Group was added to control for difficulty differences between tests A and B. Furthermore, in order to test whether the effect of risk avoidance on FS was moderated by knowledge level, an interaction term (NR × DKO) was added to the model.
First through third grade teachers read each item aloud to participants to control for difficulties associated with reading comprehension.
A cognitive inhibition contrast measure was calculated to control for potential difficulties with processing speed.
The first two syllables in each condition were discarded from the analyses to control for onset difficulties.
Instead, reaction times were recorded to control for differences in difficulty between mental rotation of objects from different categories.
In the current study, an experimental dual-task design was employed to control for differences in task difficulty in order to isolate executive control.
To control for attentional effort, the difficulty of the target-detection tasks was matched as closely as possible within listeners.
In addition, reaction times were recorded for each stimulus category in a second part of the experiment to control for confounds with task difficulty.
To control for differences in the difficulty of the case sets, the three sets of five cases were also balanced so that each set was addressed the same number of times in each arm of the trial.
These difficulties to adequately control for confounding in our study point to the limitations of quantitative methods when investigating the role of psycho-social effects in clinical research that is aimed to study the effectiveness of CAM.
Women were not examined in order to avoid difficulty in controlling for phase of the menstrual cycle.
