Im doing a report for psychology and i need to know what a Potential Confounding Variable is???
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A confounding variable is a particular type of extraneous variable which for some reason has been left uncontrolled. The result of this is that when we look at the outcome of an experimental study, rather than only one possible variable (IV) exerting an influence on the DV, there are found to be others, and these are said to be confounding the results.\n\nFor example, consider a study in which a new drug for the control of hypertension (high blood pressure) was being investigated. We set up a trial in which two groups are compared, one group with the drug, another with a placebo. When we look at the data we find the the group receiving the drug do indeed have lower blood pressure than the control group. However then we notice, that for some reason the average age of the experimental group, i.e. those receiving the drug, is significantly lower than that of the control group. Now we know hypertension is age related, and therefore the difference in blood pressure between the two groups might be due to age differences rather than the effect of the drug. We say the age differences has confounded the findings.
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you're kidding right? I hope you don't use any of the data you collect on here for a school project. This is about the worst sample you can have for a survey. Your results are going to be pretty much worthless.
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Your data doesn't support your hypothesis or the formula.\nLook for reasons that you may have had measuring error or experimental error.
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http://www.psych.umn.edu/psylabs/vpr/msqinf.htm
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It's unclear what you are actually asking.\n\nIf you are trying to find out whether psychological evidence may be considered, that's a question of law for the judge. The side who wants to admit the evidence can make a motion in limine to get the judge to allow it. Or the side who wants to exclude the evidence can make a motion in limine to get the judge to refuse to allow it.\n\nAs far as whether that will make a difference in the outcome of the case, that's an entirely separate question -- and the answer is almost impossible to predict. Too many variables.\n\nMental observation is not generally a defense. Diminished capacity (mental problems) is rarely a defense. Mental disease or defect is occasionally a defense. It all depends on the laws of the state/country in question.\n\nStart with asking the judge whether evidence of mental problems can be presented. That will provide much of the answer you are looking for.
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Check out CHADD.org.  It is a reputable site for AD/HD information.  If you are doing research on AD/HD, I would recommend staying away from websites that you happen to come upon for information.  Anyone can post anything out there, true or not.  They do not know the cause of AD/HD.  There has been a strong correlation (NOT cause and effect) between prenatal drug exposure and the child exhibiting symptoms of AD/HD.  BUT, this is not proven and it is not the only explanation.  They think that AD/HD is caused by problems in the temporal lobe area of the brain (area over your eyes, like your forehead).  This part of the brain controls many of the executive functions, like attention, impulse control, etc.  I recommend looking up information in professional journals at a library-- if you are a college student, then definately check out your university's library!  They will have all the most recent research conducted.
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Check this out for a reliable and professional academic research help:\n\nhttp://care4com.blogspot.com/\n\nYou'll be fine...
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Most times statistics are used in psychology to measure whether the results of an experiment shows genuinely "significant" differences within the results, or whether all of the results fit within a single range.\n\nFor example, there have been studies which "appear" to show that boys' and girls' academic performance goes in non-synchronous waves.\n\nIf you measured the performance of all the pupils in a school in a certain year in a certain subject you could tell (using chi square, for example) whether the performance of the boys (as a group) was statistically different from the performance of the girls (as a group), or whether the performance of all the students in that year, in that subject, fell within the same "range".\n\nIf there is a significant difference you can use "standard deviations" as a measure of just how big the difference is.\n\n(I don't have any URLs on hand, but you can look up "statistical significance" and "standard deviations" online.)
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Here is what i found.  I'm not sure how right this is, but you can check it out.  Good Luck with your testing.
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While I'm suspicious you are looking for the answer to a homework problem, I would also like to help -- without giving you the answer.  Try using a paired sample t-test here.  Since the study was conducted on the same individuals at two separate time periods, you must take into account correlations here, which is exactly what the t-test does.  There are two methods of this test that can be conducted, however, one with pooled variances and one withouth.  To determine which to use, calculate the variance for each of the trials above and determine if they are significantly different from eachother (this can be determined from Levene's Test for Equality of Variances).
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The "variables" are the things in the experiment you are testing.  If you wanted to see if the rate of polar bear births increased when the sale of ice cream increased in Georgia (btw, it does), then the variables would be polar bear births and ice cream sales in Georgia.\n\nYou should note that just because the values of your variables change, does not mean that a cause and effect relationship exists.  As in the example above, just because more polar bears are born in years where ice cream sales in Georgia are high, does not mean that Georgia can make polar bears have more babies just by buying more ice cream.
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Oh.... wait till I get home! Than I will edit this and give you the answer you need. I am at work now, so I do not have SPSS to rely on....
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(a) Adding another observation makes the test more significance, not less significant.    That would make the p-value smaller, and it was already smaller than 1% since you rejected the null originally.  You would still reject the null at the 1% level.\n\n(b) If a test is rejected at the 1% level, the p-value was less than 1%.  Since that is the case, it would also be less than 5%, which means you would reject the null at the 5% level.
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Isolate your variable by dividing by -3 to get -5 for y.\n\nsubtract 8 and divide by -1 to get -4 for r.
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Read this\nhttp://www.psychologytoday.com/articles/PTO-20030616-000002.html
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I know Darsee, a prominent psychologist and professor at Harvard, falsified most of his data.  Someone notified the NIMH and his data was analyzed and concluded to be falsified.  He lost his job and his reputation.
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You might be looking for Regression analysis.\nThis is the statistical technique used to look for correlations between variables.