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Re: st: Checking to see if the association between two variables is linear or otherwise


From   William Buchanan <william@williambuchanan.net>
To   "statalist@hsphsun2.harvard.edu" <statalist@hsphsun2.harvard.edu>
Subject   Re: st: Checking to see if the association between two variables is linear or otherwise
Date   Sat, 13 Oct 2012 07:32:55 -0700

I'm not sure which suggesting you're referencing. All I did was mention that there was an example of a similar idea in one of the Stata Press books and made no qualitative assumptions regarding the merits and/or shortcomings of the methodology. 

-Billy

Sent from my iPhone

On Oct 13, 2012, at 0:25, "Justina Fischer" <JAVFischer@gmx.de> wrote:

> your suggestion does not resolve the problem that years sof education measure degree very inacurately.
> 
> In  A US context, 12 and 16 years of education most likely relate to high school degree and bachelor's degree attained four years later.
> 
> That Mitchel find splines at these nots suggests that using educational-level-dummies is a very good idea indeed.
> 
> Justina  
> 
> -------- Original-Nachricht --------
>> Datum: Fri, 12 Oct 2012 20:25:54 -0700
>> Von: William Buchanan <william@williambuchanan.net>
>> An: "statalist@hsphsun2.harvard.edu" <statalist@hsphsun2.harvard.edu>
>> Betreff: Re: st: Checking to see if the association between two variables is linear or otherwise
> 
>> It's one of the examples in Michael Mitchell's book on data visualization.
>> He used knots at 12 and 16 years of education to illustrate how you could
>> use splines and the different commands to show the different relationships
>> between years of education and earnings.
>> 
>> - Billy
>> 
>> Sent from my iPhone
>> 
>> On Oct 12, 2012, at 20:04, "JVerkuilen (Gmail)" <jvverkuilen@gmail.com>
>> wrote:
>> 
>>> On Fri, Oct 12, 2012 at 10:46 PM, David Kantor <kantor.d@att.net> wrote:
>>> 
>>>> I agree, noting that highest grade attained is better than years in
>>>> education, but it is still not appropriate, as it is not an interval
>> scale.
>>>> The "same" increments between values do not have the same significance.
>>>> For example, the significance of the increment from grade 11 to 12 is
>> not
>>>> the same as from 10 to 11.
>>> 
>>> Interesting point. I bet this could probably be ameliorated using
>>> regression splines with knots at key grade milestones.
>>> 
>>> Jay
>>> -- 
>>> JVVerkuilen, PhD
>>> jvverkuilen@gmail.com
>>> 
>>> "Out beyond ideas of wrong-doing and right-doing there is a field.
>>> I'll meet you there. When the soul lies down in that grass the world
>>> is too full to talk about." ---Rumi
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