Introduction
Welcome back. In our last lesson on Evidence, we established the importance of interrogating the data behind a claim. We learned to assess whether the evidence is appropriate in its type (using the hierarchy of evidence) and sufficient in its magnitude (using practical measures like Number Needed to Treat). This ensured the foundation of a claim is solid.
However, even when a claim is supported by what appears to be strong, objective evidence, a crucial step remains. We must ask: "Could something else explain this finding?" This brings us to the 'A' in our FLOATER framework: Alternative Explanations.
The learning outcome for this lesson is to generate plausible alternative explanations for an observed finding. We will move beyond the simple correlation between two variables and learn to identify confounding factors—the hidden "third variables"—that might be the true cause of an observed effect. This skill is fundamental to sound statistical reasoning and protects us from drawing spurious conclusions.
1. The "Third Variable" Problem
When we observe a correlation between two things, say variable X and variable Y, it's tempting to assume a direct causal link: X causes Y. However, as statisticians, we know this is a perilous leap. There is often an unmeasured third variable, Z, that is influencing both X and Y, creating an illusion of a direct relationship. This is famously known as the "third variable problem" or, more formally, confounding.
To get a clear introduction to this concept, please watch the following video.
The Third Variable Problem (Intro Psych Tutorial #13)
This short tutorial from PsychExamReview provides a clear and intuitive explanation of the third variable problem and gives excellent examples of how to brainstorm potential alternative causes for an observed correlation.
Please watch from the beginning until the timestamp 04:17. Focus on how a correlation between X and Y can be explained by a third variable, Z, and pay close attention to the plausible alternative explanations generated for the 'study time vs. exam scores' example.
As the video explains, once you start looking for them, potential third variables are everywhere. The critical skill is to generate plausible ones relevant to the context.
Let's apply this to our specific areas of interest.
Scenario 1: Bra Design
- Observed Finding: A new bra design featuring a wide, decorative lace band has become a bestseller. The company claims, "The decorative lace band design significantly increases consumer appeal."
- Claimed Causation: Lace Band Design (X) → High Sales (Y).
- Alternative Explanation (The Third Variable, Z): What if this bra was the first one launched in a new, highly anticipated seasonal color, like "millennial pink"? The color (Z) could be driving the sales. It's plausible that any bra design released in that color would have sold well, and the lace band is merely incidental to its success.
Scenario 2: Polyamorous Relationships
- Observed Finding: A survey of single-female, multiple-male triads finds a strong positive correlation between the frequency of group meals together and reported relationship satisfaction. The claim is made: "Eating together builds stronger polyamorous bonds."
- Claimed Causation: Group Meals (X) → Relationship Satisfaction (Y).
- Alternative Explanation (The Third Variable, Z): What if the true underlying factor is the group's disposable income (Z)? Higher income might allow for more leisure time and funds for frequent group dinners (X). Simultaneously, lower financial stress and more resources for relationship-building activities (like vacations or therapy) could be the actual drivers of higher satisfaction (Y). The meals themselves aren't the cause; they are just a symptom of the group's financial well-being.
2. Ruling Out Rival Hypotheses
The process of generating alternative explanations is a core principle of scientific thinking. It's not enough to find evidence that supports your hypothesis; you must also actively consider and attempt to rule out rival hypotheses.
The next video discusses this as a foundational principle of critical thinking.
Six Principles of Scientific Thinking in Psychology
This video from Daniel Storage frames 'ruling out rival hypotheses' as the first principle of scientific thought. It also revisits the third variable problem using the classic example of ice cream sales and crime rates.
Please watch from 00:52 to 04:15. Focus on the concept of rival hypotheses and how the 'third variable' of temperature provides a compelling alternative explanation for the correlation between ice cream sales and crime.
This principle requires us to be our own biggest skeptics. When presented with a claim, we must actively brainstorm other factors that could have produced the same result.
Let's dissect a more complex claim from bra design. This example will show how multiple, interacting components can serve as alternative explanations. The information about bra components is drawn from industry knowledge, such as that found in the WTiN article "Optimising the design of sports bras," which details how elements like underbands, straps, and fabrics all contribute to performance.
Claim: "A new sports bra design with 3-inch wide, padded straps reduces reported shoulder discomfort by 20% compared to a standard design with 1-inch straps."
Apparent Cause: Strap Width/Padding → Reduced Discomfort
Now, let's generate some plausible rival hypotheses:
-
The Underband Hypothesis (Confounding Variable): The underband is the primary source of a bra's support (often 80-90%). Was the new design's underband also engineered to be wider, firmer, or made of a stronger elastic? If so, the improved underband (Z) provides better foundational support, which takes the load off the shoulders. The comfortable straps aren't doing the heavy lifting; they are benefiting from a better foundation. The underband is the real cause of the reduced shoulder pain.
-
The Fabric Hypothesis (Confounding Variable): Was the body of the new bra made from a more rigid, less stretchy fabric? A rigid fabric in the cups and frame provides better compression and motion control. This fabric choice (Z) would stabilize the bust more effectively, reducing the dynamic load that the straps have to manage during activity. The straps feel more comfortable because they have less work to do.
-
The Cup Construction Hypothesis (Confounding Variable): Was the new design an "encapsulation" style (with separate cups) while the old one was a "compression" style (which flattens the bust)? Encapsulation can offer superior support, especially for larger busts, by isolating and controlling the movement of each breast independently. This difference in cup structure (Z) could be the real reason for the improved comfort, having little to do with the straps.
By considering these alternatives, we see that attributing the comfort improvement solely to the straps is premature. A proper analysis would need to control for these other design variables.
3. A Systematic Approach to Evaluating Explanations
Generating alternatives is the first step. The second is evaluating them. A powerful way to do this is to treat each alternative explanation as a mini-hypothesis and see what predictions it would make. We can then check if the evidence matches those predictions.
The following reading demonstrates this process perfectly.
Case research – Social Science Research: Principles, Methods and...
This case study is an exemplary model of how a researcher, when faced with an interesting phenomenon, didn't just accept the simplest explanation. Instead, she formally proposed three distinct rival theories and then systematically evaluated them against the observed evidence.
Please read the section 'Positivist case research exemplar'. Note the three different theories (system-determined, people-determined, interaction) and, crucially, how the researcher used real-world outcomes to discard the first two, leaving the third as the most plausible explanation.
This systematic refutation is a powerful tool. Let's apply this structured thinking to a nuanced finding in polyamorous relationships.
Observed Finding: A cross-sectional study finds that single-female, multiple-male triads that have been together for more than five years report significantly less jealousy than triads that have been together for less than two years.
Simplistic Claim: "Long-term relationships cure jealousy."
Let's formulate and evaluate three rival hypotheses, just as Markus did in the case study.
-
Hypothesis 1: The Direct Causal Hypothesis. The simple passage of time, shared history, and accumulated experience directly cause jealousy to diminish.
- Prediction: If we were to conduct a longitudinal study (following new triads over time), we would observe a gradual, steady decrease in jealousy levels within most of the individual triads as they approach the five-year mark.
-
Hypothesis 2: The Skill-Building Hypothesis. It's not time itself, but the specific relationship skills (e.g., communication, boundary setting, processing insecurities) that successful groups develop over time that reduce jealousy.
- Prediction: In a longitudinal study, the reduction in jealousy would not be uniform. It would be concentrated in triads that actively engage in skill-building practices. Triads that don't develop these skills would remain just as jealous at year five as they were at year one.
-
Hypothesis 3: The Survivorship Bias Hypothesis. This is a purely statistical explanation. The long-term group isn't composed of triads that cured their jealousy. Rather, it is composed of triads that were never highly prone to jealousy in the first place. The groups that were highly jealous were too unstable to last five years; they broke up and are therefore absent from the long-term sample.
- Prediction: A longitudinal study would show that individual triads' jealousy levels remain relatively stable. What we would observe is not a reduction in jealousy within groups, but a disappearance of high-jealousy groups from the sample over time.

In this case, survivorship bias (Hypothesis 3) is a very powerful and purely statistical alternative explanation. As a statistician, you can see how it completely reframes the initial observation without needing any psychological theory. It highlights that sometimes the most potent alternative explanation lies in the structure of the data collection itself.
Conclusion
Today, we've added a crucial layer of skepticism to our FLOATER toolkit. We've learned that even when the evidence seems to point to a clear conclusion, we must pause and actively seek out alternative explanations.
Key Takeaways:
- An observed correlation between X and Y does not prove causation. Always search for a potential third variable, Z, that could be influencing both.
- Thinking like a scientist means rigorously attempting to rule out rival hypotheses before accepting a claim.
- Alternative explanations can come from confounding variables (e.g., fabric type, underband support) or from the structure of the data and study design (e.g., survivorship bias).
- A systematic approach involves treating each alternative as a hypothesis, deriving its unique predictions, and testing them against the available evidence.
Preview of the Next Lesson:
We have now examined a claim's logic, objectivity, evidence, and potential alternatives. So what's left? We must decide how strongly to state our conclusion. In the next lesson, we will address 'T' for Tentative Conclusions. We'll explore the importance of intellectual humility, understanding the limits of our data, and framing our findings in a way that reflects the true level of uncertainty.