Integrative Approach For Counseling And Its Effects

Examples of common demand characteristics[ edit ] Common demand characteristics include: Rumors of the study — any information, true or false, circulated about the experiment outside of the experiment itself. Setting of the laboratory — the location where the experiment is being performed, if it is significant.

Voordelen van het kopen van samenvattingen bij Stuvia op een rij:

Explicit or Implicit communication — any communication between the participant and experimenter, whether it be verbal or non-verbal, that may influence their perception of the experiment. Weber and Cook have described some demand characteristics as involving the participant taking on a role in the experiment. These roles include: The good-participant role in which the participant attempts to discern the experimenter's hypotheses and to confirm them. The negative-participant role also known as the screw-you effect [4] in which the participant attempts to discern the experimenter's hypotheses, but only in order to destroy the credibility of the study.

The faithful-participant role in which the participant follows the instructions given by the experimenter to the letter. The apprehensive-participant role in which the participant is so concerned about how the experimenter might evaluate the responses that the participant behaves in a socially desirable way. Some of the more common approaches include the following: Deception: Deceive participants about one or more aspects of the research to conceal the research hypothesis.

Significant correlations indicate that demand characteristics may be related to the research results. Nonsignificant correlations provide tentative evidence against the demand characteristics explanation. Pre-experimental questionnaires can also cause demand characteristics as well as post-experimental questionnaires. A different experimenter than the one that conducted the actual experiment to the participants should distribute the questionnaires.

Study guide

Have self-discipline: The experimenter must display self-discipline to obtain a valid inquiry. This reduces the experimenter-expectancy effect. Minimize interpersonal contact between the researcher and the participant: Reduces experimenter expectancy effect.