Maarten,
thanks for the explain. I think then that I can use this model to
explain technological adoption in agriculture. The farmer decide to
adopt or not. If he adopt, exists several levels of techonolgy, etc.
I will see the references.
Thanks again,
Joao Lima
2008/8/30, Maarten buis <[email protected]>:
> --- "Joao Ricardo F. Lima" <[email protected]> wrote:
> > could you please send me some references of papers that applied this
> > kind of model (seqlogit). It´s very interesting, gave me some ideas,
> > but I want to read some articles to understand it better.
>
> The model implemented in -seqlogit- basically consists of two parts:
> The first part models a sequence of decisions/steps. For example, one
> can decide to finish high school or not, if one finishes high school
> one can decide between entering the labor market, junior college, or a
> four year college, and if one finishes a four year college on can
> decide to enter the labor market or enter graduate school. In this type
> of application one is typically interested in how family background
> influences these dicisions. This part is pretty old: Within sociology a
> common application of this model is presented in (Mare 1980, 1981),
> while Maddala (1983) discusses some applications within economics. It
> is also discussed in (Fox 1997) and (Agresti 2002)
>
> The second part (implemented in -seqlogitdecomp-, which is part of the
> seqlogit package) shows a decomposition of how the effects of one
> explanatory variable on each transition add up to the effect of the
> explanatory variable on the highest attained level. To continue the
> example: It shows a decomposition of the effect of family background on
> the highest achieved level of education as a weighted sum of the
> effects of family background on each decision. These weights turn out
> to be substantively sensible: a decision that few people are at risk of
> making receives less weight than a decision where more people are at
> risk; a decision where virtually everybody fails/passes receives less
> weight than a decision where the probability is of passing is about
> 50%; and a decision receives more weight if the difference in expected
> level between passers and failers is high rather than low. This
> decomposition is to the best of my knowledge new and only discussed in
> (Buis 2008).
>
> Hope this helps,
> Maarten
>
>
> Agresti, Alan. 2002. Categorical Data Analysis. 2nd ed. Hoboken, NJ:
> Wiley-Interscience.
>
> Buis, Maarten L. 2008. Not all transitions are equal: The relationship
> between inequality of educational opportunities and inequality of
> educational outcomes. http://home.fsw.vu.nl/m.buis/wp/distmare.html .
>
> Fox, John. 1997. Applied Regression Analysis, Linear Models, and
> Related Methods. Thousand Oaks: Sage.
>
> Maddala, G.S. 1983. Limited Dependent and Qualitative Variables in
> Econometrics. Cambridge: Cambridge University Press.
>
> Mare, Robert D. 1980. Social Background and School Continuation
> Decisions. Journal of the American Statistical Association
> 75(370):295–305.
>
> Mare, Robert D. 1981. Change and Stability in Educational
> Stratification. American Sociological Review 46(1):72–87.
>
>
> -----------------------------------------
> Maarten L. Buis
> Department of Social Research Methodology
> Vrije Universiteit Amsterdam
> Boelelaan 1081
> 1081 HV Amsterdam
> The Netherlands
>
> visiting address:
> Buitenveldertselaan 3 (Metropolitan), room Z434
>
> +31 20 5986715
>
> http://home.fsw.vu.nl/m.buis/
> -----------------------------------------
>
>
>
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>
--
-------------------------------
Joao Ricardo Lima
Professor
UFPB-CCA-DCFS
+553138923914
-------------------------------
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