Improved score tests in symmetric linear regression models

The class of symmetric linear regression models has the normal linear regression model as a special case and includes several models that assume that the errors follow a symmetric distribution with longer-than-normal tails. An important member of this class is the t linear regression model, which is commonly used as an alternative to the usual normal regression model when the data contain extreme or outlying observations. In this article, we develop second-order asymptotic theory for score tests in this class of models. We obtain Bartlett-corrected score statistics for testing hypotheses on the regression and the dispersion parameters. The corrected statistics have chi-squared distributions with errors of order O(n(-3/2)), n being the sample size. The corrections represent an improvement over the corresponding original Rao`s score statistics, which are chi-squared distributed up to errors of order O(n(-1)). Simulation results show that the corrected score tests perform much better than their uncorrected counterparts in samples of small or moderate size.

Three Bartlett-type corrections for score statistics in symmetric nonlinear regression models

We present simple matrix formulae for corrected score statistics in symmetric nonlinear regression models. The corrected score statistics follow more closely a chi (2) distribution than the classical score statistic. Our simulation results indicate that the corrected score tests display smaller size distortions than the original score test. We also compare the sizes and the powers of the corrected score tests with bootstrap-based score tests.

Prediction in Multilevel Logistic Regression

The purpose of this article is to present a new method to predict the response variable of an observation in a new cluster for a multilevel logistic regression. The central idea is based on the empirical best estimator for the random effect. Two estimation methods for multilevel model are compared: penalized quasi-likelihood and Gauss-Hermite quadrature. The performance measures for the prediction of the probability for a new cluster observation of the multilevel logistic model in comparison with the usual logistic model are examined through simulations and an application.

Asymptotic Skewness in Exponential Family Nonlinear Models

In this article, we give an asymptotic formula of order n(-1/2), where n is the sample size, for the skewness of the distributions of the maximum likelihood estimates of the parameters in exponencial family nonlinear models. We generalize the result by Cordeiro and Cordeiro ( 2001). The formula is given in matrix notation and is very suitable for computer implementation and to obtain closed form expressions for a great variety of models. Some special cases and two applications are discussed.

The exponentiated generalized inverse Gaussian distribution

The modeling and analysis of lifetime data is an important aspect of statistical work in a wide variety of scientific and technological fields. Good (1953) introduced a probability distribution which is commonly used in the analysis of lifetime data. For the first time, based on this distribution, we propose the so-called exponentiated generalized inverse Gaussian distribution, which extends the exponentiated standard gamma distribution (Nadarajah and Kotz, 2006). Various structural properties of the new distribution are derived, including expansions for its moments, moment generating function, moments of the order statistics, and so forth. We discuss maximum likelihood estimation of the model parameters. The usefulness of the new model is illustrated by means of a real data set. (c) 2010 Elsevier B.V. All rights reserved.

A matrix formula for the skewness of maximum likelihood estimators

We give a general matrix formula for computing the second-order skewness of maximum likelihood estimators. The formula was firstly presented in a tensorial version by Bowman and Shenton (1998). Our matrix formulation has numerical advantages, since it requires only simple operations on matrices and vectors. We apply the second-order skewness formula to a normal model with a generalized parametrization and to an ARMA model. (c) 2010 Elsevier B.V. All rights reserved.

The beta-Birnbaum-Saunders distribution An improved distribution for fatigue life modeling

Birnbaum and Saunders (1969a) introduced a probability distribution which is commonly used in reliability studies For the first time based on this distribution the so-called beta-Birnbaum-Saunders distribution is proposed for fatigue life modeling Various properties of the new model including expansions for the moments moment generating function mean deviations density function of the order statistics and their moments are derived We discuss maximum likelihood estimation of the model s parameters The superiority of the new model is illustrated by means of three failure real data sets (C) 2010 Elsevier B V All rights reserved

Asymptotic skewness in Birnbaum-Saunders nonlinear regression models

The family of distributions proposed by Birnbaum and Saunders (1969) can be used to model lifetime data and it is widely applicable to model failure times of fatiguing materials. We give a simple matrix formula of order n(-1/2), where n is the sample size, for the skewness of the distributions of the maximum likelihood estimates of the parameters in Birnbaum-Saunders nonlinear regression models, recently introduced by Lemonte and Cordeiro (2009). The formula is quite suitable for computer implementation, since it involves only simple operations on matrices and vectors, in order to obtain closed-form skewness in a wide range of nonlinear regression models. Empirical and real applications are analyzed and discussed. (C) 2010 Elsevier B.V. All rights reserved.

The beta Laplace distribution

The Laplace distribution is one of the earliest distributions in probability theory. For the first time, based on this distribution, we propose the so-called beta Laplace distribution, which extends the Laplace distribution. Various structural properties of the new distribution are derived, including expansions for its moments, moment generating function, moments of the order statistics, and so forth. We discuss maximum likelihood estimation of the model parameters and derive the observed information matrix. The usefulness of the new model is illustrated by means of a real data set. (C) 2011 Elsevier B.V. All rights reserved.

Birnbaum-Saunders nonlinear regression models

We introduce, for the first time, a new class of Birnbaum-Saunders nonlinear regression models potentially useful in lifetime data analysis. The class generalizes the regression model described by Rieck and Nedelman [Rieck, J.R., Nedelman, J.R., 1991. A log-linear model for the Birnbaum-Saunders distribution. Technometrics 33, 51-60]. We discuss maximum-likelihood estimation for the parameters of the model, and derive closed-form expressions for the second-order biases of these estimates. Our formulae are easily computed as ordinary linear regressions and are then used to define bias corrected maximum-likelihood estimates. Some simulation results show that the bias correction scheme yields nearly unbiased estimates without increasing the mean squared errors. Two empirical applications are analysed and discussed. Crown Copyright (C) 2009 Published by Elsevier B.V. All rights reserved.

Vad händer med dialogen? : En studie av dialogisk interaktion mellan pedagog och barn i förskolan

The overall purpose of this study is to gain knowledge about dialogues in the setting of the preschool. The more in-depth purpose is to highlight what happens in dialogues between a teacher and a child when more children join the situation of interaction in which the dialogue is taking place. A further purpose is to attempt to understand what it is that influences change in the dialogue and what significance the actions of the teacher can have for this change. The study is based on several questions that concern interaction in preschools, who it is that initiates an increase in the number of participants in those situations that involve dialogue, and what happens with the dialogue when more children join and what causes the change in the dialogue. The study is based on video observations from a preschool; approximately 10 teachers and 50 children between the ages of one and six took part in the study. The situations that were observed and documented in video format were everyday activities (both indoor and outdoor) that were led at a nominal level by teachers. In total, 40 films were recorded. Film length was between one and 60 minutes. In 32 of the films, there was interaction between a teacher and several children, and 18 of these included dialogues between a teacher and several children. Dialogue is here given a specific significance and refers to the interaction that can be described in terms of presence, listening, reciprocity, and extending. This definition of dialogue derives from a combination of Martin Buber’s philosophy of dialogue and aspects of interaction that earlier research found to be significant for children’s learning. In two of the 18 films that showed dialogue, no other children became part of the situation of interaction; the remaining 16 films were transcribed; and both verbal and non-verbal events were made apparent in the transcriptions. Analyses of the recorded material and of the transcriptions were conducted using analytical terms borrowed from conversation analysis as well as the central term for this study dialogue.  The results demonstrate a complex practice and also demonstrate that dialogues in the sense given in this study take place between children and teachers. Situations of interaction also occur where dialogues take place in which a number of children join. It can be the child joining the situation of interaction who takes the initiative to an increased number of participants; however, it can also be the teacher or the child in the dialogue. The initial address can take place during a moment of transition in the interaction or at the same time as another participant is talking. The dialogue often changes when more children join the situation where the dialogue is taking place. The dialogue can end completely or be interrupted and resume. The results further demonstrate that the dialogue can continue without seemingly being affected by the fact that more children join. This happens when the child joining and the teacher in the dialogue interact in a non-verbal manner at the same time as the teacher is talking with the child in the dialogue. The dialogue can also be continued with more participants. Who takes the initiative, how the initial address occurs, and which content is given focus by the different participants are all factors that seem to affect what happens to the dialogue. How the teacher acts when more children join also appears to be significant in terms of what happens with the dialogue when more children join. In those situations where the teacher begins talking with a number of children about different subjects, the interaction ceases to be dialogic. When the teacher asks the joining child to wait, the dialogue is both interrupted and resumed, and on those occasions when the dialogue continues with more participants, the teacher listens to the joining child and the participants take turns speaking.

Uma implementação geral de elementos de contorno e sua aplicação a problemas de flexão de placas

o presente trabalho aborda a aplicação do método dos elementos de contorno (MEC) para solução de problemas de flexão linear e geometricamente não-linear de placas semiespessas. Os modelos de placa empregados consideraram a influência do cisalhamento através de teorias de primeira ordem, especificamente as de Mindlin e Reissner. Uma formulação integral unificada dos modelos de placa utilizados é desenvolvida para o operador de Navier do problema, onde foram mantidos alguns termos de ordem superior no tensor deformação de Green. A formulação integral do problema de membrana acoplado ao de flexão é igualment desenvolvida, levando a um sistema de equações integrais não-lineares que descreve completamente problemas de placas que envolvem grandes deslocamentos. Estas equações podem ser particularizadas para problemas de flexão linear e estabilidade elástica. Tendo em vista a necessidade de se considerar derivadas dos deslocamentos translacionais, as equações integrais correspondentes ao gradiente dos deslocamentos também foram deduzidas, caracterizando uma formulação hipersingular. o método empregado para solução numérica do sistema de equações integrais foi o método direto dos elementos de contorno. Um tratamento das integrais fortemente singulares presentes nas equações foi realizado, baseado em expansões assint6ticas dos núcleos. Deste procedimento resulta uma abordagem regularizada que emprega apenas quadraturas padrão de Gauss-Legendre.

Análise estática e dinâmica, linear e não-linear geométrica, através de elementos hexaédricos de oito nós com um ponto de integração

Para a análise estática e dinâmica, linear e não-linear de placas, cascas e vigas, implementa-se neste trabalho o elemento hexaédrico com integração reduzida, livre de travamento volumétrico e travamento de cisalhamento e que não apresenta modos espúrios. Na formulação do elemento, utiliza-se apenas um ponto de integração. Desta forma, a matriz de rigidez é dada de forma explícita e o tempo computacional é significativamente reduzido, especialmente em análise não-linear. Os modos espúrios são suprimidos através de um procedimento de estabilização que não exige parâmetros especificados pelo usuário. Para evitar o travamento de cisalhamento, desenvolve-se o vetor de deformações num sistema co-rotacional e remove-se certos termos não constantes nas componentes de deformações de cisalhamento. O travamento volumétrico é resolvido fazendo-se com que a parte dilatacional (esférica) da matriz gradiente seja avaliada apenas no ponto central do elemento. Como a eliminação do travamento de cisalhamento depende de uma abordagem no sistema local, emprega-se um procedimento co-rotacional para obter o incremento de deformação no sistema local e atualizar os vetores de tensões e forças internas na análise não-linear Para a solução das equações de equilíbrio na análise estática, utilizam-se métodos diretos baseados na eliminação de Gauss ou métodos iterativos de Gradientes Conjugados Precondicionado elemento-por-elemento (EBE). Para a análise dinâmica, as equações de equilíbrio são integradas através do método explícito de Taylor-Galerkin ou do método implícito de Newmark. Através de exemplos numéricos demonstra-se a eficiência e o potencial do elemento tridimensional na análise de casca, placas e vigas submetidas a grandes deslocamentos e grande rotações. Os resultados são comparados com trabalhos que utilizam elementos clássicos de placa e casca.

Estimação de regressões aditivas via backfitting e integração marginal: performance em pequenas amostras

Nesta dissertação realizou-se um experimento de Monte Carlo para re- velar algumas características das distribuições em amostras finitas dos estimadores Backfitting (B) e de Integração Marginal(MI) para uma regressão aditiva bivariada. Está-se particularmente interessado em fornecer alguma evidência de como os diferentes métodos de seleção da janela hn, tais co- mo os métodos plug-in, impactam as propriedades em pequenas amostras dos estimadores. Está-se interessado, também, em fornecer evidência do comportamento de diferentes estimadores de hn relativamente a seqüência ótima de hn que minimiza uma função perda escolhida. O impacto de ignorar a dependência entre os regressores na estimação da janela é tam- bém investigado. Esta é uma prática comum e deve ter impacto sobre o desempenho dos estimadores. Além disso, não há nenhuma rotina atual- mente disponível nos pacotes estatísticos/econométricos para a estimação de regressões aditivas via os métodos de Backfitting e Integração Marginal. É um dos objetivos a criação de rotinas em Gauss para a implementação prática destes estimadores. Por fim, diferentemente do que ocorre atual- mente, quando a utilização dos estimadores-B e MI é feita de maneira completamente ad-hoc, há o objetivo de fornecer a usuários informação que permita uma escolha mais objetiva de qual estimador usar quando se está trabalhando com uma amostra finita.

A percepção do professor acerca do seu trabalho com crianças portadoras de autismo e síndrome de down : um estudo comparativo

The aim of the present study was to investigate the teacher’s perception about working both with individuals with autism and with Down’s syndrome. A semi-structured interview was performed with 10 teachers, in two special schools, in the interior of the state of Rio Grande do Sul. Each one of these interviews was compound of a range of questions, dealing with topics such as teacher’s identification, etiologic notions about the syndrome, intellectual development and clinical characteristics of the children, ways of educational intervention and finally the difficulties and feelings of the teachers concerning their work in this area and also their educational strategies. The analysis of the obtained material revealed that there are similarities and differences in the way in which the teachers perceive their students with the Down’s syndrome or Autism. One fundamental aspect which was identified related to the circumstances that led the teacher to work with these children, which were not always founded on choice. One of the concerns, which mostly differentiated the teacher’s discourse, was in relation to pleasure when working with these children. This appears more clearly regarding the students with Down’s syndrome, indicating a feeling of well-being and satisfaction of the teacher, due to the social reciprocity and communication in the relationship with the children. On the other hand, stereotyped ideas; worries with behaviors that are not specific to the anxiety and lack of self-confidence were aspects which characterized the teacher’s perception about autism. This picture might have influenced their management strategies. For example, in order to alleviate their conflicts and anxieties the teachers used strategies to maintain the students systematically busy to attempt to “control” the autism. However, the practice of “sheltering” by means of flexible work and encouragement of the autonomy based on the exercise of choice were also identified in some of the teachers. Another aspect that deserves attention is in the relation to the beliefs about the etiology of autism, specifically those concerning the mother-child bond. A simplistic view of this issue was identified, which was understood as a direct relationship of “cause and effect” rather as a reciprocal process, where each element of the dyad contributes to its quality. Finally, the results of this paper point to a complexity but not impossibility of the educational process of the so-called “special” student. However, attention should be paid to the need of founding the educational practice on knowledge, thus avoiding the emergency of distorted ideas and subsequently practices incoherent with the individual’s development.