Standard deviation, z-scores and standard error: the standard unit of measurement in statistics

1. It is widely felt that any method of rejecting observations with large deviations from the mean is open to some suspicion. Suppose that by some criterion, such as Peirce’s and Chauvenet’s, we decide to reject observations with deviations greater than 4 σ, where σ is the standard error, computed from the standard deviation by the usual rule; then we reject an observation deviating by 4·5 σ, and thereby alter the mean by about 4·5 σ/ n , where n is the number of observations, and at the same time we reduce the computed standard error. This may lead to the rejection of another observation deviating from the original mean by less than 4 σ, and if the process is repeated the mean may be shifted so much as to lead to doubt as to whether it is really sufficiently representative of the observations. In many cases, where we suspect that some abnormal cause has affected a fraction of the observations, there is a legitimate doubt as to whether it has affected a particular observation. Suppose that we have 50 observations. Then there is an even chance, according to the normal law, of a deviation exceeding 2·33 σ. But a deviation of 3 σ or more is not impossible, and if we make a mistake in rejecting it the mean of the remainder is not the most probable value. On the other hand, an observation deviating by only 2 σ may be affected by an abnormal cause of error, and then we should err in retaining it, even though no existing rule will instruct us to reject such an observation. It seems clear that the probability that a given observation has been affected by an abnormal cause of error is a continuous function of the deviation; it is never certain or impossible that it has been so affected, and a process that completely rejects certain observations, while retaining with full weight others with comparable deviations, possibly in the opposite direction, is unsatisfactory in principle.


PEDIATRICS ◽  
1994 ◽  
Vol 94 (4) ◽  
pp. 478-481
Author(s):  
Mouin G. Seikaly ◽  
Richard H. Browne ◽  
Michel Baum

Background. X-linked hypophosphatemia is the most common inherited cause of rickets. Current therapy for this disorder includes vitamin D and phosphate supplementation; however, phosphate therapy has been associated with nephrocalcinosis. The purpose of this study is to evaluate the effect of oral phosphate therapy on growth in patients with X-linked hypophosphatemia treated with either calcitriol or dihydrotachysterol (vitamin D). Methods. We retrospectively evaluated the prepubertal growth of 36 children with X-linked hypophosphatemia. The height standard deviation score (Z-score) of patients initially treated with vitamin D alone and the Z-scores of patients treated with vitamin D and phosphate therapy were compared. In addition, the growth of patients treated with vitamin D was compared with that of patients treated with vitamin D and phosphate from the outset of therapy. Results. Patients treated with vitamin D alone for 5.36 ± 2.18 years had an improvement in Z-score from -3.18 ± 1.10 to -2.49 ± 0.66 SDS, ,P < .05. Adding phosphate therapy for patients initially treated with vitamin D alone for 4.83 ± 2.99 years did not further improve Z-score (-2.49 ±0.66 vs -2.35 ± 0.83). Initial therapy with vitamin D and phosphate for 4.33 ± 2.19 years also improved Z-score, (-2.84 ± 1.02 vs -1.98 ± 0.82, P < .05). The change in Z-score was similar to the group treated with vitamin D alone compared with the group treated initially with vitamin D and phosphate (0.65 ± 0.54 vs 0.85 ± 0.65, respectively). Conclusion. These data demonstrate that both vitamin D alone and in combination with phosphate improved linear growth. Adding oral phosphate for children initially treated with vitamin D alone did not improve Z-score. Initial therapy with vitamin D and vitamin D plus phosphate produced similar changes in linear growth.


1966 ◽  
Vol 19 (2) ◽  
pp. 611-617 ◽  
Author(s):  
Donald W. Zimmerman ◽  
Richard H. Williams

It is shown that for the case of non-independence of true scores and error scores interpretation of the standard error of measurement is modified in two ways. First, the standard deviation of the distribution of error scores is given by a modified equation. Second, the confidence interval for true score varies with the individual's observed score. It is shown that the equation, so=√[(N−O/a]+[so2(roō−roo)/roō]̄, where N is the number of items, O is the individual's observed score, a is the number of choices per item, so2 is observed variance, roo is test reliability as empirically determined, and roō is reliability for the case where only non-independent error is present, provides a more accurate interpretation of the test score of an individual.


Author(s):  
V. S. Viji ◽  
S. Subbulakshmi ◽  
L. Uma Devi

Background: The Sigmund Freud's psychosexual theory says that the school age is the important stage in the development of self-confidence. Many studies reveals that physical exercise has a positive effect in the cognitive intellectual areas of the children. Regular practice of simple exercise will makes the children more sharp minded and helps to give a better learning outcome Material & Methods: The main aim of the study was to evaluate the efficacy of super brain yoga by measuring the changes in concentration and memory in children.. A quantitative evaluative approach was used for this study with a one group pretest and posttest design. The purposive sampling technique was used to select 120 students aged between 10 to 12 years who were studying in 6th and 7th standard. The practice of super brain yoga was given 20 times over 10 minutes per day for a period of one month. The Digit Cancellation Test and the Knox Cube Test was used to was used to assess the pretest and posttest level of concentration and memory in children. Results: The pretest mean and standard deviation of concentration was 33.64±5.43 with a standard error of 0.496. The first posttest (at the end of second week of practice of super brain yoga) mean and standard deviation was 33.55± 5.378 with a standard error of 0.491 and the t-value was 0.749. The second posttest (at the end of fourth week of practice of super brain yoga) mean and standard deviation was 33.67±5.393 with a standard error of 0.492 and the t-value was 0.240. The pretest mean and standard deviation of memory was 33.67±4.696with a standard error of 0.429.The first posttest (at the end of second week of practice of super brain yoga) mean and standard deviation was 33.66±4.654with a standard error of 0.425 and the t-value was 0.080. The second posttest (at the end of fourth week of practice of super brain yoga) mean and standard deviation was 33.68±4.700with a standard error of 0.420and the t-value was 0.074. The present study result shows that statistically there was no significant effect of super brain yoga on concentration and memory of children and no association between posttest level of concentration and memory of children with their selected demographic variables. Conclusion: Hence the study concludes that the super brain yoga has no significant effect on concentration and memory of children with a duration of four weeks of practice.The study recommended that to bring the desired positive effect on children’s concentration and memory the study can be conducted for a long period of time.


Author(s):  
Patel Shivangi ◽  
Pateliya Jahnvi ◽  
Makwana Pinal ◽  
Chavda Surbhi ◽  
Mahida Rajan ◽  
...  

Introduction: Vaccination is intended to prevent diseases. Vaccines saves 2-3 million lives every year. A COVID-19 vaccine is one of the best way to provide acquired immunity against COVID -19. The study aims to assess the effectiveness of planned teaching program in terms of knowledge and attitude [1]. Objective: To assess the impact of planned teaching program on COVID- 19 vaccination in terms of knowledge and attitude among the rural people. Method: A quantitative study with one group pre test post test design was conducted at various rural places of Nadiad Taluka. A total 60 people were enrolled in to the study. A structured knowledge questionnaire and likert attitude scale was built that contained information regarding COVID 19 vaccination. The effect of teaching program was analyzed by statically Results: T-test and chi square test was used to find the association with selected demographic variables. In the knowledge regarding COVID-19 vaccination range was 8, mean was 0.849 standard deviation was 0.357, standard error mean was 0.0595. In the attitude range was 33, mean was 4.345, standard deviation was 0.797, standard error mean was 0.132. A knowledge paired t-test value was 5.30 and the attitude paired t-test value was 6.57 was. Conclusion: The planned teaching program was effective in increasing knowledge and attitude regarding COVID-19 vaccination among the rural people of Nadiad Taluka.


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