# VIDEO WEEK 2

Dr. Kevin Kuznia, Academic Department Chair.

TRANSCRIPT OF VIDEO
]In your discussion this week, you’ll dive into the concept of correlation, causation, and lurking variables. Todemonstrate this, I performed this fascinating study over the summer where I learned that taller people are betterat math than short people. I know you may not believe me, but it’s true. Let me prove it to you.By the end of this video, I will have you convinced that our results are accurate. What are the various aspects ofmath that people need to understand? For an example, counting, addition, subtraction, fractions, decimals, andfinally, geometry and algebra. We can all agree that this is the progression of mathematical ability for the averagestudent.On our y-axis, we’ll plot heights. How much mathematical ability does a person have when they are 1 foot tall?None, they’re a baby. When a person’s 2 feet tall, they can probably count to 10. A person who’s 3 feet tall shouldbe able to add and subtract. At 4 feet tall, they should be able to perform fractions and decimals. At 5 feet tall,they should be able to complete algebra and geometry problems.Looking at our chart, the data clearly shows that people who are taller are better at math. But what’s the problemwith my study? Age. Age was never mentioned in my study. By leaving out age, I’m leaving out a confounding orlurking variable.While this is a simple example, this happens often in real life studies. This is why we need to check the reliability ofour studies and consider any lurking variables that may not have been considered when conducting the study.In this week’s discussion, you will design a similar study that has a false correlation caused by other variables.Your classmates will need to try to correctly identify the lurking variable in your study.[MUSIC PLAYING]

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