The truth about a really misleading graphic

Last month, Vox published an article that was quite critical of the ALS Ice Bucket challenge, pointing out that donations for curing prevalent diseases don’t always match the actual deaths caused by those diseases. The author included the following graphic to make her point:

The point of this post is not to debate personal or utilitarian motivations for charitable giving or to contest the main point of the author’s article.. Instead, I just want to take a focused, hard look at the above picture, which I argue is utterly misleading but has been circulated widely in social media and by reputable news organizations.

In this post, I’ll accept without argument the validity of the given numbers. For example, on the right hand side, there are about a quarter as many deaths in the United States due to Chronic Obstructive Pulmonary Disease (142,942) than Heart Disease (596,577). However, the light blue circle on the right looks microscopic compared to the purple circle. It should appear to be about one-fourth the size, but it doesn’t.

In any statistics class, we teach that in a properly drawn historgram, areas should represent relative frequencies. However, in the above picture, the numbers appear to be represented by the radii of the circles, not the areas. So the light blue circle has a radius about one-fourth of the big purple circle, and so the ratio of the areas is about one-sixteenth, not one-fourth.

Second, the area of the biggest circle on the left is not the same as the area of the biggest circle on the right, even the though the units of the two sets of circles (dollars and deaths) are not comparable. A much fairer comparison would draw the biggest circles to be the same size.

So, in my opinion, here’s a much fairer rendering of the same numbers. Notice that the difference in the areas of the purple circles (for heart disease) and the pink circles (for breast cancer) is not nearly as dramatic as in the picture below.

accuratevoxpicture

 

Statistical Inference for the General Education student

From the opening and closing paragraphs:

Many mathematics departments around the country offer an introductory statistics course for the general education student. Typically these students come to the mathematics classroom with minimal skills in arithmetic and algebra. In addition it is not unusual for these students to have very poor attitudes toward mathematics.

With this target population in mind one can design courses of study, called statistics, that will differ radically depending on what priorities are held. Many people choose to teach arithmetic through statistics and thereby build most of the course around descriptive statistics with some combinatorics. Others build most of the course around combinatorics and probabilities with some descriptive statistics. Few courses offered at this level spend much time or effort on statistical inference.

We believe that for the general education student the ideas of statistical inference and the resulting decision rules are of prime importance. This belief is based on the assumption that general education courses are included in the curriculum in order to help students to gain an understanding of their own essence, of their relationship to others, of the world around them, and of how man goes about knowing.

If you inspect most of the texts on the market today, you will find that they generally require that a student spend approximately a semester of study of descriptive statistics and probability theory before attempting statistical inference. This makes it very difficult to get to the general education portion of the subject in the time allotted most general education courses. If you agree with the analysis of the problem to this point the logical question is ‘Is there a way to teach statistical inference without the traditional work in descriptive statistics and probability?’. The remainder of this article describes an approach that allows one to answer this question with a yes…

It should be pointed out that there are some unusual difficulties in this approach to statistics [since] one trades traditional weakness in arithmetic and algebra for deficiencies in writing since the write-ups of the simulations demand clear and logical exposition on the part of the student. However, if you feel that the importance of ‘statistics for the general education student’ lies in the areas of inference and decision rules, then you should try this approach. You will like it.

This article won the 1978 George Polya award for expository excellence. Several techniques described this article probably would be modified with modern computer simulation today, but are still worthy of reading.

Click to access 00494925.di020678.02p03892.pdf

Statistics Done Wrong

I happily provide the following link to Statistics Done Wrong, a free e-book illustrating pitfalls when using statistical inference. From its description:

If you’re a practicing scientist, you probably use statistics to analyze your data. From basic t tests and standard error calculations to Cox proportional hazards models and geospatial kriging systems, we rely on statistics to give answers to scientific problems.

This is unfortunate, because most of us don’t know how to do statistics.

Statistics Done Wrong is a guide to the most popular statistical errors and slip-ups committed by scientists every day, in the lab and in peer-reviewed journals. Many of the errors are prevalent in vast swathes of the published literature, casting doubt on the findings of thousands of papers. Statistics Done Wrong assumes no prior knowledge of statistics, so you can read it before your first statistics course or after thirty years of scientific practice.

http://www.refsmmat.com/statistics/index.html

Statistical errors and their tendency to mislead

As a follow-up to yesterday’s post, here’s a recent article in the scientific journal Nature about the slippery nature of P-values, including a history about how reliance on P-values has evolved in the past 100 years or so: http://www.nature.com/news/scientific-method-statistical-errors-1.14700

While I’m personally familiar with many of the pitfalls mentioned this article, I have to admit that a couple of the issues raised are brand new to me. So I’ll refrain from editorializing until I’ve had some time to reflect more deeply on this article.

Dancing Statistics: Part 4

From the YouTube description:

A four minute film demonstrating the statistical concept of correlation through dance.

Project title: ‘Communicating Psychology to the Public through Dance’ (AKA ‘Dancing Statistics’)

Founder & Co-Producer: Lucy Irving
Project Manager & Co-Producer: Elise Phillips
Statistical Lead & Co-Producer: Professor Andy Field
Choreographer: Masha Gurina
Filmmaker: Kyle Stevenson

These films were funded by a BPS Public Engagement with additional funding from IdeasTap.
http://www.bps.org.uk/news/bps-funded…

If you have questions or comments about this film please contact @statsdancer #dancingstatistics or dancingstatistics@gmail.com

The BPS runs an annual public engagement grant scheme. Through these grants we aim to help members promote the relevance of evidence-based psychology to wider audiences either through direct work or by organising interesting and relevant communications activities. For press inquiries please contact the BPS Press Office.
http://www.bps.org.uk/what-we-do/awar…

IdeasTap is an arts charity for young, creative people at the start of their careers.
Visit their website for more information http://www.ideastap.com.

 

Dancing Statistics: Part 3

From the YouTube description:

A five minute film demonstrating the statistical concept of variance through dance.

Project title: ‘Communicating Psychology to the Public through Dance’ (AKA ‘Dancing Statistics’)

Founder & Co-Producer: Lucy Irving
Project Manager & Co-Producer: Elise Phillips
Statistical Lead & Co-Producer: Professor Andy Field
Choreographer: Masha Gurina
Filmmaker: Kyle Stevenson

These films were funded by a BPS Public Engagement with additional funding from IdeasTap.
http://www.bps.org.uk/news/bps-funded…

If you have questions or comments about this film please contact @statsdancer #dancingstatistics or dancingstatistics@gmail.com

The BPS runs an annual public engagement grant scheme. Through these grants we aim to help members promote the relevance of evidence-based psychology to wider audiences either through direct work or by organising interesting and relevant communications activities. For press inquiries please contact the BPS Press Office.

http://www.bps.org.uk/what-we-do/awar…

IdeasTap is an arts charity for young, creative people at the start of their careers.
Visit their website for more information http://www.ideastap.com.

 

Dancing Statistics: Part 2

From the YouTube description:

A five minute film demonstrating the statistical concept of sampling & standard error through dance.

Project title: ‘Communicating Psychology to the Public through Dance’ (AKA ‘Dancing Statistics’)

Founder & Co-Producer: Lucy Irving
Project Manager & Co-Producer: Elise Phillips
Statistical Lead & Co-Producer: Professor Andy Field
Choreographer: Masha Gurina
Filmmaker: Kyle Stevenson

These films were funded by a BPS Public Engagement with additional funding attracted from IdeasTap.
http://www.bps.org.uk/news/bps-funded…

If you have questions or comments about this film please contact @statsdancer #dancingstatistics or dancingstatistics@gmail.com

The BPS runs an annual public engagement grant scheme. Through these grants we aim to help members promote the relevance of evidence-based psychology to wider audiences either through direct work or by organising interesting and relevant communications activities. For press inquiries please contact the BPS Press Office.

http://www.bps.org.uk/what-we-do/awar…

IdeasTap is an arts charity for young, creative people at the start of their careers.
Visit their website for more information http://www.ideastap.com.