{"title":"Block What You Can, Except When You Shouldn’t","authors":"Nicole E. Pashley, Luke W. Miratrix","doi":"10.3102/10769986211027240","DOIUrl":null,"url":null,"abstract":"Several branches of the potential outcome causal inference literature have discussed the merits of blocking versus complete randomization. Some have concluded it can never hurt the precision of estimates, and some have concluded it can hurt. In this article, we reconcile these apparently conflicting views, give a more thorough discussion of what guarantees no harm, and discuss how other aspects of a blocked design can cost, all in terms of estimator precision. We discuss how the different findings are due to different sampling models and assumptions of how the blocks were formed. We also connect these ideas to common misconceptions; for instance, we show that analyzing a blocked experiment as if it were completely randomized, a seemingly conservative method, can actually backfire in some cases. Overall, we find that blocking can have a price but that this price is usually small and the potential for gain can be large. It is hard to go too far wrong with blocking.","PeriodicalId":48001,"journal":{"name":"Journal of Educational and Behavioral Statistics","volume":"47 1","pages":"69 - 100"},"PeriodicalIF":1.9000,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educational and Behavioral Statistics","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3102/10769986211027240","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 7
Abstract
Several branches of the potential outcome causal inference literature have discussed the merits of blocking versus complete randomization. Some have concluded it can never hurt the precision of estimates, and some have concluded it can hurt. In this article, we reconcile these apparently conflicting views, give a more thorough discussion of what guarantees no harm, and discuss how other aspects of a blocked design can cost, all in terms of estimator precision. We discuss how the different findings are due to different sampling models and assumptions of how the blocks were formed. We also connect these ideas to common misconceptions; for instance, we show that analyzing a blocked experiment as if it were completely randomized, a seemingly conservative method, can actually backfire in some cases. Overall, we find that blocking can have a price but that this price is usually small and the potential for gain can be large. It is hard to go too far wrong with blocking.
期刊介绍:
Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.