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CHAPTER 13 Simple Linear Regression

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556 <strong>CHAPTER</strong> THIRTEEN <strong>Simple</strong> <strong>Linear</strong> <strong>Regression</strong><br />

Testing for the Existence of Correlation<br />

Confidence Interval Estimate for the Mean of Y<br />

Yˆ<br />

± t S h<br />

i n−2<br />

YX i<br />

t =<br />

r − ρ<br />

1 − r<br />

n − 2<br />

Yˆ<br />

− t S h ≤ µ ≤ Yˆ<br />

+ t S h<br />

i n− 2 YX i Y | X = Xi<br />

i n−2<br />

YX i<br />

2<br />

(<strong>13</strong>.19)<br />

(<strong>13</strong>.20)<br />

Prediction Interval for an Individual Response, Y<br />

Yˆ<br />

± t S 1 + h<br />

i n−2<br />

YX i<br />

Yˆ<br />

− t S 1+ h ≤ Y ≤ Yˆ<br />

+ t S 1+<br />

h<br />

i n− 2 YX i X= Xi<br />

i n−2<br />

YX i<br />

(<strong>13</strong>.21)<br />

KEY TERMS<br />

assumptions of regression 529<br />

autocorrelation 534<br />

coefficient of determination 526<br />

confidence interval estimate for the<br />

mean response 546<br />

correlation coefficient 542<br />

dependent variable 512<br />

Durbin-Watson statistic 536<br />

error sum of squares (SSE) 524<br />

equal variance 530<br />

explained variation 524<br />

explanatory variable 5<strong>13</strong><br />

homoscedasticity 530<br />

independence of errors 529<br />

independent variable 512<br />

least-squares method 516<br />

linear relationship 512<br />

normality 530<br />

prediction interval for an individual<br />

response, Y 547<br />

prediction line 515<br />

regression analysis 512<br />

regression coefficient 516<br />

regression sum of squares (SSR) 524<br />

relevant range 519<br />

residual 530<br />

residual analysis 530<br />

response variable 5<strong>13</strong><br />

scatter diagram 512<br />

scatter plot 512<br />

simple linear regression 512<br />

simple linear regression equation 515<br />

slope 5<strong>13</strong><br />

standard error of the estimate 528<br />

total sum of squares (SST) 524<br />

total variation 524<br />

unexplained variation 524<br />

Y intercept 5<strong>13</strong><br />

<strong>CHAPTER</strong> REVIEW PROBLEMS<br />

Checking Your Understanding<br />

<strong>13</strong>.64 What is the interpretation of the Y intercept and the<br />

slope in the simple linear regression equation?<br />

<strong>13</strong>.65 What is the interpretation of the coefficient of<br />

determination?<br />

<strong>13</strong>.66 When is the unexplained variation (that is, error<br />

sum of squares) equal to 0?<br />

<strong>13</strong>.67 When is the explained variation (that is, regression<br />

sum of squares) equal to 0?<br />

<strong>13</strong>.68 Why should you always carry out a residual analysis<br />

as part of a regression model?<br />

<strong>13</strong>.69 What are the assumptions of regression analysis?<br />

<strong>13</strong>.70 How do you evaluate the assumptions of regression<br />

analysis?<br />

<strong>13</strong>.71 When and how do you use the Durbin-Watson<br />

statistic?<br />

<strong>13</strong>.72 What is the difference between a confidence interval<br />

estimate of the mean response, µ YX | = Xi<br />

, and a prediction<br />

interval of Y X = Xi<br />

?<br />

Applying the Concepts<br />

<strong>13</strong>.73 Researchers from the Lubin School of Business at<br />

Pace University in New York City conducted a study on<br />

Internet-supported courses. In one part of the study, four<br />

numerical variables were collected on 108 students in an<br />

introductory management course that met once a week for<br />

an entire semester. One variable collected was hit consistency.<br />

To measure hit consistency, the researchers did the<br />

following: If a student did not visit the Internet site<br />

between classes, the student was given a 0 for that time<br />

period. If a student visited the Internet site one or more<br />

times between classes, the student was given a 1 for that<br />

time period. Because there were <strong>13</strong> time periods, a student’s<br />

score on hit consistency could range from 0 to <strong>13</strong>.<br />

The other three variables included the student’s course<br />

average, the student’s cumulative grade point average

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