Editing Talk:1347: t Distribution
Please sign your posts with ~~~~ |
Warning: You are not logged in. Your IP address will be publicly visible if you make any edits. If you log in or create an account, your edits will be attributed to your username, along with other benefits.
The edit can be undone.
Please check the comparison below to verify that this is what you want to do, and then save the changes below to finish undoing the edit.
Latest revision | Your text | ||
Line 9: | Line 9: | ||
I think this is a comment of the quality of education today - it is difficult to grade students on a distribution curve and even more so when you take into account the distribution curve of the teachers ability. {{unsigned ip|108.162.249.205}} | I think this is a comment of the quality of education today - it is difficult to grade students on a distribution curve and even more so when you take into account the distribution curve of the teachers ability. {{unsigned ip|108.162.249.205}} | ||
β | :I thought this as well, my interpretation of the comic was Cueball attempting to fit the data with a "Student t-distribution", realizing that the t-distribution poorly fit, and so replaced it with a "Teacher t-distribution" which has a stronger correlation with the data on the piece of paper presumably; the data in question concerning the scholastic success of students. This comic in part seemed to be poking fun at scientists misappropriating the causation of a recognized phenomena. Like the basic statistics example of people finding a correlation in children between tooth decay and vocabulary when, surprise surprise, both tooth decay and vocabulary are strongly correlated with age. | + | :I thought this as well, my interpretation of the comic was Cueball attempting to fit the data with a "Student t-distribution", realizing that the t-distribution poorly fit, and so replaced it with a "Teacher t-distribution" which has a stronger correlation with the data on the piece of paper presumably; the data in question concerning the scholastic success of students. This comic in part seemed to be poking fun at scientists misappropriating the causation of a recognized phenomena. Like the basic statistics example of people finding a correlation in children between tooth decay and vocabulary when, surprise surprise, both tooth decay and vocabulary are strongly correlated with age. |
I noticed the teacher's curve is symmetrical, and after further inspection it could be interpreted as an edge detection: high values show where an edge occurs. The two highest peaks would nicely align with the edges of the paper, the next highest peaks fit the edges of the table, and the rest could be approximation artefacts, as they're equidistant and rather insignificant compared to those four. I'm not statistics pro, but maybe that rings someone's bells? [[Special:Contributions/108.162.210.239|108.162.210.239]] 07:56, 26 March 2014 (UTC) | I noticed the teacher's curve is symmetrical, and after further inspection it could be interpreted as an edge detection: high values show where an edge occurs. The two highest peaks would nicely align with the edges of the paper, the next highest peaks fit the edges of the table, and the rest could be approximation artefacts, as they're equidistant and rather insignificant compared to those four. I'm not statistics pro, but maybe that rings someone's bells? [[Special:Contributions/108.162.210.239|108.162.210.239]] 07:56, 26 March 2014 (UTC) |