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An Overview of Statistical Learning

Statistical learning refers to a vast set of tools for understanding data. These

tools can be classified as supervised or unsupervised. Broadly speaking,

supervised statistical learning involves building a statistical model for pre￾dicting, or estimating, an output based on one or more inputs. Problems of

this nature occur in fields as diverse as business, medicine, astrophysics, and

public policy. With unsupervised statistical learning, there are inputs but

no supervising output; nevertheless we can learn relationships and struc￾ture from such data. To provide an illustration of some applications of

statistical learning, we briefly discuss three real-world data sets that are

considered in this book.

Wage Data

In this application (which we refer to as the Wage data set throughout this

book), we examine a number of factors that relate to wages for a group of

males from the Atlantic region of the United States. In particular, we wish

to understand the association between an employee’s age and education, as

well as the calendar year, on his wage. Consider, for example, the left-hand

panel of Figure 1.1, which displays wage versus age for each of the individu￾als in the data set. There is evidence that wage increases with age but then

decreases again after approximately age 60. The blue line, which provides

an estimate of the average wage for a given age, makes this trend clearer.

G. James et al., An Introduction to Statistical Learning: with Applications in R,

Springer Texts in Statistics, DOI 10.1007/978-1-4614-7138-7 1,

© Springer Science+Business Media New York 2013

1

2 1. Introduction

Age Year

20 40 60 80 2003 2006 2009 12345

Education Level

FIGURE 1.1. Wage data, which contains income survey information for males

from the central Atlantic region of the United States. Left: wage as a function of

age. On average, wage increases with age until about 60 years of age, at which

point it begins to decline. Center: wage as a function of year. There is a slow

but steady increase of approximately $10,000 in the average wage between 2003

and 2009. Right: Boxplots displaying wage as a function of education, with 1

indicating the lowest level (no high school diploma) and 5 the highest level (an

advanced graduate degree). On average, wage increases with the level of education.

Given an employee’s age, we can use this curve to predict his wage. However,

it is also clear from Figure 1.1 that there is a significant amount of variability associated with this average value, and so age alone is unlikely to

provide an accurate prediction of a particular man’s wage.

We also have information regarding each employee’s education level and

the year in which the wage was earned. The center and right-hand panels of

Figure 1.1, which display wage as a function of both year and education, indicate that both of these factors are associated with wage. Wages increase

by approximately $10,000, in a roughly linear (or straight-line) fashion,

between 2003 and 2009, though this rise is very slight relative to the variability in the data. Wages are also typically greater for individuals with

higher education levels: men with the lowest education level (1) tend to

have substantially lower wages than those with the highest education level

(5). Clearly, the most accurate prediction of a given man’s wage will be

obtained by combining his age, his education, and the year. In Chapter 3,

we discuss linear regression, which can be used to predict wage from this

data set. Ideally, we should predict wage in a way that accounts for the

non-linear relationship between wage and age. In Chapter 7, we discuss a

class of approaches for addressing this problem.