Re: resampling methods are serious procedure?

On Feb 3, 2:00 pm, illywhacker <illywac...@xxxxxxxxx> wrote:
On Feb 3, 6:38 pm, Old Mac User <chendrixst...@xxxxxxxxx> wrote:

When I mentioned "sampling" I meant sampling.

I am not attacking you personally, and I do not understand why the
tone of your post is hostile; obviously I hit a button. In fact, you
never used the word 'sampling', only 're-sampling', and you first
mentioned it right before you described sampling. You never described
re-sampling. Perhaps you can see why I was confused.

I take exception to saying they "should never be taught at all".

Why would you take exception? I am sure you are an excellent teacher.
However, you are teaching an approach to statistics, however
implicitly, and whether you use the words or not, that is wrong. Take,
for example, confidence intervals. People can never explain them
because they are nonsensical: theoretically wrong and practically
incorrect, even incoherent.

illywhacker;

Illywhacker,

Here is the link I mentioned. "Is Statistics Hard".

http://www.jerrydallal.com/LHSP/hard.htm

I have found this to be useful when teaching.
It reminds me of what the students must be
struggling with.

One of my ongoing complaints about teaching "classical"
methods in universities is this. They often begin with
things like combinations and permutations... balls in
an urn... dice and coins, etc. etc. The objective is
to calculate the probability of a set of events.

Then suddenly, with no warning, the subject changes to
inference. Viz., the two-column t-test or something akin
to that depending on the textbook and the instructor.

So in the first part of the course it's "you tell me
where the data is coming from and I'll tell you the
probability of getting certain outcomes".

In the second part of the course it's more like "you tell
me the outcome and I'll tell you the probability that
those data came from a certain source. (I know this is
not precisely correct, but it's close enough to make the
point.)

I've never seen the students being warned of this sudden
change. I've "been there, done that" while I was a
graduate teaching assistant.

I believe that Jerry D. has written an excellent
presentation of why students get so badly confused.

OMU
.

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