypothesis, leading to its rejection.

Step by step solution

01

Define the P-value

The p-value is a statistic that researchers use to gauge the statistical significance of their results. It represents the probability of obtaining the observed data, or data more extreme, given that the null hypothesis is true. The null hypothesis typically states that no effect or relationship exists.
02

Understand the concept of randomization distribution

A randomization distribution is the distribution of a statistic, like the mean or difference in means, calculated from many hypothetical replications of an experiment under the null hypothesis. Each replication is generated not by physical repetition of the experiment, but by using a randomization procedure, like permuting the labels of the experimental units.
03

Connect the P-Value with Randomization Distribution

The p-value corresponds to the area in the tail(s) of a randomization distribution because it represents the proportion of times the observed statistic, or a value more extreme, is obtained when simulating data under the null hypothesis. The tail(s) contain the values that are deemed 'most extreme' or 'least likely', given that the null hypothesis is true. If this area is small (usually a p-value less than 0.05 is considered significant), it suggests that the observed data are unlikely under the null hypothesis, so the null hypothesis is rejected.

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Key Concepts

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

Statistical Significance
Understanding statistical significance is pivotal for students diving into the world of hypothesis testing. It's a way of determining whether the results of a study or experiment can be attributed to something other than random chance.

At its heart, statistical significance addresses the question of whether the data we observe is typical of what we'd expect under certain assumptions – typically those encapsulated by the null hypothesis. A finding is deemed statistically significant if the observed pattern is unlikely to have occurred by chance alone, based on a pre-determined threshold known as the significance level (commonly set at 0.05).

For example, if we're testing a new drug's effectiveness, statistical significance would imply that any observed benefit is likely due not to chance, but rather to the impact of the drug. The p-value, which we'll talk about further along, is a critical tool in this determination, providing a measure of the strength of evidence against the null hypothesis.
Randomization Distribution
The concept of randomization distribution is a cornerstone in understanding how p-values are computed. This distribution represents the range of possible outcomes we might expect to see from an experiment or study if the null hypothesis were true – that is, if there were no actual effect or difference.

Creating a randomization distribution involves simulating numerous possible outcomes of an experiment by randomly shuffling or assigning the treatments or interventions. This process acknowledges all possible ways the data could have occurred due to the random nature of the experimental design. By observing where the actual experimental result falls within this distribution, we can interpret the unusualness of the result.

The tails of the randomization distribution are the focus because they hold the most extreme outcomes, giving us insight into the probability of observing a result as or more extreme than our actual data under the null hypothesis.
Null Hypothesis
The null hypothesis is a default statement that there is no effect or no difference – essentially, that nothing interesting or new is happening. In statistical testing, it serves as a skeptical perspective, assuming that any observed patterns are merely the result of random variation.

It can be depicted as a hypothesis of no change or no effect, such as asserting that a new drug has no effect on a disease compared to a placebo. The goal of many experiments is to provide evidence that this null hypothesis is incorrect, thus swinging support towards an alternative hypothesis that suggests a real effect or difference does exist.

The p-value helps us decide whether to reject the null hypothesis by quantifying how extreme the observed data are, assuming the null hypothesis is true. Rejecting the null hypothesis is suggestive of statistical significance – a sign that our findings are indeed out of the ordinary.
Probability
Probability is the language of uncertainty and the currency of statistics; it's a measure of how likely an event is to occur. Ranging from 0 to 1, a probability near 0 implies an event is highly unlikely, while a probability near 1 suggests it is almost certain.

In the context of a p-value, probability quantifies the chance that the observed outcome could occur if the null hypothesis were true. Lower probabilities in this setting indicate that what we've observed is unusual under the null hypothesis, possibly hinting that there's something more at play than just random chance.

P-values themselves are probabilities and are often misunderstood. They are not the probability of the null hypothesis being true or false but the probability of observing data as extreme as what we have, under the assumption that the null hypothesis is true.

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Most popular questions from this chapter

Give null and alternative hypotheses for a population proportion, as well as sample results. Use StatKey or other technology to generate a randomization distribution and calculate a p-value. StatKey tip: Use "Test for a Single Proportion" and then "Edit Data" to enter the sample information. Hypotheses: \(H_{0}: p=0.5\) vs \(H_{a}: p<0.5\) Sample data: \(\hat{p}=38 / 100=0.38\) with \(n=100\)

Female primates visibly display their fertile window, often with red or pink coloration. Do humans also do this? A study \(^{18}\) looked at whether human females are more likely to wear red or pink during their fertile window (days \(6-14\) of their cycle \()\). They collected data on 24 female undergraduates at the University of British Columbia, and asked each how many days it had been since her last period, and observed the color of her shirt. Of the 10 females in their fertile window, 4 were wearing red or pink shirts. Of the 14 females not in their fertile window, only 1 was wearing a red or pink shirt. (a) State the null and alternative hypotheses. (b) Calculate the relevant sample statistic, \(\hat{p}_{f}-\hat{p}_{n f}\), for the difference in proportion wearing a pink or red shirt between the fertile and not fertile groups. (c) For the 1000 statistics obtained from the simulated randomization samples, only 6 different values of the statistic \(\hat{p}_{f}-\hat{p}_{n f}\) are possible. Table 4.7 shows the number of times each difference occurred among the 1000 randomizations. Calculate the p-value.

Exercise 4.19 on page 269 describes a study investigating the effects of exercise on cognitive function. \({ }^{31}\) Separate groups of mice were exposed to running wheels for \(0,2,4,7,\) or 10 days. Cognitive function was measured by \(Y\) maze performance. The study was testing whether exercise improves brain function, whether exercise reduces levels of BMP (a protein which makes the brain slower and less nimble), and whether exercise increases the levels of noggin (which improves the brain's ability). For each of the results quoted in parts (a), (b), and (c), interpret the information about the p-value in terms of evidence for the effect. (a) "Exercise improved Y-maze performance in most mice by the 7 th day of exposure, with further increases after 10 days for all mice tested \((p<.01)\) (b) "After only two days of running, BMP ... was reduced \(\ldots\) and it remained decreased for all subsequent time-points \((p<.01)\)." (c) "Levels of noggin ... did not change until 4 days, but had increased 1.5 -fold by \(7-10\) days of exercise \((p<.001)\)." (d) Which of the tests appears to show the strongest statistical effect? (e) What (if anything) can we conclude about the effects of exercise on mice?

4.150 Approval from the FDA for Antidepressants The FDA (US Food and Drug Administration) is responsible for approving all new drugs sold in the US. In order to approve a new drug for use as an antidepressant, the FDA requires two results from randomized double-blind experiments showing the drug is more effective than a placebo at a \(5 \%\) level. The FDA does not put a limit on the number of times a drug company can try such experiments. Explain, using the problem of multiple tests, why the FDA might want to rethink its guidelines. 4.151 Does Massage Really Help Reduce Inflammation in Muscles? In Exercise 4.112 on page \(301,\) we learn that massage helps reduce levels of the inflammatory cytokine interleukin-6 in muscles when muscle tissue is tested 2.5 hours after massage. The results were significant at the \(5 \%\) level. However, the authors of the study actually performed 42 different tests: They tested for significance with 21 different compounds in muscles and at two different times (right after the massage and 2.5 hours after). (a) Given this new information, should we have less confidence in the one result described in the earlier exercise? Why? (b) Sixteen of the tests done by the authors involved measuring the effects of massage on muscle metabolites. None of these tests were significant. Do you think massage affects muscle metabolites? (c) Eight of the tests done by the authors (including the one described in the earlier exercise) involved measuring the effects of massage on inflammation in the muscle. Four of these tests were significant. Do you think it is safe to conclude that massage really does reduce inflammation?

Do you think that students undergo physiological changes when in potentially stressful situations such as taking a quiz or exam? A sample of statistics students were interrupted in the middle of a quiz and asked to record their pulse rates (beats for a 1-minute period). Ten of the students had also measured their pulse rate while sitting in class listening to a lecture, and these values were matched with their quiz pulse rates. The data appear in Table 4.18 and are stored in QuizPulse10. Note that this is paired data since we have two values, a quiz and a lecture pulse rate, for each student in the sample. The question of interest is whether quiz pulse rates tend to be higher, on average, than lecture pulse rates. (Hint: Since this is paired data, we work with the differences in pulse rate for each student between quiz and lecture. If the differences are \(D=\) quiz pulse rate minus lecture pulse rate, the question of interest is whether \(\mu_{D}\) is greater than zero.) Table 4.18 Quiz and Lecture pulse rates for I0 students $$\begin{array}{lcccccccccc} \text { Student } & 1 & 2 & 3 & 4 & 5 & 6 & 7 & 8 & 9 & 10 \\ \hline \text { Quiz } & 75 & 52 & 52 & 80 & 56 & 90 & 76 & 71 & 70 & 66 \\\ \text { Lecture } & 73 & 53 & 47 & 88 & 55 & 70 & 61 & 75 & 61 & 78 \\\\\hline\end{array}$$ (a) Define the parameter(s) of interest and state the null and alternative hypotheses. (b) Determine an appropriate statistic to measure and compute its value for the original sample. (c) Describe a method to generate randomization samples that is consistent with the null hypothesis and reflects the paired nature of the data. There are several viable methods. You might use shuffled index cards, a coin, or some other randomization procedure. (d) Carry out your procedure to generate one randomization sample and compute the statistic you chose in part (b) for this sample. (e) Is the statistic for your randomization sample more extreme (in the direction of the alternative) than the original sample?

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