Wright Daniel B
Department of Psychology, University of Sussex, Falmer, UK.
Br J Educ Psychol. 2006 Sep;76(Pt 3):663-75. doi: 10.1348/000709905X52210.
Researchers often test people before and after some treatment and compare these scores with a control group. Sometimes it is not possible to allocate people into conditions randomly, which means the initial scores for the two groups may differ. There are two main approaches: t test on the gain scores and ANCOVA partialling out the initial scores. Lord (1967) showed that these can lead to different conclusions. This is an often-discussed paradox in psychology and education.
The reasons why these approaches can lead to different conclusions, the assumptions that each approach makes and how the approaches relate to group allocation, are discussed Methods. Three sets of simulations are reported that investigate the relationships among effect size, group allocation, measurement error and Lord's paradox.
Recommendations are given that stress careful examination of the research questions, sampling and allocation of participants and graphing the data. ANCOVA is appropriate when allocation is based on the initial scores, t test can be appropriate if allocation is associated non-causally with the initial scores, but often neither approach provides adequate results.
研究人员经常在某种治疗前后对人们进行测试,并将这些分数与对照组进行比较。有时不可能将人们随机分配到不同条件下,这意味着两组的初始分数可能不同。有两种主要方法:对增益分数进行t检验和通过协方差分析剔除初始分数。洛德(1967年)表明,这些方法可能会得出不同的结论。这是心理学和教育学中一个经常被讨论的悖论。
讨论这些方法导致不同结论的原因、每种方法所做的假设以及这些方法与组分配的关系。方法:报告了三组模拟,研究了效应大小、组分配、测量误差和洛德悖论之间的关系。
给出了一些建议,强调要仔细审查研究问题、参与者的抽样和分配以及绘制数据图表。当分配基于初始分数时,协方差分析是合适的;如果分配与初始分数非因果相关,t检验可能是合适的,但通常这两种方法都不能提供充分的结果。