Textbook: Goodwin, K. A., & Goodwin, C. J. (2017). Research in psychology: Metho

Textbook:
Goodwin, K. A., & Goodwin, C. J. (2017). Research in psychology: Methods and designs (8th ed.). Hoboken, NJ: John Wiley & Sons.
Chapter 5
Chapter 6
Chapter 7
TOPIC:
Based on the text’s descriptions of independent, dependent, and confounding variables and sources of bias, describe a counselling-related scenario that contains examples of each. How might these factors affect the interpretation of results and how might the researcher in these scenarios control for confounding variables and other sources of bias?
UNIT NOTE :
During Unit 2, students will develop a basic understanding of experimental research and become familiar with the main experimental designs. Chapters 5 through 7 of the text all relate to this topic, as well as do the exercises and discussions. Chapter 5 begins by dissecting the variables and conditions under which the experiment will be conducted. The independent variables (IVs) are those that are directly under the control of the experimenter while the dependent variables (DVs) represent the observed outcomes. Extraneous variables are those that are incidental to the experiment and should be identified and controlled, lest they present a confound to the experiment. A confound exists when an experimenter fails to control for an extraneous variable and cannot rule out its influence over results. The chapter ends with an in-depth discussion of the main forms of validity, high levels of which are inherent in a well-constructed study: statistical conclusion validity, construct validity, internal validity, and external validity.
The concept of methodological control has to do with structuring the research project in such a way as to minimize potential confounds and optimize the utilization of data. Now that the foundation has been laid, Chapter 6 explores the main experimental designs that are used to test the effects of independent variables. Between-subjects designs are useful when comparing independent variables with groups of similar composition. Methods of creating equivalent groups are highlighted. Other studies seek to compare participants on all of the study’s conditions. These within-subjects (or repeated-measures) designs come with their own caveats and requisite controls so that the measures are typically counter-balanced (IVs are presented in different orders for different groups to control for a variety of confounds such as fatigue or novelty; order effects). Single-factor designs are discussed in depth in Chapter 7. The discussions and exercises for this week and next are designed to enable the student to become familiar with and identify the most popular types of research designs.
Using a control group is one important way to control for any unanticipated systematic confound or placebo effect. Bias represents another way in which the validity of a study can be compromised. Understanding and controlling for expectations, both on the part of the researcher and participants, is crucial. In order to conduct a sound experiment, the researcher must anticipate and control for a wide variety of issues. A good imagination is a must!