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Mathematical Statistics with © 2008, 2002 Brooks/Cole, Cengage Learning
Applications, Seventh Edition
WCN: 02-200-203
Dennis D. Wackerly, William
Mendenhall III, Richard L. Scheaffer ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced, transmitted, stored, or used in any form or by any means
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CONTENTS
Preface xiii
Note to the Student xxi
1 What Is Statistics? 1
1.1 Introduction 1
1.2 Characterizing a Set of Measurements: Graphical Methods 3
1.3 Characterizing a Set of Measurements: Numerical Methods 8
1.4 How Inferences Are Made 13
1.5 Theory and Reality 14
1.6 Summary 15
2 Probability 20
2.1 Introduction 20
2.2 Probability and Inference 21
2.3 A Review of Set Notation 23
2.4 A Probabilistic Model for an Experiment: The Discrete Case 26
2.5 Calculating the Probability of an Event: The Sample-Point Method 35
2.6 Tools for Counting Sample Points 40
2.7 Conditional Probability and the Independence of Events 51
2.8 Two Laws of Probability 57
v
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vi Contents
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Contents vii
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
viii Contents
8 Estimation 390
8.1 Introduction 390
8.2 The Bias and Mean Square Error of Point Estimators 392
8.3 Some Common Unbiased Point Estimators 396
8.4 Evaluating the Goodness of a Point Estimator 399
8.5 Confidence Intervals 406
8.6 Large-Sample Confidence Intervals 411
8.7 Selecting the Sample Size 421
8.8 Small-Sample Confidence Intervals for μ and μ1 − μ2 425
2
8.9 Confidence Intervals for σ 434
8.10 Summary 437
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Contents xi
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xii Contents
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PREFACE
Our Approach
Talking with students taking or having completed a beginning course in mathematical
statistics reveals a major flaw in many courses. Students can take the course and leave
it without a clear understanding of the nature of statistics. Many see the theory as a
collection of topics, weakly or strongly related, but fail to see that statistics is a theory
of information with inference as its goal. Further, they may leave the course without
an understanding of the important role played by statistics in scientific investigations.
These considerations led us to develop a text that differs from others in three ways:
• First, the presentation of probability is preceded by a clear statement of the
objective of statistics—statistical inference—and its role in scientific research.
As students proceed through the theory of probability (Chapters 2 through 7),
they are reminded frequently of the role that major topics play in statistical
inference. The cumulative effect is that statistical inference is the dominating
theme of the course.
• The second feature of the text is connectivity. We explain not only how major
topics play a role in statistical inference, but also how the topics are related to
xiii
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xiv Preface
Copyright 2008 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface xv
FIGURE 1
Applet illustration of
Bayes’ rule
random variable are equivalent to probabilities associated with the standard normal
distribution. The applet Normal Probabilities (One Tail) provides upper-tail areas as-
sociated with any user-specified, normal distribution and can also be used to establish
the value that cuts off a user-specified area in the upper tail for any normally distributed
random variable. Probabilities and quantiles associated with standard normal random
variables are obtained by selecting the parameter values mean = 0 and standard de-
viation = 1. The beta and gamma distributions are more thoroughly explored in this
chapter. Users can simultaneously graph three gamma (or beta) densities (all with user
selected parameter values) and assess the impact that the parameter values have on
the shapes of gamma (or beta) density functions (see Figure 2). This is accomplished
FIGURE 2
Applet comparison of
three beta densities
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xvi Preface
Copyright 2008 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface xvii
FIGURE 3
Applet illustration of
the central limit
theorem.
works. In addition, it is seen that for large sample sizes the sample variance has
an approximate normal distribution.
The applet Normal Approximation to the Binomial permits the user to assess the quality
of the the (continuous) normal approximation for (discrete) binomial probabilities.
As in previous chapters, a sequence of Applet Exercises leads the user to discover
important and interesting answers and concepts. From a more theoretical perspective,
we establish the independence of the sample mean and sample variance for a sample
of size 2 from a normal distribution. As before, the proof of this result for general
n is contained in an optional exercise. Exercises provide step-by-step derivations of
the mean and variance for random variables with t and F distributions.
Throughout Chapter 8, we have stressed the assumptions associated with confi-
dence intervals based on the t distributions. We have also included a brief discussion
of the robustness of the t procedures and the lack of such for the intervals based
on the χ 2 and F distributions. The applet ConfidenceIntervalP illustrates properties
of large-sample confidence intervals for a population proportion. In Chapter 9, the
applets PointSingle, PointbyPoint, and PointEstimation ultimately lead to a very nice
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xviii Preface
The Exercises
This edition contains more than 350 new exercises. Many of the new exercises use the
applets previously mentioned to guide the user through a series of steps that lead to
more thorough understanding of important concepts. Others use the applets to provide
confidence intervals or p-values that could only be approximated by using tables in the
Copyright 2008 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface xix
appendix. As in previous editions, some of the new exercises are theoretical whereas
others contain data from documented sources that deal with research in a variety of
fields. We continue to believe that exercises based on real data or actual experimental
scenarios permit students to see the practical uses of the various statistical and proba-
bilistic methods presented in the text. As they work through these exercises, students
gain insight into the real-life applications of the theoretical results developed in the
text. This insight makes learning the necessary theory more enjoyable and produces
a deeper understanding of the theoretical methods. As in previous editions, the more
challenging exercises are marked with an asterisk (*). Answers to the odd-numbered
exercises are provided in the back of the book.
Acknowledgments
The authors wish to thank the many colleagues, friends, and students who have made
helpful suggestions concerning the revisions of this text. In particular, we are indebted
to P. V. Rao, J. G. Saw, Malay Ghosh, Andrew Rosalsky, and Brett Presnell for their
technical comments. Gary McClelland, University of Colorado, did an outstanding
job of developing the applets used in the text. Jason Owen, University of Richmond,
wrote the solutions manual. Mary Mortlock, Cal Poly, San Luis Obispo, checked
accuracy.
We wish to thank E. S. Pearson, W. H. Beyer, I. Olkin, R. A. Wilcox, C. W.
Dunnett, and A. Hald. We profited substantially from the suggestions of the review-
ers of the current and previous editions of the text: Roger Abernathy, Arkansas State
University; Elizabeth S. Allman, University of Southern Maine; Robert Berk, Rutgers
Copyright 2008 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xx Preface
DENNIS D. WACKERLY
WILLIAM MENDENHALL III
RICHARD L. SCHEAFFER
Copyright 2008 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has
deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
NOTE TO THE STUDENT
As the title Mathematical Statistics with Applications implies, this text is concerned
with statistics, in both theory and application, and only deals with mathematics as a
necessary tool to give you a firm understanding of statistical techniques. The following
suggestions for using the text will increase your learning and save your time.
The connectivity of the book is provided by the introductions and summaries in
each chapter. These sections explain how each chapter fits into the overall picture of
statistical inference and how each chapter relates to the preceding ones.
FIGURE 4
Applet calculation of
the probability that a
gamma–distributed
random variable
exceeds its mean
xxi
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xxii Note to the Student
Within the chapters, important concepts are set off as definitions. These should be
read and reread until they are clearly understood because they form the framework
on which everything else is built. The main theoretical results are set off as theo-
rems. Although it is not necessary to understand the proof of each theorem, a clear
understanding of the meaning and implications of the theorems is essential.
It is also essential that you work many of the exercises—for at least four reasons:
• You can be certain that you understand what you have read only by putting your
knowledge to the test of working problems.
• Many of the exercises are of a practical nature and shed light on the applications
of probability and statistics.
• Some of the exercises present new concepts and thus extend the material covered
in the chapter.
• Many of the applet exercises help build intuition, facilitate understanding of
concepts, and provide answers that cannot (practically) be obtained using tables
in the appendices (see Figure 4).
D. D. W.
W. M.
R. L. S.
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deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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