Measures of central tendency (mean, median, and mode) tell us about the “middle” or “typical” value in a dataset. However, they don’t tell us how spread out the data points are. Two datasets can have identical means but be drastically different in their structure.
Measures of dispersion tell us how spread out the data is around the central value. The key measures we’ll explore are:
As we learn from the lecture slides: Whenever you report a measure of central tendency, you should report a measure of dispersion.
To understand the concept of variance, let’s start with a visual example. Below are three distributions that all have the same mean (50) but different amounts of spread around that mean:
| distribution | Mean | Median | SD | Variance | Range |
|---|---|---|---|---|---|
| High Variability (SD = 30) | 49.40 | 48.48 | 29.35 | 861.47 | 188.09 |
| Low Variability (SD = 5) | 50.08 | 50.05 | 4.96 | 24.59 | 30.25 |
| Medium Variability (SD = 15) | 50.64 | 50.82 | 15.15 | 229.37 | 96.57 |
The range is the difference between the maximum and minimum values in a dataset. It’s the simplest measure of dispersion.
| Distribution | Range |
|---|---|
| Low Variability | 30.25407 |
| Medium Variability | 96.57348 |
| High Variability | 188.08924 |
As the lecture notes state: Like the mean, the range is very sensitive to extreme scores!
The variance measures how far each value in the dataset is from the mean. It’s calculated by:
Let’s calculate the variance step by step for a small dataset:
| Value | Deviation.from.Mean | Squared.Deviation |
|---|---|---|
| 4 | -14 | 196 |
| 8 | -10 | 100 |
| 15 | -3 | 9 |
| 16 | -2 | 4 |
| 23 | 5 | 25 |
| 42 | 24 | 576 |
## Mean = 18
## Sum of Squared Deviations = 910
## Variance = 151.6667
The variance is calculated as the average of squared deviations from the mean:
\(\text{Variance} = \frac{\sum(\text{value} - \text{mean})^2}{\text{count}}\)
Note: You may sometimes see different formulas with either n or (n-1) in the denominator. These distinguish between population variance and sample variance, but this distinction is not important for descriptive statistics (what we’re currently learning). We will cover sampling concepts later in the course.
There are two main reasons for squaring the deviations:
To eliminate negative values: Some values are below the mean (negative deviations) and some are above (positive deviations). If we simply averaged the deviations, they would cancel each other out, and the result would always be zero!
To emphasize larger deviations: Squaring gives more weight to larger deviations, making the variance more sensitive to outliers and extreme values.
As the lecture notes state: Although variance is central to many of our advanced statistical methods, it is difficult for our brains to think in squared units.
The standard deviation addresses this problem. It’s simply the square root of the variance:
\(\text{Standard Deviation} = \sqrt{\text{Variance}}\)
Note: You may sometimes see standard deviation represented as σ (sigma) for populations or s for samples, but this distinction is not important for descriptive statistics at this stage of the course.
## Variance = 151.6667 (squared units)
## Standard Deviation = 12.3153 (original units)
The standard deviation tells us about the typical or average distance of data points from the mean. A small standard deviation indicates that data points are clustered closely around the mean, while a large standard deviation indicates that data points are spread out over a wider range.
Note About Notation: You may sometimes see the standard deviation represented as σ (sigma) for population data or s for sample data. This distinction is not important for descriptive statistics at this point in the course. We’ll cover sampling theory later.
For normally distributed data, the standard deviation can be used to determine the percentage of data that falls within certain ranges from the mean, but we’ll cover this more in the unit on normal distributions.
Quartiles divide a dataset into four equal parts:
The Interquartile Range (IQR) is the difference between the third quartile and the first quartile:
\[IQR = Q3 - Q1\]
The IQR represents the middle 50% of the data and is a robust measure of dispersion that isn’t affected by outliers.
| Statistic | Value |
|---|---|
| Minimum | 20.00 |
| Q1 (25th percentile) | 44.67 |
| Median (50th percentile) | 51.01 |
| Q3 (75th percentile) | 58.62 |
| Maximum | 105.00 |
| IQR | 13.95 |
| Mean | 52.31 |
| Standard Deviation | 13.21 |
The IQR has several advantages:
A boxplot (also called a box-and-whisker plot) is a standardized way of displaying the distribution of data based on the five-number summary:
Boxplots are especially useful for comparing multiple distributions side by side:
| group | Mean | Median | Skew Direction |
|---|---|---|---|
| Approximately symmetric | 65.7 | 69.2 | Left (Negative) Skew |
| Approximately symmetric but with outliers | 50.9 | 50.7 | Right (Positive) Skew |
| Right Skewed | 33.5 | 30.7 | Right (Positive) Skew |
| Symmetric | 49.8 | 49.2 | Right (Positive) Skew |
You can determine skewness from a boxplot by looking at:
Relative positions of the median line: If the median is closer to the bottom of the box (Q1), the distribution is positively skewed. If closer to the top (Q3), it’s negatively skewed.
Whisker lengths: Unequal whisker lengths suggest skewness. A longer upper whisker indicates positive skew; a longer lower whisker indicates negative skew.
Outlier positions: More outliers on one side suggest skewness in that direction.
Different measures of dispersion are appropriate in different situations:
| Measure | When.to.Use | Advantages | Limitations |
|---|---|---|---|
| Range | For a quick, simple measure of total spread | Easy to calculate and understand | Extremely sensitive to outliers |
| Variance | For statistical modeling and analysis of variation | Mathematical basis for many statistical methods | Not in original units, harder to interpret directly |
| Standard Deviation | For describing normal or near-normal distributions | Same units as data, good interpretability with normal distributions | Can be misleading for skewed distributions |
| IQR | For skewed distributions or when outliers are present | Robust against outliers, works with any distribution shape | Only uses information about the middle of the distribution |
Let’s see how outliers affect these different measures:
| Measure | Without.Outlier | With.Outlier | Percent.Change | |
|---|---|---|---|---|
| Range | Range | 37.47 | 123.19 | 228.8 |
| SD | SD | 9.32 | 16.92 | 81.5 |
| IQR | IQR | 12.66 | 12.76 | 0.8 |
As we can see, adding just one outlier: - Dramatically increases the range - Substantially increases the standard deviation - Has minimal effect on the IQR
This is why the IQR is often preferred for skewed distributions or data with outliers.
Let’s analyze two test score distributions to demonstrate all these concepts together:
| class | Mean | Median | SD | Variance | Range | IQR | Q1 | Q3 |
|---|---|---|---|---|---|---|---|---|
| Class A | 74.8 | 74.6 | 4.9 | 24.1 | 18.8 | 5.8 | 71.6 | 77.4 |
| Class B | 75.5 | 75.4 | 10.8 | 117.0 | 31.2 | 20.9 | 65.0 | 85.9 |
The summary statistics show that both classes have similar means (around 75), but their distributions are very different:
This example demonstrates why looking at measures of central tendency alone is insufficient. The measures of dispersion tell us important information about how the scores are distributed.
As the lecture slides state: When telling about a quantitative variable, always report the shape of its distribution, along with a center and a dispersion.
Here’s a summary of when to use which combination of measures:
Remember, understanding variability helps us see beyond averages to develop a richer, more complete understanding of our data.