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


From   "Justina Fischer" <JAVFischer@gmx.de>
To   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 18:29:24 +0200

That is an interesting source I am happy to have a look at.

Justina

-------- Original-Nachricht --------
> Datum: Sat, 13 Oct 2012 07:32:55 -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

> 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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