to a typical student who hears:
the p is .95 that the mu value is inside the CI (that you just built) from 54.6 to 58.3 ...
is IDENTICAL to
there is a p of .95 of selecting a CI (from all possible CIs that you could have found using the same sort of process you did that yielded the one from 54.6 to 58.3 that you got) that contains the mu value
i would ask ... for those who teach this kind of thing ... how much time do you really spend on a notion like this ... in that single course ... when, there are 150 other things (with equal hairline distinctions to be made) that "have to be covered"?
in these intro kinds of courses, we just don't have the necessary time (though clearly we should not try to inculcate obviously wrong things in students) to spend with students to hone these fine line discriminations
it seems to be cram as much BREADTH as you can into these kinds of courses ... which i would argue goes counter to helping students see the kinds of distinctions we are currently discussing
At 02:52 PM 11/19/2002, Jay Warner wrote:
One thing is clear from the snow storm of postings - A dog house is not a house dog.
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