Bootstrapping regression models with BLUS residuals
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Bibliographic record
Abstract
Abstract To bootstrap a regression problem, pairs of response and explanatory variables or residuals can be resam‐pled, according to whether we believe that the explanatory variables are random or fixed. In the latter case, different residuals have been proposed in the literature, including the ordinary residuals (Efron 1979), standardized residuals (Bickel & Freedman 1983) and Studentized residuals (Weber 1984). Freedman (1981) has shown that the bootstrap from ordinary residuals is asymptotically valid when the number of cases increases and the number of variables is fixed. Bickel & Freedman (1983) have shown the asymptotic validity for ordinary residuals when the number of variables and the number of cases both increase, provided that the ratio of the two converges to zero at an appropriate rate. In this paper, the authors introduce the use of BLUS (Best Linear Unbiased with Scalar covariance matrix) residuals in bootstrapping regression models. The main advantage of the BLUS residuals, introduced in Theil (1965), is that they are uncorrelated. The main disadvantage is that only n — p residuals can be computed for a regression problem with n cases and p variables. The asymptotic results of Freedman (1981) and Bickel & Freedman (1983) for the ordinary (and standardized) residuals are generalized to the BLUS residuals. A small simulation study shows that even though only n — p residuals are available, in small samples bootstrapping BLUS residuals can be as good as, and sometimes better than, bootstrapping from standardized or Studentized residuals.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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