Introducing Anova and Ancova: A Glm Approach

By Andrew Rutherford. 2000

362 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9fb3c130854d3d26d0ff6bae702676ca3cbe689d

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Citations in the corpus

Entertainment matters! The relationship between challenge and persuasiveness of an advergame for children (2012, methodology): “Using the challenge group variable (underchallenged, balanced, overchallenged) and the ID-CC variable as grouping variables, and brand usage and the number of gaming devices as covariates, and brand attitude as the dependent variable, an ANCOVA was calculated (Rutherford 2001 ).”
Dispersal ability rather than ecological tolerance drives differences in range size between lentic and lotic water beetles (Coleoptera: Hydrophilidae) (2012, methodology): “Despite this, we used raw data because residuals were normally distributed, thus ensuring a lack of bias or spurious effects in the GLM results (see Rutherford, 2001).”
Assimilation ideology and outgroup attitudes among ethnic majority members (2011, result): “The general linear model is a flexible generalization of analysis of variance and regression analysis and yields similar results (Rutherford, 2001; Tabachnick & Fidell, 2007).”
Measuring help-seeking intentions: Properties of the General Help-Seeking Questionnaire (2005, unknown): “A repeated measures analysis was used to increase the likelihood that the results found both within and between each problem-type might be generalized to the general high school population from which the participants were drawn (Rutherford, 2001, p. 61).”
Linear mixed-effects modeling approach to FMRI group analysis (2013, unknown): “Such limitation can be overcome (Rutherford, 2001) to include within-subject factors by considering subject as a variable in the model through, for example, effect coding (see Appendix C).”
Demixed principal component analysis of neural population data (2014, methodology): “Hence, MANOVA is not the appropriate method for demixing purposes.”
The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers (2009, background): “It is worth noting that this difference in growth was independent of the apparent preexperimental difference between the two participant groups (see Figure 1), as the interaction between Time and Group in repeated-measures designs takes into account any group differences in pretest scores (Rutherfor”