Published by Canadian Center of Science and Education The Efficient Market Hypothesis: Empirical Evidence
Bibliographic record
Abstract
The efficient market hypothesis (EMH) has been the central proposition of finance since the early 1970s and is one of the most well-studied hypotheses in all the social sciences, yet, surprisingly, there is still no consensus, even among financial economists, as to whether the EMH holds. Five statistical analyses are conducted in an attempt to explicate such apparently contrary convictions. An analysis of daily, weekly, monthly and annual Dow Jones Industrial Average log returns found that first-order autocorrelation is small but positive for all time periods, with the autocorrelations for daily and weekly returns closest to zero, and thus an efficient market. A standard runs test showed that the hypothesis of independence is strongly rejected for daily returns, but accepted for weekly, monthly and annual returns, whilst the results of a more sophisticated runs test showed that daily, weekly and decreasing returns are the least consistent with an efficient market. Rescaled range analysis was conducted on the same data sets, and there was no significant evidence for the existence of long memory in the returns, a result consistent with market efficiency. Finally, from an analysis of investment newsletters it may be concluded that technical analysis— as applied by practitioners—fails to outperform the market. I reconcile the fact that daily stock market log returns pass linear statistical tests of efficiency, yet non-linear forecasting methods can still generate above-average risk-
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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 | 0.004 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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 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".