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The statistical errors, on the other hand, are independent, and their sum within the random sample is almost surely not zero. One can standardize statistical errors (especially of a normal distribution) in a z-score (or "standard score"), and standardize residuals in a t-statistic, or more generally studentized residuals.
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Much of statistical theory revolves around the minimization of one or both of these errors, though the complete elimination of either is an impossibility if the outcome is not determined by a known, observable causal process.
When either randomness or uncertainty modeled by probability theory is attributed to such errors, they are "errors" in the sense in which that term is used in statistics; see errors and residuals in statistics. Every time a measurement is repeated, slightly different results are obtained.
In statistical hypothesis testing, this fraction is given the Greek letter α, and 1 − α is defined as the specificity of the test. Increasing the specificity of the test lowers the probability of type I errors, but may raise the probability of type II errors (false negatives that reject the alternative hypothesis when it is true). [a]
In statistics, propagation of uncertainty (or propagation of error) is the effect of variables' uncertainties (or errors, more specifically random errors) on the uncertainty of a function based on them.
In statistical hypothesis testing, there are various notions of so-called type III errors (or errors of the third kind), and sometimes type IV errors or higher, by analogy with the type I and type II errors of Jerzy Neyman and Egon Pearson. Fundamentally, type III errors occur when researchers provide the right answer to the wrong question, i.e ...
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