异方差和/或非正态下双向固定效应ANOVA模型的James二阶检验和单变量F检验的I型错误率和统计能力

IF 2.2 4区 教育学 Q1 Social Sciences
T. Hsiung, S. Olejnik
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引用次数: 21

摘要

摘要对双因素固定效应完全随机设计的单变量F检验和比较总体均值的James二阶检验的I型错误率和统计能力进行了估计。当方差是异质时,单变量F检验显示,即使样本量相等,实际的I型错误率也大于标称值。詹姆斯二阶检验控制了种群正态分布或平态分布异方差下的I型错误率。然而,当总体分布偏斜时,詹姆斯二阶检验增加了I型错误率。当方差齐次且分布为正态分布时,单变量F检验和James二阶检验在检验主效应时具有相似的统计能力,但在检验交互效应时,单变量F检验具有较大的统计能力差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Type I Error Rates and Statistical Power for the James Second-Order Test and the Univariate F Test in Two-Way Fixed-Effects ANOVA Models under Heteroscedasticity and/or Nonnormality.
Abstract Type I error rates and statistical power for the univariate F test and the James second-order test for comparing population means were estimated for the two-factor fixed-effects completely randomized design. When variances were heterogeneous, the univariate F test was shown to have actual Type I error rates greater than the nominal value even when sample sizes were equal. The James second-order test controlled the Type I error rate under heteroscedasticity when population distributions were normal or platykurtic. However, the James second-order test had increased the Type I error rates when the population distributions were skewed. When variances were homogeneous and distributions were normal, the univariate F test and the James second-order test had similar statistical power for testing main effects, but large power differences favoring the univariate F were found for testing interaction effects.
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来源期刊
CiteScore
6.70
自引率
0.00%
发文量
25
期刊介绍: The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.
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