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29 Jan 2006 - 22:05

in praise of Bayes


Carolyn wrote a post about THE ECONOMIST's recent article on Bayes & the human mind ($).

Here are excerpts from the article on Bayesian statistics they ran in September 20, 2000 issue, In Praise of Bayes ($):

IT IS not often that a man born 300 years ago suddenly springs back to life. But that is what has happened to the Reverend Thomas Bayes, an 18th-century Presbyterian minister and mathematician—in spirit, at least, if not in body. Over the past decade the value of a statistical method outlined by Bayes in a paper first published in 1763 has become increasingly apparent and has resulted in a blossoming of “Bayesian” methods in scientific fields ranging from archaeology to computing. Bayes’s fans have restored his tomb and posted pictures of it on the Internet, and a celebratory bash is planned for next year to mark the 300th anniversary of his birth. There is even a Bayes songbook—though, since Bayesians are an academic bunch, it is available only in the obscure file formats that are used for scientific papers.

Proponents of the Bayesian approach argue that it has many advantages over traditional, “frequentist” statistical methods. Expressing scientific results in Bayesian terms, they suggest, makes them easier to understand and makes borderline or inconclusive results less prone to misinterpretation. Bayesians claim that their methods could make clinical trials of drugs faster and fairer, and computers easier to use. There are even suggestions that Bayes’s ideas could prompt a re-evaluation of fundamental scientific concepts of evidence and causality....

The essence of the Bayesian approach is to provide a mathematical rule explaining how you should change your existing beliefs in the light of new evidence. In other words, it allows scientists to combine new data with their existing knowledge or expertise.

The canonical example is to imagine that a precocious newborn observes his first sunset, and wonders whether the sun will rise again or not. He assigns equal prior probabilities to both possible outcomes, and represents this by placing one white and one black marble into a bag. The following day, when the sun rises, the child places another white marble in the bag. The probability that a marble plucked randomly from the bag will be white (ie, the child’s degree of belief in future sunrises) has thus gone from a half to two-thirds. After sunrise the next day, the child adds another white marble, and the probability (and thus the degree of belief) goes from two-thirds to three-quarters. And so on. Gradually, the initial belief that the sun is just as likely as not to rise each morning is modified to become a near-certainty that the sun will always rise. In a Bayesian analysis, in other words, a set of observations should be seen as something that changes opinion, rather than as a means of determining ultimate truth. In the case of a drug trial, for example, it is possible to evaluate and compare the degree to which a sceptic and an enthusiast would be convinced by a particular set of results. Only if the sceptic can be convinced should a drug be licensed for use.

This is far more subtle than the traditional way of presenting results, in which an outcome is deemed statistically significant only if there is a better than 95% chance that it could not have occurred by chance. The problem, according to Robert Matthews, a mathematician at Aston University in Birmingham, is that medical researchers have failed to understand that subtlety. In a paper to be published shortly in the Journal of Statistical Planning and Inference, he sets out to demystify the Bayesian approach, and explains how to apply it after the event to existing data.

Patients in clinical trials will soon benefit. Bayesian methods offer the possibility of modifying a trial while it is being conducted, something that is impossible with traditional statistics. Andy Grieve and his colleagues at Pfizer, a drug firm, are intending to do just that.

Traditionally, dose-allocation trials—in which the aim is to establish the most effective dose of a new drug—involve giving different groups of patients different doses and evaluating the results once the trial has finished. This is fine from a statistical point of view, but unfair on those patients who turn out to have been given non-optimal doses. Rather than analysing the results at the end of a trial, Dr Grieve’s method will evaluate patients’ responses during it, and adjust the doses accordingly.

[snip]

Pfizer is intending to conduct a trial using this new method, and the plan is to re-analyse the data once it is completed in ways that will satisfy both Bayesians and non-Bayesians.

[snip]

Bayesian methods can also be used to decide between several competing hypotheses, by seeing which is most consistent with the available data.

[snip]

Bayes is still, however, the focus of much controversy.

[snip]

Perhaps the grandest claims made for Bayesian methods are those of Judea Pearl, a computer scientist at the University of California, Los Angeles. Dr Pearl has suggested that by analysing scientific data using a Bayesian approach it may be possible to distinguish between correlation (in which two phenomena, such as smoking and lung cancer, occur together) and causation (in which one actually causes the other).



This is why I would like to see more educational research focused on good teachers.

It's easy enough to pick out the good teachers in a school — not for me, probably, but for other teachers & administrators in the school.

I'd like to know what they're doing.

In the past, the only kind of research one could do on an individual teacher was.....Geertzian thick description or qualitative analysis of some kind.

I'd like to see lots more thick description & qualitative analysis; I'm not Frequentist-with-a-capital-F.

But Bayesian statistics strike me as being, potentially, incredibly useful for a empirical research on Individual Great Teachers.


spaced repetition

In a Bayesian analysis, in other words, a set of observations should be seen as something that changes opinion, rather than as a means of determining ultimate truth.


3900st1.jpg




Bayesian statistics & false positives
Bayes & the human mind
Bayesian reasoning, intuition, & the cognitive unconscious
most bell curves have thick tails
ECONOMIST explanation Bayesian statistics
Bayesian certainty scale

Bayesianprobability



probabilityGodgif.gif



-- CatherineJohnson - 29 Jan 2006

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A fuzzy program without a textbook (TERC's Investigations...) is receiving high praise in another district. http://www.washingtonpost.com/wp-dyn/content/article/2006/01/28/AR2006012800176.html.

Among many other wonderful things, it is said to be closing the racial gap. One way of closing the gap is to keep everyone from learning real math. It reminds me of Communism. It reduces class differences by making everybody poor.

TERC ain't cheap (compare this to the cost of Singapore math): http://www.nychold.com/terc.html

It again proves the old adage that good things need not cost much and junk isn't always cheap.

TERC: Investigations in Number, Data, and Space is marketed (in 2002) as whole classroom units. The curriculum does not come with traditional student textbooks and workbooks. Instead, each year of the curriculum is sold as a box full of material: teacher guides for the year and for individual units, posters, overhead transparencies, manipulatives, work sheets, and assorted gadgets.

As an example of the composition of TERC Investigations, here is the list of student materials included in the Grade 5 package (valid in 2002). 4 rolls of adding machine tape; 36 blank 5/8" cubes; 1,000 stickers for blank cubes; 200 1-cm cubes; 16 transparent blank spinners; 4 450-piece sets of power polygons; 4 buckets of square color tiles (400 per bucket); 1,000 Snap(TM) cubes; 1 set of elementary bar mass set-Ohaus; 4 graduated measuring prisms (2-cm x 5-cm x 21-cm); 4-liter measuring pitcher (calibrated 100 ml - 1,000 ml); 4 spectrum school balance (includes 7-piece mass set); 4 sets standard measuring pitchers (3 pitchers: quart, pint, cup per set); 10 measuring tapes; 12 meter/yard sticks. The total package for Grade 5 is listed at $1,388.42, and within that total the cost of the just mentioned student materials, for a class of 32, is $817.00.

-- CharlesH - 30 Jan 2006


TERC is supposed to be the absolute worst.

It was TERC that set off the math wars in NYC (with NYC HOLD).

When you're talking about gaps, TERC is a parent's worst nightmare.

Because there's no textbook, a child who misses class is out of luck. The parent has no idea what was covered.

-- CatherineJohnson - 30 Jan 2006


And yes, TERC is a HUGE box of manipulatives. Huge.

Ardsley-on-Hudson uses TERC, so we should be taking a look at their scores.

When Irvington chose a new math curriculum, one of their criteria was HAS A TEXTBOOK.

One of the teachers on the committee told me that TRAILBLAZERS was basically the best of the lot. She'd taught TERC, which was a disaster. (This was her view & everyone else's. I don't think they even bothered to pilot it here.)

She'd also taught EVERYDAY MATH & the book had to be constantly supplemented. HUGE supplementation.

They chose TRAILBLAZERS because they liked it, but also because they felt it was closest to a traditional math program in critical ways, including teaching of math facts.

-- CatherineJohnson - 30 Jan 2006


One way of closing the gap is to keep everyone from learning real math.

absolutely

it must be a huge temptation at some completely unconscious level

-- CatherineJohnson - 30 Jan 2006


Yesterday, a friend of mine directed me to the website of Paul Graham, who is a venture capitalist, programmer, painter and essayist. He recently published a book titled, "Hackers and Painters."

This quote appears on the "Quotes" page of his website:

"People who read Cosmopolitan magazine are different from those who do not." --Donald Berry, Statistics: A Bayesian Perspective

To be honest, prior to my becoming "Hooked on KTM," I would not have had the slightest idea what a "Bayesian perspective" even was. : )

-- KarenA - 04 Feb 2006

WebLogForm
Title: in praise of Bayes
TopicType: WebLog
SubjectArea: CollegeMath, StatisticsTeaching
LogDate: 200601291705