Harvard Educational Review, Volume 21Howard Eugene Wilson Harvard University, 1951 "The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 75
... discriminant function , if there are three groups there may be two discriminant functions , and so on . One of the advantages of discrimi- nant function analysis is that one does not deal with more discriminant func- tions than is ...
... discriminant function , if there are three groups there may be two discriminant functions , and so on . One of the advantages of discrimi- nant function analysis is that one does not deal with more discriminant func- tions than is ...
Page 77
... discriminant analysis , it is necessary to distinguish between two lines of research . The first is an extension to the case of more than two groups where one stops after extracting the discriminant function providing the largest ratio ...
... discriminant analysis , it is necessary to distinguish between two lines of research . The first is an extension to the case of more than two groups where one stops after extracting the discriminant function providing the largest ratio ...
Page 79
... discriminant analysis seems to be ideally suited . Suppose that repeated measurements were ob- tained for each individual on each set of n measurements . By means of dis ... Discriminant SPRING 1951 ] 79 THE MULTIPLE DISCRIMINANT FUNCTION.
... discriminant analysis seems to be ideally suited . Suppose that repeated measurements were ob- tained for each individual on each set of n measurements . By means of dis ... Discriminant SPRING 1951 ] 79 THE MULTIPLE DISCRIMINANT FUNCTION.
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Abitur activity Ameri American basic behavior C. R. Rao cation centroids cerned Chicago child concern conclusions course creative social act criterion critical culture curriculum democratic determine discipline discriminant function discussion distinctions educa elementary schools ence Encyclical experience fact field formulated G groups German grades graduate schools gram groups sum Harvard high school human humanistic ideal ideas individual inquiry John Dewey knowledge Kuenzli labor material matrix means ment method metonymous mood multiple correlation nature organization papers personality Pius XI Pope Pius XI possible present principles prob problem profes pupils question R. A. Fisher relation religion religious Rorschach school teachers science program scientific secondary school sion social sciences society student subject-matter sum of squares teaching technique theory tion tional tive union University values variables vidual workers York
Bibliographic information
| Title | Harvard Educational Review, Volume 21 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1951 |
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