Town Level Data on Cable Operators and Cable Channels

12 Sep

I am pleased to announce the release of TV and Cable Factbook Data (1997–2002; 1998 coverage is modest). Use of the data is restricted to research purposes.

Background

In 2007, Stefano DellaVigna and Ethan Kaplan published a paper that used data from Warren’s Factbook to identify the effect of introduction of Fox News Channel on Republican vote share (link to paper). Since then, a variety of papers exploiting the same data and identification scheme have been published (see, for instance, Hopkins and Ladd, Clinton and Enamorado, etc.)

In 2012, I embarked on a similar such project—trying to use the data to study the impact of introduction of Fox News Channel on attitudes and behaviors related to climate change. However, I found the original data to be limited—DellaVigna and Kaplan had used a team of research assistants to manually code a small number of variables for a few years. So I worked on extending the data. I planned on extending the data in two ways: adding more years, and adding ‘all’ the data for each year. To that end, I developed custom software. The data collection and parsing of a few thousand densely packed, inconsistently formatted, pages (see below) to a usable CSV (see below) finished sometime early in 2014. (To make it easier to create a crosswalk with other geographical units, I merged the data with Town lat/long (centroid) and elevation data from http://www.fallingrain.com/world/US/.)

Sample Page
cable_factbook_example
Snapshot of the Final CSV
csv_snap

Soon after I finished the data collection, however, I became aware of a paper by Martin and Yurukoglu. They found some inconsistencies between the Nielsen data and the Factbook data (see Appendix C1 of paper), tracing the inconsistencies to delays in updating the Factbook data—“Updating is especially poor around [DellaVigna and Kaplan] sample year. Between 1999 and 2000, only 22% of observations were updated. Between 1998 and 1999, only 37% of observations were updated.” Based on their paper, I abandoned the plan to use the data, though I still believe the data can be used for a variety of important research projects, including estimating the impact of introduction of Fox News. Based on that belief, I am releasing the data.

Teaching Social Science

12 Sep

Three goals: impart information, spur deep(er) thought about the topic (and the social world more generally), and inculcate care in thinking. As is perhaps clear, working towards achieving any one of these goals creates positive externalities that help achieve other goals. For instance, care in exposition, which is a necessary (though not sufficient) condition for imparting correct information, may also inadvertently produce —either through mimesis, or further thought—care in how students think about questions.

Supplement such synergies by actively seeking and utilizing pertinent opportunities during both, class-wide discussions about the materials, and one-to-one discussions about research projects, to raise (and clarify) relevant points. During discussions, encourage students to seriously consider questions about epistemology, fundamental to science but also more generally to reasoning and discourse, by weaving in questions such as, “What is the claim that we are making?”, and “When can we make this claim and why?”.

Some of the epistemological questions are most naturally (and perhaps best) handled when students are engaged in working on their own research projects. Guiding students as they collect and analyze their own data provides unique opportunities to discuss issues related to research design, and logic. And it is my hunch that students are more engaged with the material (and hence learn more of it, and think more about it) when they work on their own projects than when asked to learn the materials through lectures alone. For instance, undergraduates at Stanford often excel at knowing the points made in the text, but often have yet to spend time thinking about the topic itself. My sense is (and some experience corroborates it) that thinking broadly about an issue allows students to gain new insights, and helps them contextualize their findings better. It also spurs curiosity about the social world and the broader set of questions about society. Hence, in addition to the above, ask students to discuss the topics that they are working on more generally, and think carefully and deeply about what else could be going on.

Stereotypical Understanding

11 Jul

The paucity of women in Computer Science, Math and Engineering in the US is justly widely lamented. Sometimes, the imbalance is attributed to gender stereotypes. But only a small fraction of men study these fields. And in absolute terms, the proportion of women in these fields is not a great deal lower than the proportion of men. So in some ways, the assertion that these fields are stereotypically male is in itself a misunderstanding.

For greater clarity, a contrived example: Say that the population is split between two similar sized groups, A and B. Say only 1% of Group A members study X, while the proportion of Group B members studying X is 1.5%. This means that 60% of those to study X belong to Group B. Or in more dramatic terms: activity X is stereotypically Group B. However, 98.5% of Group B doesn’t study X. And that number is not a whole lot different from 99%, the percentage of Group A that doesn’t study X.

When people say activity X is stereotypically Group B, many interpret it as ‘activity X is quite popular among X.’ (That is one big stereotype about stereotypes.) That clearly isn’t so. In fact, the difference between the preferences for studying X between Group A and B — as inferred from choices (assuming same choices, utility) — is likely pretty small.

Obliviousness to the point is quite common. For instance, it is behind arguments linking terrorism to Muslims. And Muslims typically respond with a version of the argument laid out above—they note that an overwhelming majority of Muslims are peaceful.

One straightforward conclusion from this exercise is that we may be able to make headway in tackling disciplinary stereotypes by elucidating the point in terms of the difference between p(X|Group A) and p(X| Group B) rather than in terms of p(Group A | X).

The Value of Money: Learning from Experiments Offering Money for Correct Answers

10 Jul

Papers at hand:

Prior et al. and Bullock et al.


Two empirical points that we learn from the papers:

1. Partisan gaps are highly variable (without money, control condition). See also: Partisan Retrospection?
(The point is never explicitly commented on by either of the papers. The point has implications for proponents of partisan retrospection.)

2. When respondents are offered money for the correct answer, partisan gap reduces by about half on average.


Question in front of us: Interpretation of point 2.


Why are there partisan gaps on knowledge items?

1. Different Beliefs: People believe different things to be true: People learn different things. For instance, Republicans learn that Obama is a Muslim, and Democrats that he is an observant Christian. For a clear exposition on what I mean by ‘beliefs’, see Waters of Casablanca.

2. Systematic Lazy Guessing: The number one thing people lie about on knowledge items is that they have the remotest clue about the question being asked. And the reluctance to acknowledge ‘Don’t Know’ is in itself a serious point worthy of investigation and careful interpretation. (My sense is that it tells us something important about humans.) When people guess on items with partisan implications, they may use inference rules. For instance, a Republican, when asked about whether unemployment rate under Obama had increased or decreased, may reason that Obama is a socialist and since socialism is bad policy, it must have increased the unemployment rate.

3. Cheerleading: Even when people know that things that reflect badly on their party happened, they lie. (I will be surprised if this is common.)


The Quantity of Interest: Different Beliefs.
We do not want: Different Beliefs + Systematic Lazy Guessing


Why would money reduce partisan gaps?

1. Reducing Systematic Lazy Guessing: Bullock et al. use pay for DK, offering people small incentive (much smaller than pay for correct) to confess to ignorance. Estimate should be closer to the quantity of interest: ‘Different Beliefs.’

2. Considered Guessing: On being offered money for the correct answer, respondents replace ‘lazy’ (for a bounded rational human —optimal) partisan heuristic described above with more effortful guessing. Replacing Systematic Lazy Guessing with Considered Guessing is good to the extent that Considered Guessing is less partisan. If it is so, the estimate will be closer to the quantity of interest: ‘Different Beliefs.’ (Think of it as a version of correlated measurement error. And we are now replacing systematic measurement error with error that is more evenly distributed, if not ‘randomly’ distributed.)

3. Looking up the Correct Answer: People look up answers to take the money on offer. Both papers go some ways to show that cheating isn’t behind the narrowing of the partisan gap. Bullock et al. use ‘placebo’ questions, and Prior et al. timing etc.

4. Reduces Cheerleading: For respondents for whom utility from lying < $, they stop lying. Estimate will be closer to the quantity of interest: 'Different Beliefs.'

5. Demand Effects: Respondents take the offer of money as a cue that their instinctive response isn’t correct. Estimate may be further away from the quantity of interest: ‘Different Beliefs.’

Sample this: Sampling randomly from the streets

23 Jun

Say you want to learn about the average number of potholes per unit paved street in a city. To estimate that quantity, the following sampling plan can be employed:

1. Get all the streets in a city from Google Maps or OSM
2. Starting from one end of the street, split each street into .5 km segments till you reach the end of the street. The last segment, or if the street is shorter than .5km, the only segment, can be shorter than .5 km.
3. Get the lat/long of start/end of the segments.
4. Create a database of all the segments: segment_id, street_name, start_lat, start_long, end_lat, end_long
5. Sample from rows of the database
6. Produce a CSV of the sampled segments (subset of step 4)
7. Plot the lat/long on Google Map — filling all the area within the segment.
8. Collect data on the highlighted segments.

For Python package that implements this, see https://github.com/soodoku/geo_sampling.

Ipso Facto: Analysis of Complaints to IPSO

11 Jun

Independent Press Standards Agency (IPSO) handles complaints about accuracy etc. in the media in the U.K. Against which media organization are most complaints filed? And against which organization are the complaints most often upheld? We answer these questions using data from the IPSO website. (The data and scripts behind the analysis are posted on GitHub.)

Between its formation in September, 2014 and May 20th, 2016, IPSO received 371 complaints. Expectedly, tabloid newspapers are well represented. Of the 371 complaints, The Telegraph alone received 35 complaints, or about 9.4% of the total complaints. It was followed closely by The Mail with 31 complaints. The Times had 25 complaints filed against it, The Mirror and The Express 22 each, and The Sun, 19 complaints.

Generally, less than half the number of complaints were completely or partly upheld. Topping the list was The Express and The Telegraph with 10 upheld complaints each. And following close behind was The Times with 8 complaints, The Mail with 6, and The Sun and the Daily Star with 4 each.

See also the plot of batting average of media organizations with most complaints against them.

Clustering and then Classifying: Improving Prediction for Crudely-labeled and Mislabeled Data

8 Jun

Mislabeled and crudely labeled data are common problems in data science. Supervised prediction of such data expectedly yields poor results. To alleviate the problem, one simple solution is to cluster the data within each label, and then, instead of predicting original labels, predict cluster labels. For a class of problems, the method can be shown to always improve both comprehensibility and accuracy.

Detailed research note coming soon!

The Missing Plot

27 May

Datasets often contain missing values. And often enough—at least in social science data—values are missing systematically. So how do we visualize missing values? After all, they are missing.

Some analysts simply list-wise delete points with missing values. Others impute, replacing missing values with mean or median. Yet others use sophisticated methods to impute missing values. None of the methods, however, automatically acknowledge that any of the data are missing in the visualizations.

It is important to acknowledge missing data.

One can do it is by providing a tally of how much data are missing on each of the variables in a small table in the graph. Another, perhaps better, method is to plot the missing values as a function of a covariate. For bivariate graphs, the solution is pretty simple. Create a dummy vector that tallies missing values. And plot the dummy vector in addition to the data. For instance, see:
missing

(The script to produce the graph can be downloaded from the following GitHub Gist.)

In cases, where missing values are imputed, the dummy vector can also be used to ‘color’ the points that were imputed.

Some Facts About PolitiFact

27 May

I assessed PolitiFact on:

1. Imbalance in scrutiny: Do they vet statements by Democrats or Democratic-leaning organizations more than statements Republicans or Republican-leaning organizations?

2. Batting average by party: Roughly n_correct/n_checked, but instantiated here as mean Politifact rating.

To answer the questions, I scraped the data from PolitiFact and independently coded and appended data on the party of the person or organization covered. (Feel free to download the script for scraping and analyzing the data, scraped data and data linking people and organizations to party from the GitHub Repository.)

Until now, Politifact has checked veracity 3,859 statements by 703 politicians and organizations. Of these, I was able to establish the partisanship of 554 people and organizations. I restrict the analysis to 3,396 statements by organizations and people whose partisanship I could establish and who lean either towards the Republican or Democratic party. I code the Politifact 6-point True to Pants on Fire scale (true, mostly-true, half-true, barely-true, false, pants-fire) linearly so that it lies between 0 (pants-fire) and 1 (true).

Of the 3,396 statements, about 44% (n = 1506) of the statements checked by PolitiFact are by Democrats or Democratic-leaning organizations. Rest of the roughly 56% (n = 1890) are by Republicans or Republican-leaning organizations. The average PolitiFact rating of statements by Democrats or Democratic-leaning organizations (batting average) is .63; it is .49 for statements by Republicans or Republican-leaning organizations.

To check whether the results are driven by some people receiving a lot of scrutiny, I tallied the total number of statements investigated for each person. Unsurprisingly, there is a large skew, with a few prominent politicians receiving a bulk of the attention. For instance, PolitiFact investigated more than 500 claims by Barack Obama alone. The figure below plots the total number of statements investigated for thirty politicians receiving the most scrutiny.
t30_total_investigated

If you take out Barack Obama, the percentage of Democrats receiving scrutiny reduces to 33.98%. More generally, limiting ourselves to the bottom 90% of the politicians in terms of scrutiny received, the share of Democrats is about 42.75%.

To analyze whether there is selection bias in covering politicians who say incorrect things more often, I estimated the correlation between the batting average and the total number of statements investigated. The correlation is very weak and does not appear to vary systematically by party. Accounting for the skew by taking the log of the total statements or by estimating a rank ordered correlation has little effect. The figure below plots batting average as a function of total statements investigated.

batting_average_total_investigated

Caveats About Interpretation

To interpret the numbers, you need to make two assumptions:

1. The number of statements made by Republicans and Republican-leaning persons and organizations is the same as that made by people and organizations on the left.

2. Truthiness of statements by Republican and Republican-leaning persons and organizations is the same as that of left-leaning people and organizations.