Glossary D

Double-blind experiment is defined as an experimental procedure in which neither the researcher nor the patient knows whether the patient received the real treatment or the placebo until pre-coded records indicating which patient received which are consulted. It is designed to reduce the possibility that expectations for success will increase evidence for success. Moreover, Double-blind experiment is a study in which both the researchers and the participants are unaware of which experimental condition the participants are in, in order to prevent demand effects

Double-blind procedure refers to a procedure for circumventing the effects of experimenter or participant expectations. In a double-blind study, neither the participant nor the experimenter knows what treatment the participant is receiving until the very end of the study. Double-blind procedure, moreover refers to an investigation where neither subjects nor investigators know who members of experimental and control groups are. Please see Singleblind procedure.)

Double-blind research refers to a research study in which both the researcher and the participants are unaware of the predicted outcome.

Double-blind research design refers to an experimental design in which the subjects and the principal investigator are not aware of the experimental treatment order.

Double-blind study is defined as a study in which neither the participant nor the experimenter knows which condition the participant is in.

Double-blind technique refers to an experimental procedure in which neither the person giving the treatment nor the person receiving the treatment knows whether the participant is in the experimental or control group.

Double-blind testing is a term used in Forensic psychology that refers to a lineup administration in which neither the police officer nor the witness knows which lineup member is the suspect.

Double-deficit hypothesis poses that reading disorders can be traced to deficits in phonological processing and/or naming speed. The presence of both a deficit in phonological processing and slow naming speed is predictive of the most severe reading problem. Double-deficit hypothesis likewise refers to the theory of Dyslexia which suggests that dyslexic children have biological deficits in two (2) areas: phonological processing (interpreting sounds) and in naming speed (for example, identifying letters such as b versus d, or w versus m).

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