Recall the following study: Over a 17-year period, researchers studied a sample of 707 individuals from a single community. They recorded the number of hours each individual spent watching television during adolescence and early adulthood. In later years, they recorded the number of aggressive acts by individuals in the study. Science magazine published the results in 2002 in an article titled "Television viewing and aggressive behavior during adolescence and adulthood." Which of the following variables could NOT confound the results of this study? a. gender b. parental supervision and other aspects of family life c. poverty and neighborhood conditions d. the amount of television the adolescents watch

The answer to the question of which variable could NOT confound the results of this study is d. the amount of television the adolescents watch. This is because the variable 'the amount of television the adolescents watch' is actually the independent variable being measured in relation to the dependent variable, 'the number of aggressive acts by individuals'. The study aims to assess the relationship between these two variables and is not confounded by the independent variable itself. Confounding variables are external factors other than the independent variable that could affect the dependent variable, thus causing confusion in establishing a clear cause-and-effect relationship.

On the other hand, a confounding variable could be any other unexpected variable that correlates directly or indirectly with both the independent variable and the dependent variable, affecting the outcome of the study and making it difficult to determine whether the observed effects are due to the variable being studied. Therefore, possible confounding variables include gender (a), parental supervision and other aspects of family life (b), and poverty and neighborhood conditions (c), as these factors could influence both the amount of television watched and the level of aggression independently of each other.

Extra: In research, confounding variables are important to consider because they can lead to misleading conclusions. When researchers are examining the effects of one variable on another, they need to take into account these potential confounders and either control or adjust for them to avoid biased results.

For example:

a. Gender: Men and women may have different levels of aggression due to biological or social differences that are not related to television watching.

b. Parental supervision and other aspects of family life: Different parenting styles or family dynamics can affect both the amount of television watched and the level of aggressive behavior, independent of any effects of television viewing itself.

c. Poverty and neighborhood conditions: Socio-economic status and the quality of one's environment can influence access to television and the content available to them, as well as stress levels and exposure to real-life violence, which might contribute to aggressive behavior.

When designing a study, researchers should try to control for these confounding variables by including them in the study design. This can be done through randomization, matching participants, or statistical methods like regression analysis that can adjust for the effects of confounding variables. In understanding research, it's important for students to recognize the complexity of real-life behaviors and the various factors that can influence study outcomes. This understanding is crucial for interpreting the findings of a study accurately and applying them in real-world contexts.