Dependent Variable- a variable (any mental phenomenon, characteristic), changes in which are considered as consequences of changes in experimental influence. Simply put, these are so-called reactions or responses to experimental influence.

Psychologists deal with the behavior of the subject, so parameters of verbal and nonverbal behavior are selected as the dependent variable. These include: the number of mistakes the rat made while running the maze; the time the subject spent solving the problem, changes in his facial expressions when watching an erotic film; motor reaction time sound signal etc.

The choice of behavioral parameter is determined by the initial experimental hypothesis. The researcher must specify it as much as possible, i.e. ensure that the dependent variable is operationalized - amenable to registration during the experiment.

Behavior parameters can be divided into formal-dynamic and substantive. Formal-dynamic (or spatio-temporal) parameters are quite easy to record with hardware. Example parameters:

a) Accuracy. The most frequently recorded parameter. Since most of the tasks presented to the subject in psychological experiments are achievement tasks, accuracy or the opposite parameter - the error of actions - will be the main recorded parameter of behavior.

b) Latency. Mental processes occur hidden from the outside observer. The time from the moment the signal is presented to the choice of response is called latent time. In some cases, latency time is the most important characteristic process, for example when solving mental problems.

c) Duration, or speed, of execution. It is a characteristic of executive action. The time between the selection of an action and the end of its execution is called the speed of action (as opposed to latent time).

d) Rate, or frequency, of action. The most important characteristic, especially when studying the simplest forms of behavior.

e) Productivity. The ratio of the number of errors or the quality of execution of actions to the execution time. Serves as the most important characteristic in the study of learning, cognitive processes, decision-making processes, etc.

The dependent variable must be valid and reliable. Variable reliability is manifested in the stability of its registration when experimental conditions change over time. Dependent Variable Validity determined only under specific experimental conditions and in relation to a specific hypothesis.

Three types of dependent variables can be distinguished: 1) simultaneous; 2) multidimensional; 3) fundamental. In the first case, only one parameter is recorded, and it is this parameter that is considered to be a manifestation of the dependent variable (there is a functional relationship between them linear connection), as, for example, when studying the time of a simple sensorimotor reaction. In the second case, the dependent variable is multidimensional. For example, the level of intellectual productivity is manifested in the time it takes to solve a problem, its quality, and the difficulty of the problem solved. These parameters can be fixed independently. In the third case, when the relationship between the individual parameters of a multivariate dependent variable is known, the parameters are considered as arguments, and the dependent variable itself is considered as a function.

There is one more important property dependent variable, namely - sensitivity (sensitivity) dependent variable to changes in the independent one. The point is that manipulation of the independent variable affects the change in the dependent variable.

Introduction

The ability to observe and measure variables is a condition for using the experimental method. Observation does not mean in this case the applicability of the method of psychological observation. We are talking about the possibility of fixing or registering some indicators as psychological variables. The variable can be presented in terms of the subject’s reaction time, measured using a stopwatch, but it can also be the frequency of occurrence of certain changes in the subjects’ behavior obtained on the basis of psychological observation. The definition of the variable itself general meaning of this term: it is a reality whose changes can in some way be measured. (5).

Independent variable

An independent variable is the variable that is introduced by the experimenter, will be changed by him and whose effect will be assessed. (2).

The researcher should strive to operate only on the independent variable in the experiment. An experiment where this condition is met is called a pure experiment. But more often than not, during an experiment, by varying one variable, the experimenter also changes a number of others. This change can be caused by the action of the experimenter and is due to the relationship between two variables. For example, in an experiment on developing a simple motor skill, he punishes the subject for failures electric shock. The size of the punishment can act as an independent variable, and the speed of skill development can act as a dependent variable. Punishment not only reinforces the appropriate reactions in the subject, but also gives rise to situational anxiety in him, which affects the results - it increases the number of errors and reduces the speed of skill development.

The central problem in conducting experimental research is identifying the independent variable and isolating it from other variables.

The independent variables in a psychological experiment can be:

1) characteristics of tasks;

2) features of the situation (external conditions);

3) controlled characteristics (states) of the subject. The latter are often called “organism variables”. Sometimes isolated fourth type variables - constant characteristics test subject (intelligence, gender, age, etc.), but, in my opinion, they belong to additional variables, since they cannot be influenced, but can only take into account their level when forming experimental and control groups.

The characteristics of the task are something that the experimenter can manipulate more or less freely. According to the tradition coming from behaviorism, it is believed that the experimenter varies only the characteristics of the stimuli (stimulus variables), but he has much more possibilities at his disposal. The experimenter can vary the stimuli or assignment material, change the type of response of the subject (verbal or non-verbal response), change the rating scale, etc. He can vary the instructions, changing the goals that the subject must achieve when completing the task. The experimenter can vary the means that the subject has to solve the problem and put obstacles in front of him. He can change the system of rewards and punishments during the task, etc.

The features of the situation include those variables that are not directly included in the structure of the experimental task performed by the subject. This could be the temperature in the room, the environment, the presence of an external observer, etc.

Experiments to identify the effect of social facilitation (amplification) were carried out according to the following scheme: the subject was given any sensorimotor or intellectual task. He first performed it alone, and then in the presence of another person or several people (the sequence, of course, varied in different groups). The change in the productivity of the subjects was assessed. In this case, the subject’s task remained unchanged, only the external conditions of the experiment changed.

The experimenter can vary: firstly, the physical parameters of the situation that are not stimuli. this is: the location of the equipment, appearance rooms, lighting, sounds and noises, temperature, placement of furniture, painting of walls, time of the experiment (time of day, duration, etc.).

Secondly, these are socio-psychological parameters: isolation - work in the presence of an experimenter, work alone - work with a group, etc.

Thirdly, these are the features of communication and interaction between the subject(s) and the experimenter.

Judging by publications in scientific journals, for last years There has been a sharp increase in the number of experimental studies that involve varying external conditions.

“Organismal variables,” or uncontrollable characteristics of subjects, include physical, biological, psychological, socio-psychological and social characteristics. They are traditionally referred to as “variables,” although most are constant or relatively constant throughout life. The influence of differential psychological, demographic and other constant parameters on an individual’s behavior is studied in correlation studies. However, the authors of most textbooks on the theory of psychological method, such as V. - J. Underwood or M. Matlin, classify these parameters as independent variables of the experiment.

As a rule, in modern experimental research, the differential psychological characteristics of individuals, such as intelligence, gender, age, social position (status), etc., are taken into account as additional variables that are controlled by the experimenter in a general psychological experiment. But these variables can turn into a “second main variable” in differential psychological research, and then a factorial design is used. (3.4).

Campbell identifies the following types of independent variable (as the basis for setting experimental and control conditions).

1) controlled variables or factors, such as teaching method;

2) potentially controllable variables that the experimenter, in principle, could vary, but for some reason does not;

3) relatively constant aspects of the environment (socio-economic level, locality, school, etc.). these variables are not under the direct control of the experimenter, but can act as fixed grounds for dividing subjects or conditions into certain classes as levels of an independent variable;

4) “organismic” variables - gender, age and other objectified characteristics; we're talking about in this case, also about the possibility of selecting groups that are equivalent or different in this characteristic;

5) tested or pre-measured variables.

The given version of the classification of types of NP does not imply taking into account theoretical interpretations or phenomenal characteristics of psychological reality. Such a formal approach is only possible when discussing general structure research and is insufficient to meaningfully discuss the problem of what actually changed as a variable. (5).

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The ultimate goal of any research or scientific analysis is to find relationships (dependencies) between variables. There is no other way to represent knowledge except in terms of dependencies between quantities or qualities expressed by some variables. Thus, the development of science always consists of finding new connections between variables. The purpose of statistics is to help objectively assess relationships between variables.

Independent variables are those that are varied by the researcher, while dependent variables are those that are measured or recorded. The terms dependent and independent variable are used primarily in experimental research, where the experimenter manipulates certain variables, and in this sense they are "independent" of reactions, properties, intentions, etc. inherent in the objects of research. Some other variables are supposed to "depend" on the actions of the experimenter or on the experimental conditions. In other words, dependence manifests itself in the response of the object under study to the influence sent to it.

Variables also differ in “how well” they can be measured or, in other words, how much measurable information their measurement scale provides. Obviously, in each measurement there is some error that determines the limits of the “amount of information” that can be obtained in this dimension. Another factor that determines the amount of information contained in a variable is the type of scale on which the measurement is made. The following types of scales are distinguished:

(a) nominal,

(b) ordinal (ordinal),

(c) interval

(d) relative (attitude scale).

Accordingly, we have four types of variables: (a) nominal, (b) ordinal (ordinal), (c) interval and (d) relative.

- Nominal Variables are used for qualitative classification only. This means that these variables can only be measured in terms of membership in some, significantly different classes; however, you will not be able to quantify or order these classes. For example, you might be able to say that 2 individuals are distinguishable in terms of variable A (for example, the individuals belong to different nationalities). Typical examples of nominal variables are gender, nationality, color, city, etc. Often nominal variables are called categorical.

- Ordinal variables allow you to rank (order) objects, indicating which of them have the quality expressed by a given variable to a greater or lesser extent. However, they do not allow you to say “how much more” or “how much less”. Ordinal variables are sometimes also called ordinal variables. A typical example of an ordinal variable is the socioeconomic status of the family. We understand that the upper average level is higher than the average level, but we cannot say that the difference between them is, say, 18%. The very arrangement of the scales in the following order: nominal, ordinal, interval is good example ordinal scale.

- Interval variables allow not only to organize measurement objects, but also to numerically express and compare the differences between them. For example, temperature measured in degrees Fahrenheit or Celsius forms an interval scale. Not only can you say that a temperature of 40 degrees is higher than a temperature of 30 degrees, but that an increase in temperature from 20 to 40 degrees is twice as large as an increase in temperature from 30 to 40 degrees.

- Relative Variables very similar to interval variables. In addition to all the properties of variables measured on an interval scale, their characteristic feature is the presence of a certain point of absolute zero, so for these variables sentences like: x twice as much as y. Typical examples of ratio scales are dimensions of time or space. For example, Kelvin temperature forms a ratio scale, and you can not only say that a temperature of 200 degrees is higher than 100 degrees, but that it is twice as hot. Interval scales (such as the Celsius scale) do not have this property of a ratio scale. Note that most statistical procedures do not distinguish between the properties of interval scales and ratio scales.

The researcher should strive to operate only on the independent variable in the experiment. An experiment where this condition is met is called a pure experiment. But more often than not, during an experiment, by varying one variable, the experimenter also changes a number of others. This change can be caused by the action of the experimenter and is due to the relationship between two variables.

For example, in an experiment on developing a simple motor skill, he punishes the subject for failure with an electric shock. The size of the punishment can act as an independent variable, and the speed of skill development can act as a dependent variable. Punishment not only reinforces the appropriate reactions in the subject, but also gives rise to situational anxiety in him, which affects the results - it increases the number of errors and reduces the speed of skill development.

The central problem in conducting experimental research is identifying the independent variable and isolating it from other variables.

As independent variables in a psychological experiment may act:

1) characteristics of tasks;

2) features of the situation (external conditions);

3) controlled characteristics (states) of the subject.

The latter are often called “organism variables.” Sometimes isolated fourth type variables - constant characteristics test subject (intelligence, gender, age, etc.), but, in my opinion, they belong to additional variables, since they cannot be influenced, but can only take into account their level when forming experimental and control groups.

The characteristics of the task are something that the experimenter can manipulate more or less freely. According to the tradition coming from behaviorism, it is believed that the experimenter varies only the characteristics of the stimuli ( stimulus variables), but he has much more options at his disposal.

The experimenter can:

* vary stimuli or task material,

*change the type of response of the subject (verbal or non-verbal response),

* change the rating scale, etc.

*He can vary the instructions, changing the goals that the subject must achieve during the task.

*The experimenter can vary the means that the subject has to solve the problem and put obstacles in front of him.

*He can change the system of rewards and punishments during the task, etc.

The features of the situation include those variables that are not directly included in the structure of the experimental task performed by the subject. This could be the temperature in the room, the environment, the presence of an external observer, etc.

Example. Experiments on identifying the effect of social facilitation (gains) were carried out according to the following scheme: The subject was given some sensorimotor or intellectual task. He first performed it alone, and then in the presence of another person or several people (the sequence, of course, varied in different groups). The change in the productivity of the subjects was assessed. In this case, the subject’s task remained unchanged, only the external conditions of the experiment changed.

What can the experimenter vary?

Firstly, these are the physical parameters of the situation: the location of the equipment, the appearance of the room, lighting, sounds and noises, temperature, placement of furniture, painting of the walls, time of the experiment (time of day, duration, etc.). That is, all the physical parameters of the situation that are not stimuli.

Secondly, these are socio-psychological parameters: isolation - work in the presence of an experimenter, work alone - work with a group, etc.

Third, these are the features of communication and interaction between the subject(s) and the experimenter.

Judging by publications in scientific journals, in recent years there has been a sharp increase in the number of experimental studies that use varying environmental conditions.

TO "organismal variables", or uncontrollable characteristics of the subjects, include:

* physical,

* biological,

* psychological,

* socio-psychological and

*social characteristics.

They are traditionally referred to as “variables,” although most are constant or relatively constant throughout life. The influence of differential psychological, demographic and other constant parameters on an individual’s behavior is studied in correlation studies. However, the authors of most textbooks on the theory of psychological method, for example M. Matlin, classify these parameters as independent variables of the experiment.

As a rule, in modern experimental research, the differential psychological characteristics of individuals, such as intelligence, gender, age, social position (status), etc., are taken into account as additional variables that are controlled by the experimenter in a general psychological experiment. But these variables can turn into a “second main variable” in differential psychological research, and then a factorial design is used.

Dependent Variable

Parameter name	Meaning
Article topic:	Dependent Variable
Rubric (thematic category)	Psychology

What can the experimenter vary?

Firstly, these are the physical parameters of the situation: the location of the equipment, the appearance of the room, lighting, sounds and noises, temperature, placement of furniture, painting of the walls, time of the experiment (time of day, duration, etc.). That is, all the physical parameters of the situation that are not stimuli.

Secondly, these are socio-psychological parameters: isolation - work in the presence of an experimenter, work alone - work with a group, etc.

Third, these are the features of communication and interaction between the subject(s) and the experimenter.

Judging by publications in scientific journals, in recent years there has been a sharp increase in the number of experimental studies that use varying environmental conditions.

TO ʼʼorganismal variablesʼʼ, or uncontrollable characteristics of subjects, include:

* physical,

* biological,

* psychological,

* socio-psychological and

*social characteristics.

Traditionally, they are classified as “variables,” although most are constant or relatively constant throughout life. The influence of differential psychological, demographic and other constant parameters on an individual’s behavior is studied in correlation studies. At the same time, the authors of most textbooks on the theory of psychological method, for example M. Matlin, classify these parameters as independent variables of the experiment.

As a rule, in modern experimental research, the differential psychological characteristics of individuals, such as intelligence, gender, age, social position (status), etc., are taken into account as additional variables that are controlled by the experimenter in a general psychological experiment. But these variables can turn into a “second main variable” in differential psychological research, and then a factorial design is used.

Psychologists deal with the behavior of the subject, in connection with this, parameters are selected as the dependent variable verbal and non-verbal behavior.

These include:

*number of mistakes the rat made while running through the maze;

*time spent by the subject in solving the problem, changing his facial expressions when watching an erotic film;

*motor reaction time to a sound signal, etc.

The choice of behavioral parameter is determined by the initial experimental hypothesis. The researcher must specify it as much as possible, that is, ensure that the dependent variable is operationalized - amenable to registration during the experiment.

Behavior parameters can be divided into formal-dynamic and substantive. Formal-dynamic (or spatio-temporal) parameters are quite easy to record with hardware.

Let's give examples of these parameters.

1. Accuracy . The most frequently recorded parameter.
Posted on ref.rf
Since most of the tasks presented to the subject in psychological experiments are achievement tasks, then accuracy or the opposite parameter - the error of actions - will be the main recorded parameter of behavior.

2. Latency . Mental processes occur hidden from the outside observer. The time from the moment the signal is presented to the choice of response is usually called latent time. In some cases, latent time is the most important characteristic of the process, for example, when solving mental problems.

3. Duration , or speed, execution . It is a characteristic of executive action. The time between the selection of an action and the end of its execution is called the speed of action (as opposed to latent time).

4. Pace, or frequency of actions . The most important characteristic, especially when studying the simplest forms of behavior.

5. Productivity . The ratio of the number of errors or the quality of execution of actions to the execution time. Serves as the most important characteristic in the study of learning, cognitive processes, decision-making processes, etc.

Recognition various forms behavior is a matter for specially trained experts or observers. It takes considerable experience to characterize one act as a manifestation of submission, and another as a manifestation of servility.

The problem of recording qualitative characteristics of behavior is solved by:

a) training observers and developing observation maps;

b) measuring formal dynamic characteristics of behavior using tests.

The dependent variable must be valid and reliable. The reliability of a variable is manifested in the stability of its recordability when experimental conditions change over time. The validity of a dependent variable is determined only under specific experimental conditions and in relation to a specific hypothesis.

Three types of dependent variables can be distinguished:

1) simultaneous;

2) multidimensional;

3) fundamental.

In the first case only one parameter is recorded, and it is this that is considered a manifestation of the dependent variable (there is a functional linear relationship between them), as, for example, when studying the time of a simple sensorimotor reaction.

In the second case the dependent variable is multidimensional. For example, the level of intellectual productivity is manifested in the time it takes to solve a problem, its quality, and the difficulty of the problem solved. These parameters can be fixed independently.

In the third case, when the relationship between the individual parameters of a multivariate dependent variable is known, the parameters are considered as arguments, and the dependent variable itself is considered as a function. For example, a fundamental measurement of the level of aggression F(a) is considered as a function of its individual manifestations (a.) facial expressions, pantomimes, swearing, assault, etc.

F(a) = f/(a r a 2 ,..,a n).

There is another important property of the dependent variable, namely - sensitivity(sensitivity) of the dependent variable to changes in the independent one. The point is that manipulation of the independent variable affects the change in the dependent variable. If we manipulate the independent variable, but the dependent variable does not change, then the dependent variable is non-positive with respect to the independent one. Two variants of manifestation of non-positivity of the dependent variable are called "ceiling effect" and "floor effect".

First case occurs when the task presented is so simple that the level of its implementation is much higher than all levels of the independent variable.

The second effect on the contrary, it occurs when the task is so difficult that the level of its implementation is below all levels of the independent variable.

So, like other components of psychological research, the dependent variable must be valid, reliable, and sensitive to changes in the level of the independent variable.

Exist two basic techniques recording changes in the dependent variable.

First used most often in experiments involving one subject. Changes in the dependent variable are recorded during the experiment following changes in the level of the independent variable. Example is to record the results in learning experiments. The learning curve is a classic trend - changes in the success of completing tasks based on the number of trials (time of the experiment). To process such data, the statistical apparatus of trend analysis is used.

Second The technique of recording changes in the level of an independent variable is called delayed measurement. A certain period of time passes between the impact and the effect; its duration is determined by the time of distance between the effect and the cause. For example, taking a dose of alcohol increases the time of the sensorimotor reaction not immediately, but after a certain time. The same can be said about the effect of memorizing a specific number of foreign words on the success of translating a text into a rare language: the effect does not appear immediately (if it does).

Dependent variable - concept and types. Classification and features of the category "Dependent Variable" 2017, 2018.