Joint Tests for Long Memory and Non-linearity: The Case of Purchasing Power Parity
Bibliographic record
Abstract
A pervasive finding of unit roots in macroeconomic data often runs counter to intuition regarding the stochastic nature of the process un-der consideration. Two econometric techniques have been utilized in an attempt to resolve the finding of unit roots, namely long memory and models that depart from linearity. While the use of long memory and stochastic regime switching models have developed almost independently of each other, it is now clear that the two modeling techniques can be in-timately linked. In particular, both modeling techniques have been used in isolation to study the dynamics of the real exchange rate. To determine the importance of each technique in this context, I employ a testing and estimation procedure that allows one to jointly test for long memory and non-linearity (regime switching behavior) of the STAR variety. I find that there is substantial evidence of non-linear behavior for the real exchange rate for many developing and European countries, with little evidence for ESTAR non-linearity for countries outside the European continent includ-ing Japan and Canada. In cases where non-linearity is found, I also find significant evidence of long memory for the majority of the countries in my sample. Thus, long memory and non-linearity can also be viewed as compliments rather than substitutes. The linear model in isolation appears to be inadequate for breaking down the paradox known as the PPP puzzle. On the other hand, a combination of long memory and non-linearity may be a promising research avenue for pursuing an answer to the paradox.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".