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Researchers identified 2587 10th grade students in the Los Angeles area who did not have significant symptoms of ADHD (Attention-Deficit Hyperactivity Disorder). These students were followed for approximately two years. The frequency with which each student used digital media over the two-year period was recorded. At the end of the two-year period, students were again tested for symptoms of ADHD. Researchers found that the higher the frequency of digital media use, the more likely the student was to have developed symptoms of ADHD at the end of the study Identify potential confounding variables and explain why confounding prevents us from concluding that the more one uses digital media, the more likely one is to develop ADHD. Potential confounding variables: a. parental involvement b. the age of any siblings c. race d. cognitive disability e. sleep disorders

User AbuMariam
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The potential confounding variables in this study are:

a. Parental involvement: This variable refers to the level of engagement and support provided by the parents in the students' lives. It can influence the students' behaviors and habits, including their frequency of digital media use and development of ADHD symptoms. For example, students with higher levels of parental involvement may have more structured and regulated digital media use, which could impact their likelihood of developing ADHD symptoms.

b. The age of any siblings: This variable pertains to the number and age of siblings a student has. The presence of older or younger siblings can impact a student's digital media use and ADHD symptoms. For instance, if older siblings engage in excessive digital media use, the younger sibling may be more likely to adopt similar habits. Additionally, sibling dynamics and interactions can affect a student's behavior and attention span.

c. Race: This variable refers to the racial or ethnic background of the students. Different racial or ethnic groups may have varying levels of exposure to digital media, cultural norms regarding its use, and access to resources that can influence ADHD symptoms. Factors such as socioeconomic status, educational opportunities, and community influences can vary across racial or ethnic groups and impact the relationship between digital media use and ADHD symptoms.

d. Cognitive disability: This variable encompasses any cognitive impairments or disabilities that students may have. Students with cognitive disabilities may have different patterns of digital media use and susceptibility to developing ADHD symptoms. For example, individuals with certain cognitive disabilities may be more prone to excessive digital media use or may be more susceptible to the effects of digital media on attention and impulsivity.

e. Sleep disorders: This variable refers to any sleep-related issues or disorders that students may have. Poor sleep quality or insufficient sleep can affect attention, impulsivity, and cognitive functioning, potentially confounding the relationship between digital media use and ADHD symptoms. Students with sleep disorders may experience heightened symptoms of ADHD regardless of their digital media use.

Confounders prevent us from concluding that the more one uses digital media, the more likely one is to develop ADHD because they introduce alternative explanations for the observed relationship. These variables can independently influence both digital media use and ADHD symptoms, making it difficult to isolate the true causal relationship between the two. To draw accurate conclusions, researchers need to control for or account for these confounding variables in their analysis.
User Louisfischer
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