random assignment synonym

Random Assignment in Psychology: Definition & Examples

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Editor at Simply Psychology

BA (Hons) Psychology, Princeton University

Julia Simkus is a graduate of Princeton University with a Bachelor of Arts in Psychology. She is currently studying for a Master's Degree in Counseling for Mental Health and Wellness in September 2023. Julia's research has been published in peer reviewed journals.

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Editor-in-Chief for Simply Psychology

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In psychology, random assignment refers to the practice of allocating participants to different experimental groups in a study in a completely unbiased way, ensuring each participant has an equal chance of being assigned to any group.

In experimental research, random assignment, or random placement, organizes participants from your sample into different groups using randomization.

Random assignment uses chance procedures to ensure that each participant has an equal opportunity of being assigned to either a control or experimental group.

The control group does not receive the treatment in question, whereas the experimental group does receive the treatment.

When using random assignment, neither the researcher nor the participant can choose the group to which the participant is assigned. This ensures that any differences between and within the groups are not systematic at the onset of the study.

In a study to test the success of a weight-loss program, investigators randomly assigned a pool of participants to one of two groups.

Group A participants participated in the weight-loss program for 10 weeks and took a class where they learned about the benefits of healthy eating and exercise.

Group B participants read a 200-page book that explains the benefits of weight loss. The investigator randomly assigned participants to one of the two groups.

The researchers found that those who participated in the program and took the class were more likely to lose weight than those in the other group that received only the book.

Importance

Random assignment ensures that each group in the experiment is identical before applying the independent variable.

In experiments , researchers will manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables. Random assignment increases the likelihood that the treatment groups are the same at the onset of a study.

Thus, any changes that result from the independent variable can be assumed to be a result of the treatment of interest. This is particularly important for eliminating sources of bias and strengthening the internal validity of an experiment.

Random assignment is the best method for inferring a causal relationship between a treatment and an outcome.

Random Selection vs. Random Assignment

Random selection (also called probability sampling or random sampling) is a way of randomly selecting members of a population to be included in your study.

On the other hand, random assignment is a way of sorting the sample participants into control and treatment groups.

Random selection ensures that everyone in the population has an equal chance of being selected for the study. Once the pool of participants has been chosen, experimenters use random assignment to assign participants into groups.

Random assignment is only used in between-subjects experimental designs, while random selection can be used in a variety of study designs.

Random Assignment vs Random Sampling

Random sampling refers to selecting participants from a population so that each individual has an equal chance of being chosen. This method enhances the representativeness of the sample.

Random assignment, on the other hand, is used in experimental designs once participants are selected. It involves allocating these participants to different experimental groups or conditions randomly.

This helps ensure that any differences in results across groups are due to manipulating the independent variable, not preexisting differences among participants.

When to Use Random Assignment

Random assignment is used in experiments with a between-groups or independent measures design.

In these research designs, researchers will manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables.

There is usually a control group and one or more experimental groups. Random assignment helps ensure that the groups are comparable at the onset of the study.

How to Use Random Assignment

There are a variety of ways to assign participants into study groups randomly. Here are a handful of popular methods:

Random Number Generator : Give each member of the sample a unique number; use a computer program to randomly generate a number from the list for each group.
Lottery : Give each member of the sample a unique number. Place all numbers in a hat or bucket and draw numbers at random for each group.
Flipping a Coin : Flip a coin for each participant to decide if they will be in the control group or experimental group (this method can only be used when you have just two groups)
Roll a Die : For each number on the list, roll a dice to decide which of the groups they will be in. For example, assume that rolling 1, 2, or 3 places them in a control group and rolling 3, 4, 5 lands them in an experimental group.

When is Random Assignment not used?

When it is not ethically permissible: Randomization is only ethical if the researcher has no evidence that one treatment is superior to the other or that one treatment might have harmful side effects.
When answering non-causal questions : If the researcher is just interested in predicting the probability of an event, the causal relationship between the variables is not important and observational designs would be more suitable than random assignment.
When studying the effect of variables that cannot be manipulated: Some risk factors cannot be manipulated and so it would not make any sense to study them in a randomized trial. For example, we cannot randomly assign participants into categories based on age, gender, or genetic factors.

Drawbacks of Random Assignment

While randomization assures an unbiased assignment of participants to groups, it does not guarantee the equality of these groups. There could still be extraneous variables that differ between groups or group differences that arise from chance. Additionally, there is still an element of luck with random assignments.

Thus, researchers can not produce perfectly equal groups for each specific study. Differences between the treatment group and control group might still exist, and the results of a randomized trial may sometimes be wrong, but this is absolutely okay.

Scientific evidence is a long and continuous process, and the groups will tend to be equal in the long run when data is aggregated in a meta-analysis.

Additionally, external validity (i.e., the extent to which the researcher can use the results of the study to generalize to the larger population) is compromised with random assignment.

Random assignment is challenging to implement outside of controlled laboratory conditions and might not represent what would happen in the real world at the population level.

Random assignment can also be more costly than simple observational studies, where an investigator is just observing events without intervening with the population.

Randomization also can be time-consuming and challenging, especially when participants refuse to receive the assigned treatment or do not adhere to recommendations.

What is the difference between random sampling and random assignment?

Random sampling refers to randomly selecting a sample of participants from a population. Random assignment refers to randomly assigning participants to treatment groups from the selected sample.

Does random assignment increase internal validity?

Yes, random assignment ensures that there are no systematic differences between the participants in each group, enhancing the study’s internal validity .

Does random assignment reduce sampling error?

Yes, with random assignment, participants have an equal chance of being assigned to either a control group or an experimental group, resulting in a sample that is, in theory, representative of the population.

Random assignment does not completely eliminate sampling error because a sample only approximates the population from which it is drawn. However, random sampling is a way to minimize sampling errors.

When is random assignment not possible?

Random assignment is not possible when the experimenters cannot control the treatment or independent variable.

For example, if you want to compare how men and women perform on a test, you cannot randomly assign subjects to these groups.

Participants are not randomly assigned to different groups in this study, but instead assigned based on their characteristics.

Does random assignment eliminate confounding variables?

Yes, random assignment eliminates the influence of any confounding variables on the treatment because it distributes them at random among the study groups. Randomization invalidates any relationship between a confounding variable and the treatment.

Why is random assignment of participants to treatment conditions in an experiment used?

Random assignment is used to ensure that all groups are comparable at the start of a study. This allows researchers to conclude that the outcomes of the study can be attributed to the intervention at hand and to rule out alternative explanations for study results.

The Definition of Random Assignment According to Psychology

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

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Random assignment refers to the use of chance procedures in psychology experiments to ensure that each participant has the same opportunity to be assigned to any given group in a study to eliminate any potential bias in the experiment at the outset. Participants are randomly assigned to different groups, such as the treatment group versus the control group. In clinical research, randomized clinical trials are known as the gold standard for meaningful results.

Simple random assignment techniques might involve tactics such as flipping a coin, drawing names out of a hat, rolling dice, or assigning random numbers to a list of participants. It is important to note that random assignment differs from random selection .

While random selection refers to how participants are randomly chosen from a target population as representatives of that population, random assignment refers to how those chosen participants are then assigned to experimental groups.

Random Assignment In Research

To determine if changes in one variable will cause changes in another variable, psychologists must perform an experiment. Random assignment is a critical part of the experimental design that helps ensure the reliability of the study outcomes.

Researchers often begin by forming a testable hypothesis predicting that one variable of interest will have some predictable impact on another variable.

The variable that the experimenters will manipulate in the experiment is known as the independent variable , while the variable that they will then measure for different outcomes is known as the dependent variable. While there are different ways to look at relationships between variables, an experiment is the best way to get a clear idea if there is a cause-and-effect relationship between two or more variables.

Once researchers have formulated a hypothesis, conducted background research, and chosen an experimental design, it is time to find participants for their experiment. How exactly do researchers decide who will be part of an experiment? As mentioned previously, this is often accomplished through something known as random selection.

Random Selection

In order to generalize the results of an experiment to a larger group, it is important to choose a sample that is representative of the qualities found in that population. For example, if the total population is 60% female and 40% male, then the sample should reflect those same percentages.

Choosing a representative sample is often accomplished by randomly picking people from the population to be participants in a study. Random selection means that everyone in the group stands an equal chance of being chosen to minimize any bias. Once a pool of participants has been selected, it is time to assign them to groups.

By randomly assigning the participants into groups, the experimenters can be fairly sure that each group will have the same characteristics before the independent variable is applied.

Participants might be randomly assigned to the control group , which does not receive the treatment in question. The control group may receive a placebo or receive the standard treatment. Participants may also be randomly assigned to the experimental group , which receives the treatment of interest. In larger studies, there can be multiple treatment groups for comparison.

There are simple methods of random assignment, like rolling the die. However, there are more complex techniques that involve random number generators to remove any human error.

There can also be random assignment to groups with pre-established rules or parameters. For example, if you want to have an equal number of men and women in each of your study groups, you might separate your sample into two groups (by sex) before randomly assigning each of those groups into the treatment group and control group.

Random assignment is essential because it increases the likelihood that the groups are the same at the outset. With all characteristics being equal between groups, other than the application of the independent variable, any differences found between group outcomes can be more confidently attributed to the effect of the intervention.

Example of Random Assignment

Imagine that a researcher is interested in learning whether or not drinking caffeinated beverages prior to an exam will improve test performance. After randomly selecting a pool of participants, each person is randomly assigned to either the control group or the experimental group.

The participants in the control group consume a placebo drink prior to the exam that does not contain any caffeine. Those in the experimental group, on the other hand, consume a caffeinated beverage before taking the test.

Participants in both groups then take the test, and the researcher compares the results to determine if the caffeinated beverage had any impact on test performance.

A Word From Verywell

Random assignment plays an important role in the psychology research process. Not only does this process help eliminate possible sources of bias, but it also makes it easier to generalize the results of a tested sample of participants to a larger population.

Random assignment helps ensure that members of each group in the experiment are the same, which means that the groups are also likely more representative of what is present in the larger population of interest. Through the use of this technique, psychology researchers are able to study complex phenomena and contribute to our understanding of the human mind and behavior.

Lin Y, Zhu M, Su Z. The pursuit of balance: An overview of covariate-adaptive randomization techniques in clinical trials . Contemp Clin Trials. 2015;45(Pt A):21-25. doi:10.1016/j.cct.2015.07.011

Sullivan L. Random assignment versus random selection . In: The SAGE Glossary of the Social and Behavioral Sciences. SAGE Publications, Inc.; 2009. doi:10.4135/9781412972024.n2108

Alferes VR. Methods of Randomization in Experimental Design . SAGE Publications, Inc.; 2012. doi:10.4135/9781452270012

Nestor PG, Schutt RK. Research Methods in Psychology: Investigating Human Behavior. (2nd Ed.). SAGE Publications, Inc.; 2015.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Synonyms of assignment

as in lesson
as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

responsibility
undertaking
requirement
designation
appointment
authorization
installment
installation
destination
emplacement
investiture
singling (out)

Antonyms & Near Antonyms

dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

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“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 16 May. 2024.

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What Is Random Assignment in Psychology?

Categories Research Methods

Random assignment means that every participant has the same chance of being chosen for the experimental or control group. It involves using procedures that rely on chance to assign participants to groups. Doing this means that every participant in a study has an equal opportunity to be assigned to any group.

For example, in a psychology experiment, participants might be assigned to either a control or experimental group. Some experiments might only have one experimental group, while others may have several treatment variations.

Using random assignment means that each participant has the same chance of being assigned to any of these groups.

Table of Contents

How to Use Random Assignment

So what type of procedures might psychologists utilize for random assignment? Strategies can include:

Flipping a coin
Assigning random numbers
Rolling dice
Drawing names out of a hat

How Does Random Assignment Work?

A psychology experiment aims to determine if changes in one variable lead to changes in another variable. Researchers will first begin by coming up with a hypothesis. Once researchers have an idea of what they think they might find in a population, they will come up with an experimental design and then recruit participants for their study.

Once they have a pool of participants representative of the population they are interested in looking at, they will randomly assign the participants to their groups.

Control group : Some participants will end up in the control group, which serves as a baseline and does not receive the independent variables.
Experimental group : Other participants will end up in the experimental groups that receive some form of the independent variables.

By using random assignment, the researchers make it more likely that the groups are equal at the start of the experiment. Since the groups are the same on other variables, it can be assumed that any changes that occur are the result of varying the independent variables.

After a treatment has been administered, the researchers will then collect data in order to determine if the independent variable had any impact on the dependent variable.

Random Assignment vs. Random Selection

It is important to remember that random assignment is not the same thing as random selection , also known as random sampling.

Random selection instead involves how people are chosen to be in a study. Using random selection, every member of a population stands an equal chance of being chosen for a study or experiment.

So random sampling affects how participants are chosen for a study, while random assignment affects how participants are then assigned to groups.

Examples of Random Assignment

Imagine that a psychology researcher is conducting an experiment to determine if getting adequate sleep the night before an exam results in better test scores.

Forming a Hypothesis

They hypothesize that participants who get 8 hours of sleep will do better on a math exam than participants who only get 4 hours of sleep.

Obtaining Participants

The researcher starts by obtaining a pool of participants. They find 100 participants from a local university. Half of the participants are female, and half are male.

Randomly Assign Participants to Groups

The researcher then assigns random numbers to each participant and uses a random number generator to randomly assign each number to either the 4-hour or 8-hour sleep groups.

Conduct the Experiment

Those in the 8-hour sleep group agree to sleep for 8 hours that night, while those in the 4-hour group agree to wake up after only 4 hours. The following day, all of the participants meet in a classroom.

Collect and Analyze Data

Everyone takes the same math test. The test scores are then compared to see if the amount of sleep the night before had any impact on test scores.

Why Is Random Assignment Important in Psychology Research?

Random assignment is important in psychology research because it helps improve a study’s internal validity. This means that the researchers are sure that the study demonstrates a cause-and-effect relationship between an independent and dependent variable.

Random assignment improves the internal validity by minimizing the risk that there are systematic differences in the participants who are in each group.

Key Points to Remember About Random Assignment

Random assignment in psychology involves each participant having an equal chance of being chosen for any of the groups, including the control and experimental groups.
It helps control for potential confounding variables, reducing the likelihood of pre-existing differences between groups.
This method enhances the internal validity of experiments, allowing researchers to draw more reliable conclusions about cause-and-effect relationships.
Random assignment is crucial for creating comparable groups and increasing the scientific rigor of psychological studies.

Random Assignment in Psychology (Definition + 40 Examples)

Have you ever wondered how researchers discover new ways to help people learn, make decisions, or overcome challenges? A hidden hero in this adventure of discovery is a method called random assignment, a cornerstone in psychological research that helps scientists uncover the truths about the human mind and behavior.

Random Assignment is a process used in research where each participant has an equal chance of being placed in any group within the study. This technique is essential in experiments as it helps to eliminate biases, ensuring that the different groups being compared are similar in all important aspects.

By doing so, researchers can be confident that any differences observed are likely due to the variable being tested, rather than other factors.

In this article, we’ll explore the intriguing world of random assignment, diving into its history, principles, real-world examples, and the impact it has had on the field of psychology.

History of Random Assignment

Stepping back in time, we delve into the origins of random assignment, which finds its roots in the early 20th century.

The pioneering mind behind this innovative technique was Sir Ronald A. Fisher , a British statistician and biologist. Fisher introduced the concept of random assignment in the 1920s, aiming to improve the quality and reliability of experimental research .

His contributions laid the groundwork for the method's evolution and its widespread adoption in various fields, particularly in psychology.

Fisher’s groundbreaking work on random assignment was motivated by his desire to control for confounding variables – those pesky factors that could muddy the waters of research findings.

By assigning participants to different groups purely by chance, he realized that the influence of these confounding variables could be minimized, paving the way for more accurate and trustworthy results.

Early Studies Utilizing Random Assignment

Following Fisher's initial development, random assignment started to gain traction in the research community. Early studies adopting this methodology focused on a variety of topics, from agriculture (which was Fisher’s primary field of interest) to medicine and psychology.

The approach allowed researchers to draw stronger conclusions from their experiments, bolstering the development of new theories and practices.

One notable early study utilizing random assignment was conducted in the field of educational psychology. Researchers were keen to understand the impact of different teaching methods on student outcomes.

By randomly assigning students to various instructional approaches, they were able to isolate the effects of the teaching methods, leading to valuable insights and recommendations for educators.

Evolution of the Methodology

As the decades rolled on, random assignment continued to evolve and adapt to the changing landscape of research.

Advances in technology introduced new tools and techniques for implementing randomization, such as computerized random number generators, which offered greater precision and ease of use.

The application of random assignment expanded beyond the confines of the laboratory, finding its way into field studies and large-scale surveys.

Researchers across diverse disciplines embraced the methodology, recognizing its potential to enhance the validity of their findings and contribute to the advancement of knowledge.

From its humble beginnings in the early 20th century to its widespread use today, random assignment has proven to be a cornerstone of scientific inquiry.

Its development and evolution have played a pivotal role in shaping the landscape of psychological research, driving discoveries that have improved lives and deepened our understanding of the human experience.

Principles of Random Assignment

Delving into the heart of random assignment, we uncover the theories and principles that form its foundation.

The method is steeped in the basics of probability theory and statistical inference, ensuring that each participant has an equal chance of being placed in any group, thus fostering fair and unbiased results.

Basic Principles of Random Assignment

Understanding the core principles of random assignment is key to grasping its significance in research. There are three principles: equal probability of selection, reduction of bias, and ensuring representativeness.

The first principle, equal probability of selection , ensures that every participant has an identical chance of being assigned to any group in the study. This randomness is crucial as it mitigates the risk of bias and establishes a level playing field.

The second principle focuses on the reduction of bias . Random assignment acts as a safeguard, ensuring that the groups being compared are alike in all essential aspects before the experiment begins.

This similarity between groups allows researchers to attribute any differences observed in the outcomes directly to the independent variable being studied.

Lastly, ensuring representativeness is a vital principle. When participants are assigned randomly, the resulting groups are more likely to be representative of the larger population.

This characteristic is crucial for the generalizability of the study’s findings, allowing researchers to apply their insights broadly.

Theoretical Foundation

The theoretical foundation of random assignment lies in probability theory and statistical inference .

Probability theory deals with the likelihood of different outcomes, providing a mathematical framework for analyzing random phenomena. In the context of random assignment, it helps in ensuring that each participant has an equal chance of being placed in any group.

Statistical inference, on the other hand, allows researchers to draw conclusions about a population based on a sample of data drawn from that population. It is the mechanism through which the results of a study can be generalized to a broader context.

Random assignment enhances the reliability of statistical inferences by reducing biases and ensuring that the sample is representative.

Differentiating Random Assignment from Random Selection

It’s essential to distinguish between random assignment and random selection, as the two terms, while related, have distinct meanings in the realm of research.

Random assignment refers to how participants are placed into different groups in an experiment, aiming to control for confounding variables and help determine causes.

In contrast, random selection pertains to how individuals are chosen to participate in a study. This method is used to ensure that the sample of participants is representative of the larger population, which is vital for the external validity of the research.

While both methods are rooted in randomness and probability, they serve different purposes in the research process.

Understanding the theories, principles, and distinctions of random assignment illuminates its pivotal role in psychological research.

This method, anchored in probability theory and statistical inference, serves as a beacon of reliability, guiding researchers in their quest for knowledge and ensuring that their findings stand the test of validity and applicability.

Methodology of Random Assignment

Implementing random assignment in a study is a meticulous process that involves several crucial steps.

The initial step is participant selection, where individuals are chosen to partake in the study. This stage is critical to ensure that the pool of participants is diverse and representative of the population the study aims to generalize to.

Once the pool of participants has been established, the actual assignment process begins. In this step, each participant is allocated randomly to one of the groups in the study.

Researchers use various tools, such as random number generators or computerized methods, to ensure that this assignment is genuinely random and free from biases.

Monitoring and adjusting form the final step in the implementation of random assignment. Researchers need to continuously observe the groups to ensure that they remain comparable in all essential aspects throughout the study.

If any significant discrepancies arise, adjustments might be necessary to maintain the study’s integrity and validity.

Tools and Techniques Used

The evolution of technology has introduced a variety of tools and techniques to facilitate random assignment.

Random number generators, both manual and computerized, are commonly used to assign participants to different groups. These generators ensure that each individual has an equal chance of being placed in any group, upholding the principle of equal probability of selection.

In addition to random number generators, researchers often use specialized computer software designed for statistical analysis and experimental design.

These software programs offer advanced features that allow for precise and efficient random assignment, minimizing the risk of human error and enhancing the study’s reliability.

Ethical Considerations

The implementation of random assignment is not devoid of ethical considerations. Informed consent is a fundamental ethical principle that researchers must uphold.

Informed consent means that every participant should be fully informed about the nature of the study, the procedures involved, and any potential risks or benefits, ensuring that they voluntarily agree to participate.

Beyond informed consent, researchers must conduct a thorough risk and benefit analysis. The potential benefits of the study should outweigh any risks or harms to the participants.

Safeguarding the well-being of participants is paramount, and any study employing random assignment must adhere to established ethical guidelines and standards.

Conclusion of Methodology

The methodology of random assignment, while seemingly straightforward, is a multifaceted process that demands precision, fairness, and ethical integrity. From participant selection to assignment and monitoring, each step is crucial to ensure the validity of the study’s findings.

The tools and techniques employed, coupled with a steadfast commitment to ethical principles, underscore the significance of random assignment as a cornerstone of robust psychological research.

Benefits of Random Assignment in Psychological Research

The impact and importance of random assignment in psychological research cannot be overstated. It is fundamental for ensuring the study is accurate, allowing the researchers to determine if their study actually caused the results they saw, and making sure the findings can be applied to the real world.

Facilitating Causal Inferences

When participants are randomly assigned to different groups, researchers can be more confident that the observed effects are due to the independent variable being changed, and not other factors.

This ability to determine the cause is called causal inference .

This confidence allows for the drawing of causal relationships, which are foundational for theory development and application in psychology.

Ensuring Internal Validity

One of the foremost impacts of random assignment is its ability to enhance the internal validity of an experiment.

Internal validity refers to the extent to which a researcher can assert that changes in the dependent variable are solely due to manipulations of the independent variable , and not due to confounding variables.

By ensuring that each participant has an equal chance of being in any condition of the experiment, random assignment helps control for participant characteristics that could otherwise complicate the results.

Enhancing Generalizability

Beyond internal validity, random assignment also plays a crucial role in enhancing the generalizability of research findings.

When done correctly, it ensures that the sample groups are representative of the larger population, so can allow researchers to apply their findings more broadly.

This representative nature is essential for the practical application of research, impacting policy, interventions, and psychological therapies.

Limitations of Random Assignment

Potential for implementation issues.

While the principles of random assignment are robust, the method can face implementation issues.

One of the most common problems is logistical constraints. Some studies, due to their nature or the specific population being studied, find it challenging to implement random assignment effectively.

For instance, in educational settings, logistical issues such as class schedules and school policies might stop the random allocation of students to different teaching methods .

Ethical Dilemmas

Random assignment, while methodologically sound, can also present ethical dilemmas.

In some cases, withholding a potentially beneficial treatment from one of the groups of participants can raise serious ethical questions, especially in medical or clinical research where participants' well-being might be directly affected.

Researchers must navigate these ethical waters carefully, balancing the pursuit of knowledge with the well-being of participants.

Generalizability Concerns

Even when implemented correctly, random assignment does not always guarantee generalizable results.

The types of people in the participant pool, the specific context of the study, and the nature of the variables being studied can all influence the extent to which the findings can be applied to the broader population.

Researchers must be cautious in making broad generalizations from studies, even those employing strict random assignment.

Practical and Real-World Limitations

In the real world, many variables cannot be manipulated for ethical or practical reasons, limiting the applicability of random assignment.

For instance, researchers cannot randomly assign individuals to different levels of intelligence, socioeconomic status, or cultural backgrounds.

This limitation necessitates the use of other research designs, such as correlational or observational studies , when exploring relationships involving such variables.

Response to Critiques

In response to these critiques, people in favor of random assignment argue that the method, despite its limitations, remains one of the most reliable ways to establish cause and effect in experimental research.

They acknowledge the challenges and ethical considerations but emphasize the rigorous frameworks in place to address them.

The ongoing discussion around the limitations and critiques of random assignment contributes to the evolution of the method, making sure it is continuously relevant and applicable in psychological research.

While random assignment is a powerful tool in experimental research, it is not without its critiques and limitations. Implementation issues, ethical dilemmas, generalizability concerns, and real-world limitations can pose significant challenges.

However, the continued discourse and refinement around these issues underline the method's enduring significance in the pursuit of knowledge in psychology.

By being careful with how we do things and doing what's right, random assignment stays a really important part of studying how people act and think.

Real-World Applications and Examples

Random assignment has been employed in many studies across various fields of psychology, leading to significant discoveries and advancements.

Here are some real-world applications and examples illustrating the diversity and impact of this method:

Medicine and Health Psychology: Randomized Controlled Trials (RCTs) are the gold standard in medical research. In these studies, participants are randomly assigned to either the treatment or control group to test the efficacy of new medications or interventions.
Educational Psychology: Studies in this field have used random assignment to explore the effects of different teaching methods, classroom environments, and educational technologies on student learning and outcomes.
Cognitive Psychology: Researchers have employed random assignment to investigate various aspects of human cognition, including memory, attention, and problem-solving, leading to a deeper understanding of how the mind works.
Social Psychology: Random assignment has been instrumental in studying social phenomena, such as conformity, aggression, and prosocial behavior, shedding light on the intricate dynamics of human interaction.

Let's get into some specific examples. You'll need to know one term though, and that is "control group." A control group is a set of participants in a study who do not receive the treatment or intervention being tested , serving as a baseline to compare with the group that does, in order to assess the effectiveness of the treatment.

Smoking Cessation Study: Researchers used random assignment to put participants into two groups. One group received a new anti-smoking program, while the other did not. This helped determine if the program was effective in helping people quit smoking.
Math Tutoring Program: A study on students used random assignment to place them into two groups. One group received additional math tutoring, while the other continued with regular classes, to see if the extra help improved their grades.
Exercise and Mental Health: Adults were randomly assigned to either an exercise group or a control group to study the impact of physical activity on mental health and mood.
Diet and Weight Loss: A study randomly assigned participants to different diet plans to compare their effectiveness in promoting weight loss and improving health markers.
Sleep and Learning: Researchers randomly assigned students to either a sleep extension group or a regular sleep group to study the impact of sleep on learning and memory.
Classroom Seating Arrangement: Teachers used random assignment to place students in different seating arrangements to examine the effect on focus and academic performance.
Music and Productivity: Employees were randomly assigned to listen to music or work in silence to investigate the effect of music on workplace productivity.
Medication for ADHD: Children with ADHD were randomly assigned to receive either medication, behavioral therapy, or a placebo to compare treatment effectiveness.
Mindfulness Meditation for Stress: Adults were randomly assigned to a mindfulness meditation group or a waitlist control group to study the impact on stress levels.
Video Games and Aggression: A study randomly assigned participants to play either violent or non-violent video games and then measured their aggression levels.
Online Learning Platforms: Students were randomly assigned to use different online learning platforms to evaluate their effectiveness in enhancing learning outcomes.
Hand Sanitizers in Schools: Schools were randomly assigned to use hand sanitizers or not to study the impact on student illness and absenteeism.
Caffeine and Alertness: Participants were randomly assigned to consume caffeinated or decaffeinated beverages to measure the effects on alertness and cognitive performance.
Green Spaces and Well-being: Neighborhoods were randomly assigned to receive green space interventions to study the impact on residents’ well-being and community connections.
Pet Therapy for Hospital Patients: Patients were randomly assigned to receive pet therapy or standard care to assess the impact on recovery and mood.
Yoga for Chronic Pain: Individuals with chronic pain were randomly assigned to a yoga intervention group or a control group to study the effect on pain levels and quality of life.
Flu Vaccines Effectiveness: Different groups of people were randomly assigned to receive either the flu vaccine or a placebo to determine the vaccine’s effectiveness.
Reading Strategies for Dyslexia: Children with dyslexia were randomly assigned to different reading intervention strategies to compare their effectiveness.
Physical Environment and Creativity: Participants were randomly assigned to different room setups to study the impact of physical environment on creative thinking.
Laughter Therapy for Depression: Individuals with depression were randomly assigned to laughter therapy sessions or control groups to assess the impact on mood.
Financial Incentives for Exercise: Participants were randomly assigned to receive financial incentives for exercising to study the impact on physical activity levels.
Art Therapy for Anxiety: Individuals with anxiety were randomly assigned to art therapy sessions or a waitlist control group to measure the effect on anxiety levels.
Natural Light in Offices: Employees were randomly assigned to workspaces with natural or artificial light to study the impact on productivity and job satisfaction.
School Start Times and Academic Performance: Schools were randomly assigned different start times to study the effect on student academic performance and well-being.
Horticulture Therapy for Seniors: Older adults were randomly assigned to participate in horticulture therapy or traditional activities to study the impact on cognitive function and life satisfaction.
Hydration and Cognitive Function: Participants were randomly assigned to different hydration levels to measure the impact on cognitive function and alertness.
Intergenerational Programs: Seniors and young people were randomly assigned to intergenerational programs to study the effects on well-being and cross-generational understanding.
Therapeutic Horseback Riding for Autism: Children with autism were randomly assigned to therapeutic horseback riding or traditional therapy to study the impact on social communication skills.
Active Commuting and Health: Employees were randomly assigned to active commuting (cycling, walking) or passive commuting to study the effect on physical health.
Mindful Eating for Weight Management: Individuals were randomly assigned to mindful eating workshops or control groups to study the impact on weight management and eating habits.
Noise Levels and Learning: Students were randomly assigned to classrooms with different noise levels to study the effect on learning and concentration.
Bilingual Education Methods: Schools were randomly assigned different bilingual education methods to compare their effectiveness in language acquisition.
Outdoor Play and Child Development: Children were randomly assigned to different amounts of outdoor playtime to study the impact on physical and cognitive development.
Social Media Detox: Participants were randomly assigned to a social media detox or regular usage to study the impact on mental health and well-being.
Therapeutic Writing for Trauma Survivors: Individuals who experienced trauma were randomly assigned to therapeutic writing sessions or control groups to study the impact on psychological well-being.
Mentoring Programs for At-risk Youth: At-risk youth were randomly assigned to mentoring programs or control groups to assess the impact on academic achievement and behavior.
Dance Therapy for Parkinson’s Disease: Individuals with Parkinson’s disease were randomly assigned to dance therapy or traditional exercise to study the effect on motor function and quality of life.
Aquaponics in Schools: Schools were randomly assigned to implement aquaponics programs to study the impact on student engagement and environmental awareness.
Virtual Reality for Phobia Treatment: Individuals with phobias were randomly assigned to virtual reality exposure therapy or traditional therapy to compare effectiveness.
Gardening and Mental Health: Participants were randomly assigned to engage in gardening or other leisure activities to study the impact on mental health and stress reduction.

Each of these studies exemplifies how random assignment is utilized in various fields and settings, shedding light on the multitude of ways it can be applied to glean valuable insights and knowledge.

Real-world Impact of Random Assignment

Random assignment is like a key tool in the world of learning about people's minds and behaviors. It’s super important and helps in many different areas of our everyday lives. It helps make better rules, creates new ways to help people, and is used in lots of different fields.

Health and Medicine

In health and medicine, random assignment has helped doctors and scientists make lots of discoveries. It’s a big part of tests that help create new medicines and treatments.

By putting people into different groups by chance, scientists can really see if a medicine works.

This has led to new ways to help people with all sorts of health problems, like diabetes, heart disease, and mental health issues like depression and anxiety.

Schools and education have also learned a lot from random assignment. Researchers have used it to look at different ways of teaching, what kind of classrooms are best, and how technology can help learning.

This knowledge has helped make better school rules, develop what we learn in school, and find the best ways to teach students of all ages and backgrounds.

Workplace and Organizational Behavior

Random assignment helps us understand how people act at work and what makes a workplace good or bad.

Studies have looked at different kinds of workplaces, how bosses should act, and how teams should be put together. This has helped companies make better rules and create places to work that are helpful and make people happy.

Environmental and Social Changes

Random assignment is also used to see how changes in the community and environment affect people. Studies have looked at community projects, changes to the environment, and social programs to see how they help or hurt people’s well-being.

This has led to better community projects, efforts to protect the environment, and programs to help people in society.

Technology and Human Interaction

In our world where technology is always changing, studies with random assignment help us see how tech like social media, virtual reality, and online stuff affect how we act and feel.

This has helped make better and safer technology and rules about using it so that everyone can benefit.

The effects of random assignment go far and wide, way beyond just a science lab. It helps us understand lots of different things, leads to new and improved ways to do things, and really makes a difference in the world around us.

From making healthcare and schools better to creating positive changes in communities and the environment, the real-world impact of random assignment shows just how important it is in helping us learn and make the world a better place.

So, what have we learned? Random assignment is like a super tool in learning about how people think and act. It's like a detective helping us find clues and solve mysteries in many parts of our lives.

From creating new medicines to helping kids learn better in school, and from making workplaces happier to protecting the environment, it’s got a big job!

This method isn’t just something scientists use in labs; it reaches out and touches our everyday lives. It helps make positive changes and teaches us valuable lessons.

Whether we are talking about technology, health, education, or the environment, random assignment is there, working behind the scenes, making things better and safer for all of us.

In the end, the simple act of putting people into groups by chance helps us make big discoveries and improvements. It’s like throwing a small stone into a pond and watching the ripples spread out far and wide.

Thanks to random assignment, we are always learning, growing, and finding new ways to make our world a happier and healthier place for everyone!

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noun as in responsibility, task

Strongest matches

appointment

Strong matches

noun as in selecting or setting apart

distribution
apportionment
appropriation
assignation
attribution
authorization
consignment
designation
determination
specification
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Example sentences.

Yariel Valdés González and I faced these challenges while on assignment in South Florida and the Deep South from July 21-Aug.

They’re putting time into decoration just as they would in their physical classroom, and students can interact with the space by, say, clicking on a bookshelf to get a reading assignment.

For now, if the district moves to in-person learning, instruction in Carlsbad will take place on campus five days per week and students may engage in additional independent practices and other assignments at home.

The assignments must also respect the relationships between the elements in the group.

It’s very hard, by the way, to do real random assignment studies of couples therapy.

His most recent assignment was the 84th Precinct, at the Brooklyn end of the Brooklyn Bridge.

When Lewis was shipped off to Vietnam, his son was just three months old, and the timing of the assignment worried Lewis.

When Vial got that first assignment, she was just beginning her photography career, and Cirque du Soleil was only a few years old.

“For our winter issue, we gave ourselves one assignment: Break The Internet,” wrote Paper.

By the 1950s the rapid assignment of gender to an ambiguously gendered infant had become standard.

Consent to an assignment may be given by the president of the company, without formal vote by the directors.

A transfer by the lessee of the whole or a part of his interest for a part of the time is a sublease and not an assignment.

An assignment to one who has an insurable interest as relative, creditor and the like, is always valid.

When an assignment of it is made, the assignee may sue in his own name for rent accruing after the assignment.

In some states statutes forbid the assignment of such policies for the benefit of creditors.

Related Words

Words related to assignment are not direct synonyms, but are associated with the word assignment . Browse related words to learn more about word associations.

noun as in matter or business to be taken care of; happening activity

circumstance
office function
responsibility
transaction
undertaking

noun as in arrangement for meeting; prearranged meeting

consultation

noun as in job, position of responsibility

officeholder
representative

noun as in allocation, setting aside

setting apart

Viewing 5 / 50 related words

On this page you'll find 85 synonyms, antonyms, and words related to assignment, such as: appointment, chore, drill, duty, homework, and job.

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Synonyms and antonyms of assignment in English

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troubleshoot

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Searching out and tracking down: talking about finding or discovering things

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Random assignment Synonyms

Definitions for random.

(adjective) lacking a definite plan, purpose, or pattern
(adjective) lacking any definite plan or order or purpose; governed by or depending on chance

Synonyms for phrase

accidental job
haphazard mission
arbitrary designation
casual distribution
arbitrary mission
irregular distribution
accidental transfer
accidental post
casual exercise
odd mission
odd distribution
odd exercise

RA abbreviation

Assignment replaced.

random selection
random mission
random position
random distribution
random exercise
random transfer
random work
random errand

Definitions for Assignment

(noun) a piece of work that needs to be done regularly
(noun) a specific task with which a person or group is charged
(noun) something assigned to be read or studied

ABBREVIATIONS
BIOGRAPHIES
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DEFINITIONS

Vocabulary

What is another word for Assignment ?

Synonyms for assignment əˈsaɪn mənt as·sign·ment, this thesaurus page includes all potential synonyms, words with the same meaning and similar terms for the word assignment ., princeton's wordnet rate these synonyms: 0.0 / 0 votes.

assignment, duty assignment noun

a duty that you are assigned to perform (especially in the armed forces)

"hazardous duty"

Synonyms: appointment , assigning , duty assignment , assignment , designation , grant , naming

assignment noun

the instrument by which a claim or right or interest or property is transferred from one person to another

Synonyms: appointment , assigning , duty assignment , designation , grant , naming

assignment, assigning noun

the act of distributing something to designated places or persons

"the first task is the assignment of an address to each datum"

grant, assignment noun

(law) a transfer of property by deed of conveyance

Synonyms: duty assignment , appointment , subsidisation , assigning , designation , naming , assignment , grant , concession , subsidization

an undertaking that you have been assigned to do (as by an instructor)

appointment, assignment, designation, naming noun

the act of putting a person into a non-elective position

"the appointment had to be approved by the whole committee"

Synonyms: duty assignment , appellation , appointment , date , appellative , assigning , designation , appointee , identification , assignment , naming , grant , fitting , engagement , denomination

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Legal Document
Transferred Property
Undertaking

Editors Contribution Rate these synonyms: 0.0 / 0 votes

duty, homework, job, responsibility, task, chore, schoolwork

1. a piece of work that needs to be done regularly 2. something assigned to be read or studied

1. his first newspaper assignment was writing obituaries 2. have you found essay writer to write an assignment for tomorrow?

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pieces of work

because a assignment/task is an piece of work.

we need to finish our work: we need to finish our assignment.

Dictionary of English Synonymes Rate these synonyms: 0.0 / 0 votes

Synonyms: appointment , allotment , apportionment

Synonyms: ( Law. ) transfer , conveyance

Synonyms, Antonyms & Associated Words Rate these synonyms: 0.0 / 0 votes

Synonyms: transfer , conveyance , apportionment , appointment , allotment , allocation , emplacement , determination specification , adducing

PPDB, the paraphrase database Rate these paraphrases: 0.0 / 0 votes

List of paraphrases for "assignment":

allocation , developmental , assignments , assigning , divestiture , transfer , cession , mapping , development , allocations , posting , mission , relinquishment , conveyance , stations , attribution , mappings , allotment , allocating , assign , surrender , placement , subpoena , task , earmarking , award , transfers , appointment , disposal , dispatch , postings

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Song lyrics by assignment -- Explore a large variety of song lyrics performed by assignment on the Lyrics.com website.

How to pronounce Assignment?

How to say assignment in sign language, words popularity by usage frequency, how to use assignment in a sentence.

Joshua Greene :

A lot of the pictures were just candids that he shot at an unexpected [time], [That occurred] during the shoot or even between when she was just sitting around and having a cup of tea or coffee or when she was casually relaxing… She was always comfortable with Milton. He wanted to take pictures of her almost as a character actress [in costume]… And these photos weren’t for a particular assignment. They were explorations… In time he got to know her in a more intimate way and she got to see herself portrayed in ways other than Hollywood style.

I filed this motion today because now that the Smollett trial ended with a conviction, the assignment given to my special prosecutor’s office by Judge Michael Toomin are almost complete.

Jason Pyle :

At this moment, your assignment with Hasbro — your access to all company-related information has been suspended for the moment while they do this investigation.

Ayman Mohyeldin :

Some of what people have described as his racist tendencies towards Iraqis and Muslims when he was going on some of these, you know, killing sprees in Iraq on assignment.

Merrick Garland :

We are, of course, under no illusions that our expressions of concern and assignment of law enforcement resources has solved this problem.

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assignation noun
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9. Classes ¶

Classes provide a means of bundling data and functionality together. Creating a new class creates a new type of object, allowing new instances of that type to be made. Each class instance can have attributes attached to it for maintaining its state. Class instances can also have methods (defined by its class) for modifying its state.

Compared with other programming languages, Python’s class mechanism adds classes with a minimum of new syntax and semantics. It is a mixture of the class mechanisms found in C++ and Modula-3. Python classes provide all the standard features of Object Oriented Programming: the class inheritance mechanism allows multiple base classes, a derived class can override any methods of its base class or classes, and a method can call the method of a base class with the same name. Objects can contain arbitrary amounts and kinds of data. As is true for modules, classes partake of the dynamic nature of Python: they are created at runtime, and can be modified further after creation.

In C++ terminology, normally class members (including the data members) are public (except see below Private Variables ), and all member functions are virtual . As in Modula-3, there are no shorthands for referencing the object’s members from its methods: the method function is declared with an explicit first argument representing the object, which is provided implicitly by the call. As in Smalltalk, classes themselves are objects. This provides semantics for importing and renaming. Unlike C++ and Modula-3, built-in types can be used as base classes for extension by the user. Also, like in C++, most built-in operators with special syntax (arithmetic operators, subscripting etc.) can be redefined for class instances.

(Lacking universally accepted terminology to talk about classes, I will make occasional use of Smalltalk and C++ terms. I would use Modula-3 terms, since its object-oriented semantics are closer to those of Python than C++, but I expect that few readers have heard of it.)

9.1. A Word About Names and Objects ¶

Objects have individuality, and multiple names (in multiple scopes) can be bound to the same object. This is known as aliasing in other languages. This is usually not appreciated on a first glance at Python, and can be safely ignored when dealing with immutable basic types (numbers, strings, tuples). However, aliasing has a possibly surprising effect on the semantics of Python code involving mutable objects such as lists, dictionaries, and most other types. This is usually used to the benefit of the program, since aliases behave like pointers in some respects. For example, passing an object is cheap since only a pointer is passed by the implementation; and if a function modifies an object passed as an argument, the caller will see the change — this eliminates the need for two different argument passing mechanisms as in Pascal.

9.2. Python Scopes and Namespaces ¶

Before introducing classes, I first have to tell you something about Python’s scope rules. Class definitions play some neat tricks with namespaces, and you need to know how scopes and namespaces work to fully understand what’s going on. Incidentally, knowledge about this subject is useful for any advanced Python programmer.

Let’s begin with some definitions.

A namespace is a mapping from names to objects. Most namespaces are currently implemented as Python dictionaries, but that’s normally not noticeable in any way (except for performance), and it may change in the future. Examples of namespaces are: the set of built-in names (containing functions such as abs() , and built-in exception names); the global names in a module; and the local names in a function invocation. In a sense the set of attributes of an object also form a namespace. The important thing to know about namespaces is that there is absolutely no relation between names in different namespaces; for instance, two different modules may both define a function maximize without confusion — users of the modules must prefix it with the module name.

By the way, I use the word attribute for any name following a dot — for example, in the expression z.real , real is an attribute of the object z . Strictly speaking, references to names in modules are attribute references: in the expression modname.funcname , modname is a module object and funcname is an attribute of it. In this case there happens to be a straightforward mapping between the module’s attributes and the global names defined in the module: they share the same namespace! [ 1 ]

Attributes may be read-only or writable. In the latter case, assignment to attributes is possible. Module attributes are writable: you can write modname.the_answer = 42 . Writable attributes may also be deleted with the del statement. For example, del modname.the_answer will remove the attribute the_answer from the object named by modname .

Namespaces are created at different moments and have different lifetimes. The namespace containing the built-in names is created when the Python interpreter starts up, and is never deleted. The global namespace for a module is created when the module definition is read in; normally, module namespaces also last until the interpreter quits. The statements executed by the top-level invocation of the interpreter, either read from a script file or interactively, are considered part of a module called __main__ , so they have their own global namespace. (The built-in names actually also live in a module; this is called builtins .)

The local namespace for a function is created when the function is called, and deleted when the function returns or raises an exception that is not handled within the function. (Actually, forgetting would be a better way to describe what actually happens.) Of course, recursive invocations each have their own local namespace.

A scope is a textual region of a Python program where a namespace is directly accessible. “Directly accessible” here means that an unqualified reference to a name attempts to find the name in the namespace.

Although scopes are determined statically, they are used dynamically. At any time during execution, there are 3 or 4 nested scopes whose namespaces are directly accessible:

the innermost scope, which is searched first, contains the local names

the scopes of any enclosing functions, which are searched starting with the nearest enclosing scope, contain non-local, but also non-global names

the next-to-last scope contains the current module’s global names

the outermost scope (searched last) is the namespace containing built-in names

If a name is declared global, then all references and assignments go directly to the next-to-last scope containing the module’s global names. To rebind variables found outside of the innermost scope, the nonlocal statement can be used; if not declared nonlocal, those variables are read-only (an attempt to write to such a variable will simply create a new local variable in the innermost scope, leaving the identically named outer variable unchanged).

Usually, the local scope references the local names of the (textually) current function. Outside functions, the local scope references the same namespace as the global scope: the module’s namespace. Class definitions place yet another namespace in the local scope.

It is important to realize that scopes are determined textually: the global scope of a function defined in a module is that module’s namespace, no matter from where or by what alias the function is called. On the other hand, the actual search for names is done dynamically, at run time — however, the language definition is evolving towards static name resolution, at “compile” time, so don’t rely on dynamic name resolution! (In fact, local variables are already determined statically.)

A special quirk of Python is that – if no global or nonlocal statement is in effect – assignments to names always go into the innermost scope. Assignments do not copy data — they just bind names to objects. The same is true for deletions: the statement del x removes the binding of x from the namespace referenced by the local scope. In fact, all operations that introduce new names use the local scope: in particular, import statements and function definitions bind the module or function name in the local scope.

The global statement can be used to indicate that particular variables live in the global scope and should be rebound there; the nonlocal statement indicates that particular variables live in an enclosing scope and should be rebound there.

9.2.1. Scopes and Namespaces Example ¶

This is an example demonstrating how to reference the different scopes and namespaces, and how global and nonlocal affect variable binding:

The output of the example code is:

Note how the local assignment (which is default) didn’t change scope_test 's binding of spam . The nonlocal assignment changed scope_test 's binding of spam , and the global assignment changed the module-level binding.

You can also see that there was no previous binding for spam before the global assignment.

9.3. A First Look at Classes ¶

Classes introduce a little bit of new syntax, three new object types, and some new semantics.

9.3.1. Class Definition Syntax ¶

The simplest form of class definition looks like this:

Class definitions, like function definitions ( def statements) must be executed before they have any effect. (You could conceivably place a class definition in a branch of an if statement, or inside a function.)

In practice, the statements inside a class definition will usually be function definitions, but other statements are allowed, and sometimes useful — we’ll come back to this later. The function definitions inside a class normally have a peculiar form of argument list, dictated by the calling conventions for methods — again, this is explained later.

When a class definition is entered, a new namespace is created, and used as the local scope — thus, all assignments to local variables go into this new namespace. In particular, function definitions bind the name of the new function here.

When a class definition is left normally (via the end), a class object is created. This is basically a wrapper around the contents of the namespace created by the class definition; we’ll learn more about class objects in the next section. The original local scope (the one in effect just before the class definition was entered) is reinstated, and the class object is bound here to the class name given in the class definition header ( ClassName in the example).

9.3.2. Class Objects ¶

Class objects support two kinds of operations: attribute references and instantiation.

Attribute references use the standard syntax used for all attribute references in Python: obj.name . Valid attribute names are all the names that were in the class’s namespace when the class object was created. So, if the class definition looked like this:

then MyClass.i and MyClass.f are valid attribute references, returning an integer and a function object, respectively. Class attributes can also be assigned to, so you can change the value of MyClass.i by assignment. __doc__ is also a valid attribute, returning the docstring belonging to the class: "A simple example class" .

Class instantiation uses function notation. Just pretend that the class object is a parameterless function that returns a new instance of the class. For example (assuming the above class):

creates a new instance of the class and assigns this object to the local variable x .

The instantiation operation (“calling” a class object) creates an empty object. Many classes like to create objects with instances customized to a specific initial state. Therefore a class may define a special method named __init__() , like this:

When a class defines an __init__() method, class instantiation automatically invokes __init__() for the newly created class instance. So in this example, a new, initialized instance can be obtained by:

Of course, the __init__() method may have arguments for greater flexibility. In that case, arguments given to the class instantiation operator are passed on to __init__() . For example,

9.3.3. Instance Objects ¶

Now what can we do with instance objects? The only operations understood by instance objects are attribute references. There are two kinds of valid attribute names: data attributes and methods.

data attributes correspond to “instance variables” in Smalltalk, and to “data members” in C++. Data attributes need not be declared; like local variables, they spring into existence when they are first assigned to. For example, if x is the instance of MyClass created above, the following piece of code will print the value 16 , without leaving a trace:

The other kind of instance attribute reference is a method . A method is a function that “belongs to” an object. (In Python, the term method is not unique to class instances: other object types can have methods as well. For example, list objects have methods called append, insert, remove, sort, and so on. However, in the following discussion, we’ll use the term method exclusively to mean methods of class instance objects, unless explicitly stated otherwise.)

Valid method names of an instance object depend on its class. By definition, all attributes of a class that are function objects define corresponding methods of its instances. So in our example, x.f is a valid method reference, since MyClass.f is a function, but x.i is not, since MyClass.i is not. But x.f is not the same thing as MyClass.f — it is a method object , not a function object.

9.3.4. Method Objects ¶

Usually, a method is called right after it is bound:

In the MyClass example, this will return the string 'hello world' . However, it is not necessary to call a method right away: x.f is a method object, and can be stored away and called at a later time. For example:

will continue to print hello world until the end of time.

What exactly happens when a method is called? You may have noticed that x.f() was called without an argument above, even though the function definition for f() specified an argument. What happened to the argument? Surely Python raises an exception when a function that requires an argument is called without any — even if the argument isn’t actually used…

Actually, you may have guessed the answer: the special thing about methods is that the instance object is passed as the first argument of the function. In our example, the call x.f() is exactly equivalent to MyClass.f(x) . In general, calling a method with a list of n arguments is equivalent to calling the corresponding function with an argument list that is created by inserting the method’s instance object before the first argument.

In general, methods work as follows. When a non-data attribute of an instance is referenced, the instance’s class is searched. If the name denotes a valid class attribute that is a function object, references to both the instance object and the function object are packed into a method object. When the method object is called with an argument list, a new argument list is constructed from the instance object and the argument list, and the function object is called with this new argument list.

9.3.5. Class and Instance Variables ¶

Generally speaking, instance variables are for data unique to each instance and class variables are for attributes and methods shared by all instances of the class:

As discussed in A Word About Names and Objects , shared data can have possibly surprising effects with involving mutable objects such as lists and dictionaries. For example, the tricks list in the following code should not be used as a class variable because just a single list would be shared by all Dog instances:

Correct design of the class should use an instance variable instead:

9.4. Random Remarks ¶

If the same attribute name occurs in both an instance and in a class, then attribute lookup prioritizes the instance:

Data attributes may be referenced by methods as well as by ordinary users (“clients”) of an object. In other words, classes are not usable to implement pure abstract data types. In fact, nothing in Python makes it possible to enforce data hiding — it is all based upon convention. (On the other hand, the Python implementation, written in C, can completely hide implementation details and control access to an object if necessary; this can be used by extensions to Python written in C.)

Clients should use data attributes with care — clients may mess up invariants maintained by the methods by stamping on their data attributes. Note that clients may add data attributes of their own to an instance object without affecting the validity of the methods, as long as name conflicts are avoided — again, a naming convention can save a lot of headaches here.

There is no shorthand for referencing data attributes (or other methods!) from within methods. I find that this actually increases the readability of methods: there is no chance of confusing local variables and instance variables when glancing through a method.

Often, the first argument of a method is called self . This is nothing more than a convention: the name self has absolutely no special meaning to Python. Note, however, that by not following the convention your code may be less readable to other Python programmers, and it is also conceivable that a class browser program might be written that relies upon such a convention.

Any function object that is a class attribute defines a method for instances of that class. It is not necessary that the function definition is textually enclosed in the class definition: assigning a function object to a local variable in the class is also ok. For example:

Now f , g and h are all attributes of class C that refer to function objects, and consequently they are all methods of instances of C — h being exactly equivalent to g . Note that this practice usually only serves to confuse the reader of a program.

Methods may call other methods by using method attributes of the self argument:

Methods may reference global names in the same way as ordinary functions. The global scope associated with a method is the module containing its definition. (A class is never used as a global scope.) While one rarely encounters a good reason for using global data in a method, there are many legitimate uses of the global scope: for one thing, functions and modules imported into the global scope can be used by methods, as well as functions and classes defined in it. Usually, the class containing the method is itself defined in this global scope, and in the next section we’ll find some good reasons why a method would want to reference its own class.

Each value is an object, and therefore has a class (also called its type ). It is stored as object.__class__ .

9.5. Inheritance ¶

Of course, a language feature would not be worthy of the name “class” without supporting inheritance. The syntax for a derived class definition looks like this:

The name BaseClassName must be defined in a namespace accessible from the scope containing the derived class definition. In place of a base class name, other arbitrary expressions are also allowed. This can be useful, for example, when the base class is defined in another module:

Execution of a derived class definition proceeds the same as for a base class. When the class object is constructed, the base class is remembered. This is used for resolving attribute references: if a requested attribute is not found in the class, the search proceeds to look in the base class. This rule is applied recursively if the base class itself is derived from some other class.

There’s nothing special about instantiation of derived classes: DerivedClassName() creates a new instance of the class. Method references are resolved as follows: the corresponding class attribute is searched, descending down the chain of base classes if necessary, and the method reference is valid if this yields a function object.

Derived classes may override methods of their base classes. Because methods have no special privileges when calling other methods of the same object, a method of a base class that calls another method defined in the same base class may end up calling a method of a derived class that overrides it. (For C++ programmers: all methods in Python are effectively virtual .)

An overriding method in a derived class may in fact want to extend rather than simply replace the base class method of the same name. There is a simple way to call the base class method directly: just call BaseClassName.methodname(self, arguments) . This is occasionally useful to clients as well. (Note that this only works if the base class is accessible as BaseClassName in the global scope.)

Python has two built-in functions that work with inheritance:

Use isinstance() to check an instance’s type: isinstance(obj, int) will be True only if obj.__class__ is int or some class derived from int .

Use issubclass() to check class inheritance: issubclass(bool, int) is True since bool is a subclass of int . However, issubclass(float, int) is False since float is not a subclass of int .

9.5.1. Multiple Inheritance ¶

Python supports a form of multiple inheritance as well. A class definition with multiple base classes looks like this:

For most purposes, in the simplest cases, you can think of the search for attributes inherited from a parent class as depth-first, left-to-right, not searching twice in the same class where there is an overlap in the hierarchy. Thus, if an attribute is not found in DerivedClassName , it is searched for in Base1 , then (recursively) in the base classes of Base1 , and if it was not found there, it was searched for in Base2 , and so on.

In fact, it is slightly more complex than that; the method resolution order changes dynamically to support cooperative calls to super() . This approach is known in some other multiple-inheritance languages as call-next-method and is more powerful than the super call found in single-inheritance languages.

Dynamic ordering is necessary because all cases of multiple inheritance exhibit one or more diamond relationships (where at least one of the parent classes can be accessed through multiple paths from the bottommost class). For example, all classes inherit from object , so any case of multiple inheritance provides more than one path to reach object . To keep the base classes from being accessed more than once, the dynamic algorithm linearizes the search order in a way that preserves the left-to-right ordering specified in each class, that calls each parent only once, and that is monotonic (meaning that a class can be subclassed without affecting the precedence order of its parents). Taken together, these properties make it possible to design reliable and extensible classes with multiple inheritance. For more detail, see The Python 2.3 Method Resolution Order .

9.6. Private Variables ¶

“Private” instance variables that cannot be accessed except from inside an object don’t exist in Python. However, there is a convention that is followed by most Python code: a name prefixed with an underscore (e.g. _spam ) should be treated as a non-public part of the API (whether it is a function, a method or a data member). It should be considered an implementation detail and subject to change without notice.

Since there is a valid use-case for class-private members (namely to avoid name clashes of names with names defined by subclasses), there is limited support for such a mechanism, called name mangling . Any identifier of the form __spam (at least two leading underscores, at most one trailing underscore) is textually replaced with _classname__spam , where classname is the current class name with leading underscore(s) stripped. This mangling is done without regard to the syntactic position of the identifier, as long as it occurs within the definition of a class.

Name mangling is helpful for letting subclasses override methods without breaking intraclass method calls. For example:

The above example would work even if MappingSubclass were to introduce a __update identifier since it is replaced with _Mapping__update in the Mapping class and _MappingSubclass__update in the MappingSubclass class respectively.

Note that the mangling rules are designed mostly to avoid accidents; it still is possible to access or modify a variable that is considered private. This can even be useful in special circumstances, such as in the debugger.

Notice that code passed to exec() or eval() does not consider the classname of the invoking class to be the current class; this is similar to the effect of the global statement, the effect of which is likewise restricted to code that is byte-compiled together. The same restriction applies to getattr() , setattr() and delattr() , as well as when referencing __dict__ directly.

9.7. Odds and Ends ¶

Sometimes it is useful to have a data type similar to the Pascal “record” or C “struct”, bundling together a few named data items. The idiomatic approach is to use dataclasses for this purpose:

A piece of Python code that expects a particular abstract data type can often be passed a class that emulates the methods of that data type instead. For instance, if you have a function that formats some data from a file object, you can define a class with methods read() and readline() that get the data from a string buffer instead, and pass it as an argument.

Instance method objects have attributes, too: m.__self__ is the instance object with the method m() , and m.__func__ is the function object corresponding to the method.

9.8. Iterators ¶

By now you have probably noticed that most container objects can be looped over using a for statement:

This style of access is clear, concise, and convenient. The use of iterators pervades and unifies Python. Behind the scenes, the for statement calls iter() on the container object. The function returns an iterator object that defines the method __next__() which accesses elements in the container one at a time. When there are no more elements, __next__() raises a StopIteration exception which tells the for loop to terminate. You can call the __next__() method using the next() built-in function; this example shows how it all works:

Having seen the mechanics behind the iterator protocol, it is easy to add iterator behavior to your classes. Define an __iter__() method which returns an object with a __next__() method. If the class defines __next__() , then __iter__() can just return self :

9.9. Generators ¶

Generators are a simple and powerful tool for creating iterators. They are written like regular functions but use the yield statement whenever they want to return data. Each time next() is called on it, the generator resumes where it left off (it remembers all the data values and which statement was last executed). An example shows that generators can be trivially easy to create:

Anything that can be done with generators can also be done with class-based iterators as described in the previous section. What makes generators so compact is that the __iter__() and __next__() methods are created automatically.

Another key feature is that the local variables and execution state are automatically saved between calls. This made the function easier to write and much more clear than an approach using instance variables like self.index and self.data .

In addition to automatic method creation and saving program state, when generators terminate, they automatically raise StopIteration . In combination, these features make it easy to create iterators with no more effort than writing a regular function.

9.10. Generator Expressions ¶

Some simple generators can be coded succinctly as expressions using a syntax similar to list comprehensions but with parentheses instead of square brackets. These expressions are designed for situations where the generator is used right away by an enclosing function. Generator expressions are more compact but less versatile than full generator definitions and tend to be more memory friendly than equivalent list comprehensions.

9.1. A Word About Names and Objects
9.2.1. Scopes and Namespaces Example
9.3.1. Class Definition Syntax
9.3.2. Class Objects
9.3.3. Instance Objects
9.3.4. Method Objects
9.3.5. Class and Instance Variables
9.4. Random Remarks
9.5.1. Multiple Inheritance
9.6. Private Variables
9.7. Odds and Ends
9.8. Iterators
9.9. Generators
9.10. Generator Expressions

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10. Brief Tour of the Standard Library

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9. Classes
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Random Assignment in Psychology: Definition & Examples

Importance

Random Selection vs. Random Assignment

Random Assignment vs Random Sampling

When to Use Random Assignment

How to Use Random Assignment

When is Random Assignment not used?

Drawbacks of Random Assignment

What is the difference between random sampling and random assignment?

Does random assignment increase internal validity?

Does random assignment reduce sampling error?

When is random assignment not possible?

Does random assignment eliminate confounding variables?

Why is random assignment of participants to treatment conditions in an experiment used?

Further Reading

The Definition of Random Assignment According to Psychology

Random Assignment In Research

Random Selection

Example of Random Assignment

A Word From Verywell

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What Is Random Assignment in Psychology?

How to Use Random Assignment

How Does Random Assignment Work?

Random Assignment vs. Random Selection

Examples of Random Assignment

Forming a Hypothesis

Obtaining Participants

Randomly Assign Participants to Groups

Conduct the Experiment

Collect and Analyze Data

Why Is Random Assignment Important in Psychology Research?

Key Points to Remember About Random Assignment

Random Assignment in Psychology (Definition + 40 Examples)

History of Random Assignment

Early Studies Utilizing Random Assignment

Evolution of the Methodology

Principles of Random Assignment

Basic Principles of Random Assignment

Theoretical Foundation

Differentiating Random Assignment from Random Selection

Methodology of Random Assignment

Tools and Techniques Used

Ethical Considerations

Conclusion of Methodology

Benefits of Random Assignment in Psychological Research

Facilitating Causal Inferences

Ensuring Internal Validity

Enhancing Generalizability

Limitations of Random Assignment

Ethical Dilemmas

Generalizability Concerns

Practical and Real-World Limitations

Response to Critiques

Real-World Applications and Examples

Real-world Impact of Random Assignment

Health and Medicine

Workplace and Organizational Behavior

Environmental and Social Changes

Technology and Human Interaction

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