Trimming, Transforming Statistics, And Bootstrapping: Circumventing the Biasing Effects Of Heterescedasticity And Nonnormality
Why this work is in the frame
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Bibliographic record
Abstract
Researchers can adopt different measures of central tendency and test statistics to examine the effect of a treatment variable across groups (e.g., means, trimmed means, M-estimators, & medians. Recently developed statistics are compared with respect to their ability to control Type I errors when data were nonnormal, heterogeneous, and the design was unbalanced: (1) a preliminary test for symmetry which determines whether data should be trimmed symmetrically or asymmetrically, (2) two different transformations to eliminate skewness, (3) the accuracy of assessing statistical significance with a bootstrap methodology was examined, and (4) statistics that use a robust measure of the typical score that empirically determined whether data should be trimmed, and, if so, in which direction, and by what amount were examined. The 56 procedures considered were remarkably robust to extreme forms of heterogeneity and nonnormality. However, we recommend a number of Welch-James heteroscedastic statistics which are preceded by the Babu, Padmanaban, and Puri (1999) test for symmetry that either symmetrically trimmed 10% of the data per group, or asymmetrically trimmed 20% of the data per group, after which either Johnson's (1978) or Hall's (1992) transformation was applied to the statistic and where significance was assessed through bootstrapping. Close competitors to the best methods were found that did not involve a transformation.
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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 | 0.003 | 0.006 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 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 it