两个多重相关变量组的统计分析(3)(偏最小二乘回归与PLS过程)

本文用PLS过程建立多因变量的偏最小二乘回归模型 ,并用具体例子对最小二乘回归(MLR)、主成分回归 (PCK)和偏最小二乘回归 (PLS)进行比较     

偏最小二乘回归方法(PLS)在短期气候预测中的应用

对广西88个站冬季(12月、1月和2月)各月平均气温距平场作自然正交展开(EOF分解),选取累积方差贡献超过90%的前3个主成分作为预报量.从前期平均大气环流场和海温场中查找预报因子,对这些初选因子用偏最小二乘回归方法(PLS)进行信息筛选和成分提取,用提取的新综合变量(又称成分)作预报因子,分别建立各月平均气温前3个主成分的回归预报方程.经独立样本预报试验证明,偏最小二乘回归方法具备良好的因子信息提取能力,其预报建模方法对冬季月平均气温预报具有较好的预测效果.     

半参数回归模型的一类压缩估计

研究了半参数回归模型的参数估计问题,利用压缩估计方法给出了模型的一类有偏估计,并与最小二乘估计、岭估计、几乎无偏岭估计进行了比较.在均方误差意义下,新的压缩估计明显优于最小二乘估计.最后讨论了有偏参数选取的问题.     

应用SAS解非线性回归问题

.应用SAS/STAT估计非线性回归模型中的参数.首先,通过变量代换,把可以线性化的非线性回归模型化为线性回归模型,并用普通最小二乘法、主成分分析法和偏最小二乘法求模型中的参数和回归模型.其次,通过改良的高斯—牛顿迭代法来估计Logistic模型和Compertz模型中的参数.     

投影寻踪模型的改进及其在城市水资源承载能力预测中的应用

在城市水资源承载能力研究中,偏最小二乘回归方法能有效地处理自变量间多重线性相关性问题,但不能较好地处理因变量与自变量间复杂的非线性问题.投影寻踪神经网络耦合模型是处理非线性问题的有力工具,而且神经网络投影寻踪耦合模型稳健性高,但不能较好地处理自变量间多重线性相关性问题.本文把这两种方法结合在一起,建立了基于偏最小二乘回归的神经网络投影寻踪耦合模型,对城市水资源承载能力进行了预测,并取得了满意效果.     

偏最小二乘回归分析在均匀设计试验建模分析中的应用

本文分析了目前应用一般的最小二乘法建立均匀试验数据的二次多项式回归模型时存在的局限性,提出了应用偏最小二乘法(Partial least-square,PLS)建立二次多项式回归模型的技术,并且进一步介绍了偏最小二乘回归(PLS回归)在均匀设计中的应用。作者认为,PLS回归分析建模技术将为均匀设计的更广泛应用提供有力的技术支持。     

偏最小二乘回归分析在研究进出口总额问题中的应用

在经济研究中,自变量之间以及因变量存在着较严重的多重共线性,本文采用偏最小二乘回归来建立多元线性回归模型,以消除多重共线性的影响,从而得到较满意的结果.     

基于偏最小二乘路径模型的分位效应测度

对于偏最小二乘路径模型的效应分析,为了测度路径模型的分位效应,文章首先给出了偏最小二乘路径模型建模的具体过程.其次,基于潜变量得分与分位回归提出估计平滑分位效应的方法,给出了平滑分位效应的Bootstrap置信带的算法.最后,考虑顾客满意度的分位异质性,对满意度模型的分位效应进行分析.结论表明,该方法是对传统偏最小二乘路径模型的一种补充且可获得更有深度的决策信息.     

偏最小二乘回归方法的局限性及改进算法

提出了偏最小二乘回归中的一类不适用情况,并从理论上分析,实例上验证,给出了针对这种情况的一种改进算法,从而拓宽了偏最小二乘回归的使用范围.     

多维时序定阶方法对偏最小二乘回归模型预报精度的改进

运用时间序列多维自回归模型的定阶方法 ,解决了偏最小二乘回归模型中自变量的选择问题 .通过对我国财政收入的预报分析表明 ,这两种统计模型的结合使用 ,较大程度地提高了预报精度     

Filling in solvable groups and in lattices in semisimple groups

We prove that the filling order is quadratic for a large class of solvable groups and asymptotically quadratic for all -rank one lattices in semisimple groups of -rank at least 3. As a byproduct of auxiliary results we give a shorter proof of the theorem on the nondistorsion of horospheres providing also an estimate of a nondistorsion constant.     

An Outlook in Teaching and Research in Mathematics in Educational Institutions

The present paper outlines some basic principles upon which an outlook in teaching and research in mathematics in educational institutions can be developed. Defining applied mathematics, the author analyses the basic topics of mathematics which permeate throughout the wider fields and diversified aspects of this branch of mathematical science.

For the institutions of learning, a course curriculum has been proposed which will gradually motivate, orient and prepare individuals through the process of learning to understand the methods and techniques, so as to apply them to physical problems. This has been illustrated in the fields of fluid dynamics and aerodynamics through the analysis of complex function theory and differential equations.

Because of the frustrating situations prevailing amongst students and teachers in the institutions of learning in the present day, a critical analysis has been made to identify the respective roles of the academicians and administrators, and with a view to improving the situation, some remedy has been suggested regarding teaching and research in educational institutions.     

Introducing technology in algebra in Hong Kong: addressing issues in learning

A review of recent studies in Hong Kong suggests that possible problems in secondary school algebra may be due to the procedural paradigm orientation in the curriculum and the conventional style of teaching in the classroom which do not provide sufficient opportunities for students to develop conceptual understanding. Based on the works of a number of projects in the West, it is hypothesized that the introduction of technology in lessons which embody a cognitive model in their design and delivery will provide a viable alternative for enhancing algebraic thinking. The key features of the cognitive model are concrete preparation, cognitive conflict, construction, metacognition and bridging, imbedded in a ‘mediation’ style of teaching. These features are exemplified by detailed accounts of classroom episodes from a Hong Kong lesson supported by the use of graphics calculators. Results indicate that while the approach places particular demands on teachers (a tension between a transmission style of teaching and mediating) there is real potential for supporting more dynamic student constructions.