# Question: Why do we settle for 80% power? Answer: We’re confused.

Coming back to the topic of my previous post, about how we must draw distinct conclusions from different hypothesis test procedures, I’d like to show an example of how these confusions might actually arise in practice. The following example comes from Royall’s book (you really should read it), and questions why we settle for a power of only 80%. It’s a question we’ve probably all thought about at some point. Isn’t 80% power just as arbitrary as p-value thresholds? And why should we settle for such a large probability of error before we even start an experiment?

From Royall (1997, pp. 109-110):

### Why is a power of only 0.80 OK?

We begin with a mild peculiarity — why is it that the Type I error rate α is ordinarily required to be 0.05 or 0.01, but a Type II error rate as large as 0.20 is regularly adopted? This often occurs when the sample size for a clinical trial is being determined. In trials that compare a new treatment to an old one, the ‘null’ hypothesis usually states that the new treatment is not better than the old, while the alternative states that it is. The specific alternative value chosen might be suggested by pilot studies or uncontrolled trials that preceded the experiment that is now being planned, and the sample size is determined [by calculating power] with α = 0.05 and β = 0.20. Why is such a large value of β acceptable? Why the severe asymmetry in favor of α? Sometimes, of course, a Type I error would be much more costly than a Type II error would be (e.g. if the new treatment is much more expensive, or if it entails greater discomfort). But sometimes the opposite is true, and we never see studies proposed with α = 0.20 and β = 0.05. No one is satisfied to report that ‘the new treatment is statistically significantly better than the old (p ≤ 0.20)’.

Often the sample-size calculation is first made with β = α = 0.05. But in that case experimenters are usually quite disappointed to see what large values of n are required, especially in trials with binomial (success/failure) outcomes. They next set their sights a bit lower, with α = 0.05 and β = 0.10, and find that n is still ‘too large’. Finally they settle for α = 0.05 and β = 0.20.

Why do they not adjust α and settle for α = 0.20 and β = 0.05? Why is small α a non-negotiable demand, while small β is only a flexible desideratum? A large α would seem to be scientifically unacceptable, indicating a lack of rigor, while a large β is merely undesirable, an unfortunate but sometimes unavoidable consequence of the fact that observations are expensive or that subjects eligible for the trial are hard to find and recruit. We might have to live with a large β, but good science seems to demand that α be small.

What is happening is that the formal Neyman-Pearson machinery is being used, but it is being given a rejection-trial interpretation (Emphasis added). The quantities α and β are not just the respective probabilities of choosing one hypothesis when the other is true; if they were, then calling the first hypothesis H2 and the second H1 would reverse the roles of α and β, and α = 0.20, β = 0.05 would be just as satisfactory for the problem in its new formulation as α = 0.05 and β = 0.20 were in the old one. The asymmetry arises because the quantity α is being used in the dual roles that it plays in rejection trials — it is both the probability of rejecting a hypothesis when that hypothesis is true and the measure of strength of the evidence needed to justify rejection. Good science demands small α because small α is supposed to mean strong evidence. On the other hand, the Type II error probability β is being interpreted simply as the probability of failing to find strong evidence against H1 when the alternative H2 is true (Emphasis added. Recall Fisher’s quote about the impossibility of making Type II errors since we never accept the null.) … When observations are expensive or difficult to obtain we might indeed have to live with a large probability of failure to find strong evidence. In fact, when the expense or difficulty is extreme, we often decide not to do the experiment at all, thereby accpeting values of α = 0 and β = .

— End excerpt.

So there we have our confusion, which I alluded to in the previous post. We are imposing rejection-trial reasoning onto the Neyman-Pearson decision framework. We accept a huge β because we interpret our results as a mere failure (to produce strong enough evidence) to reject the null, when really our results imply a decision to accept the ‘null’. Remember, with NP we are always forced to choose between two hypotheses — we can never abstain from this choice because the respective rejection regions for H1 and H2 encompass the entire sample space by definition; that is, any result obtained must fall into one of the rejection regions we’ve defined. We can adjust either α or β (before starting the experiment) as we see fit, based on the relative costs of these errors. Since neither hypothesis is inherently special, adjusting α is as justified as adjusting β and neither has any bearing on the strength of evidence from our experiment.

And surely it doesn’t matter which hypothesis is defined as the null, because then we would just switch the respective α and β — that is, H1 and H2 can be reversed without any penalty in the NP framework. Who cares which hypothesis gets the label 1 or 2?

But imagine the outrage (and snarky blog posts) if we tried swapping out the null hypothesis with our pet hypothesis in a rejection trial. Would anybody buy it if we tried to accept our pet hypothesis simply based on a failure to reject it? Of course not, because that would be absurd. Failing to find strong evidence against a single hypothesis has no logical implication that we have found evidence for that hypothesis. Fisher was right about this one. And this is yet another reason NP procedures and rejection trials don’t mix.

However, when we are using concepts of power and Type II errors, we are working with NP procedures which are completely symmetrical and have no concept of strength of evidence per se. Failure to reject the null hypothesis has the exact same meaning as accepting the null hypothesis — they are simply different ways to say the same thing.  If what you want is to measure evidence, fine; I think we should be measuring evidence in any case. But then you don’t have a relevant concept of power, as Fisher has reiterated time and time again. If you want to use power to help plan experiments (as seems to be recommended just about everywhere you look) then you must cast aside your intuitions about interpreting observations from that experiment as evidence. You must reject the rejection trial and reject notions of statistical evidence.

Or don’t, but then you’re swimming in a sea of confusion.

References

Royall, R. (1997). Statistical evidence: a likelihood paradigm (Vol. 71). CRC press.

# The Special One-Way ANOVA (or, Shutting up Reviewer #2)

The One-Way Analysis of Variance (ANOVA) is a handy procedure that is commonly used when a researcher has three or more groups that they want to compare. If the test comes up significant, follow-up tests are run to determine which groups show meaningful differences. These follow-up tests are often corrected for multiple comparisons (the Bonferroni method is most common in my experience), dividing the nominal alpha (usually .05) by the number of tests. So if there are 5 follow up tests, each comparison’s p-value must be below .01 to really “count” as significant. This reduces the test’s power considerably, but better guards against false-positives. It is common to correct all follow-up tests after a significant main effect, no matter the experimental design, but this is unnecessary when there are only three levels. H/T to Mike Aitken Deakin (here: @mrfaitkendeakin) and  Chris Chambers (here: @chrisdc77) for sharing.

The Logic of the Uncorrected Test

In the case of the One-Way ANOVA with three levels, it is not necessary to correct for the extra t-tests because the experimental design ensures that the family-wise error rate will necessarily stay at 5% — so long as no follow-up tests are carried out when the overall ANOVA is not significant.

A family-wise error rate (FWER) is the allowed tolerance for making at least 1 erroneous rejection of the null-hypothesis in a set of tests. If we make 2, 3, or even 4 erroneous rejections, it isn’t considered any worse than 1. Whether or not this makes sense is for another blog post. But taking this definition, we can think through the scenarios (outlined in Chris’s tweet) and see why no corrections are needed:

True relationship: µ1 = µ2 = µ3 (null-hypothesis is really true, all groups equal). If the main effect is not significant, no follow-up tests are run and the FWER remains at 5%. (If you run follow-up tests at this point you do need to correct for multiple comparisons.) If the main effect is significant, it does not matter what the follow-up tests show because we have already committed our allotted false-positive. In other words, we’ve already made the higher order mistake of saying that some differences are present before we even examine the individual group contrasts. Again, the FWER accounts for making at least 1 erroneous rejection. So no matter what our follow-up tests show, the FWER remains at 5% since we have already made our first false-positive before even conducting the follow-ups.

True relationship: µ1 ≠ µ2 = µ3, OR µ1 = µ2 ≠ µ3, OR µ1 ≠ µ3 = µ2  (null-hypothesis is really false, one group stands out). If the main effect is significant then we are correct, and no false-positive is possible at this level. We go with our follow-up tests (where it is really true that one group is different from the other two), where only one pair of means is truly equal. So that single pair is the only place for a possible false-positive result. Again, our FWER remains at 5% because we only have 1 opportunity to erroneously reject a null-hypothesis.

True relationship: µ1 ≠ µ2 ≠ µ3. A false-positive is impossible in this case because all three groups are truly different. All follow-up tests necessarily keep the FWER at 0%!

There is no possible scenario where your FWER goes above 5%, so no need to correct for multiple comparisons!

So the next time Reviewer #2 gives you a hard time about correcting for multiple comparisons on a One-Way ANOVA with three levels, you can rightfully defend your uncorrected t-tests. Not correcting the alpha saves you some power, thereby making it easier to support your interesting findings.

If you wanted to sidestep the multiple comparison problem altogether you could do a fully Bayesian analysis, in which the number of tests conducted holds no weight on the evidence of a single test. So in other words, you could jump straight to the comparisons of interest instead of doing the significant main effect → follow-up test routine. Wouldn’t that save us all a lot of hassle?

# Practice Makes Perfect (p<.05)

What’s wrong with [null-hypothesis significance testing]? Well… it does not tell us what we want to know, and we so much want to know what we want to know that, out of desperation, we nevertheless believe that it does! (Cohen 1994, pg 997)

That quote was written by Jacob Cohen in 1994.What does it mean? Let’s start from the top.

A null-hypothesis significance test (NHST) is a statistical test in which one wishes to test a research hypothesis. For example, say I hypothesize that practicing  improves performance (makes you faster) when building a specific lego set. So I go out and collect some data to see how much people improve on average from a pretest to a post test- one group with no practice (control group) and another group with practice (experimental group). I end up finding that people improve by five minutes when they practice and they don’t improve when they don’t practice. That seems to support my hypothesis that practice leads to improvement! Typically, however, in my field (psychology) one does not simply test their research hypothesis directly, first one sets up a null-hypothesis (i.e., H0, typically the opposite of their real hypothesis: e.g., no effect, no difference between means, etc.) and collects data trying to show that the null-hypothesis isn’t true. To test my hypothesis using NHST, I would first have to imagine that I’m in a fictitious world where practicing on this measure doesn’t actually improve performance (H0 = no difference in improvement between groups). Then I calculate the likelihood of finding results at least as extreme as the ones i found. If the chance of finding results at least as extreme as mine is less than 5%, we reject the null-hypothesis and say it is unlikely to be true.

In other words, I calculate the probability of finding a difference of improvement between groups of at least 5 minutes on my lego building task- remember, in a world where practicing doesn’t make you better and the groups improvements aren’t different- and I find that my probability (p-value) is 1%. Wow! That’s pretty good. Definitely less than 5% so I can reject the null-hypothesis of no improvement when people practice.

But what do I really learn from a significance test? A p-value only tells me the chance that I should find data like mine in a hypothetical world, a world that I don’t think is true, and I don’t want to be true. Then when I find data that seem unlikely in a world where H0 is true, I conclude that it likely isn’t true. The logic of the argument is thus:

If H0 is true, then this result (statistical significance) would probably not occur.

This result has occurred.

Then H0 is probably not true [….] (Cohen, 1994 pg 998)

So: if it’s unlikely to find data like mine in a world where H0 is true, then it is unlikely that the null-hypothesis is true. We want to say is how likely our null-hypothesis is by looking at our data.  That’s inverse reasoning though. We don’t have any information about the likelihood of H0, we just did an experiment where we pretended that it was true! How can our results from a world in which H0 is true provide evidence that it isn’t true? It’s already assumed to be true in our calculations! We only make the decision to reject H0 because one day we arbitrarily decided that our cut-off was 5%, and anything smaller than that means we don’t believe H0 true.

Maybe this will make it more clear why that reasoning is bad:

If a person is an American, then he is probably not a member of Congress. (TRUE, RIGHT?)

This person is a member of Congress.

Therefore, he is probably not an American. (ibid)

That’s the same logical structure that the null-hypothesis test takes. Obviously incoherent when we put it like that right?

This problem arises because we want to say “it is unlikely that the null-hypothesis is true,” but what we really say with a p-value is, “it is unlikely to find this extreme of data when the null-hypothesis is true.” Those are very different statements. One gives a likelihood of a hypothesis given a data set, P( Hypothesis | Data) and the other gives a likelihood of data given a hypothesis, P( Data | Hypothesis). No matter how much we wish for it to be true, the two probabilities are not the same. They’re never going to be the same. P-values will never tell us what we want them to tell us. We should stop pretending they do and we should acknowledge the limited inferential ability of our NHST.

Thanks for reading, comment if you’d like.