Related to Unconfound: Confounding variable


v. t.1.To free from a state of confusion, or of being confounded.
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Marsh, 1994; Marsh et al., 2000), it is possible to unconfound characteristics of the student cohort from subsequent school effects.
Furthermore, because our study was based on a single institution, it would not have been possible to unconfound the effects of the individual members within a department from the discipline that they represented.
Also, with this replication, a condition was added that was intended to completely unconfound the issues of homosexual persons and homosexual behavior (e.g., someone who was homosexual, celibate, and hoping to visit grandparents).
When he later holds the huge instrument in his hand, it feels to him "like the tower of Babel," and it would be difficult not to notice the sign of aspiration to unconfound the languages humans use, a visionary project worth another attempt, however unrealistic the undoing of the biblical story might have been.
A comparison between the pure object- and location-based IOR effects using a dynamic procedure to unconfound the effects completely found no evidence to support this comment (Weaver et al., 1998).
However, on average, Caucasian managers were at a slightly higher grade than Chinese managers and it is uncertain whether one could unconfound race and superiority of position.
This is recommended as a prerequisite to unconfound the effects of age (i.e.
Under the first option, the TK part of the TK/[G.sub.v] factor may be seen as an indication of a yet-to-be discovered broad tactile function (i.e., [G.sub.h]).(8) This notion depends on the reasonably strong assumption that it will be possible to eliminate (or unconfound) the [G.sub.v] (and/or [G.sub.f]) component of the TK/[G.sub.v] factor in future studies.
Because the outcome occurred with the same frequency in the control and experimental conditions, this procedure allows us to unconfound the effects of a delay from the reduction in the number of outcomes that ensues if subjects reduce their response rate at longer delays.
Use of such scores may unconfound level of learning with rate of decline (see Bogartz, 1990, for a review).
Three of the scenarios are unconfounded (for difference-in-differences) because treatment assignment is (1) completely random (i.e., unrelated to group mean levels or trends), (2) correlated only with group mean outcome level, or (3) correlated with group mean level of a time-varying covariate that is in turn correlated only with the group mean outcome level.