00:01
So in this question, we're given a situation.
00:03
We're given this 20th century psychologist who thought that feeble -mindedness was a genetic trait, right? and so what he did is he tested individuals and children.
00:20
He gave individuals and children an intelligence test.
00:23
And for one child, he traced a family lineage to see if other people.
00:31
People were also feeble -minded.
00:34
Now, it asks if you were a peer reviewer, what would you want to know about the methodology? well, the main thing i would want to know was how intelligence was measured, right? was it purely on memory test? was it on problem solving? was it on being able to read? what was it on? right? that's what i'd want to know.
01:28
And then let's talk.
01:30
We're going to talk about what some confounding factors might be.
01:32
Well, confounding factors are variables that could be affecting the thing that you're testing.
01:39
Things that could be affecting intelligence would be, so some confounding variable.
01:47
Confounding variables could be things like education, right? how educated is this person? did they have access to education? did they not? could be age, right? i want to know how many children.
02:12
He tested.
02:16
If he tested 100 children and one adult, what do you think he found out about feeble -mindedness? children are not fully educated yet.
02:25
They haven't gotten all the information.
02:28
They're in the process of learning.
02:29
Their brains are not developed yet.
02:31
So it would be kind of silly to say that a child is feeble -minded when they're just not grown up yet...