C

D

In a research study, particularly in the context of a controlled experiment, the control group and the experimental group are two distinct groups that are used to isolate the effect of the variable being tested.

The control group serves as a baseline or reference group. It does not receive the experimental treatment or intervention. Instead, the control group is exposed to the standard conditions or may receive a placebo if the study involves a medical treatment. The purpose of the control group is to provide a comparison against which the effects of the experimental treatment can be measured. By keeping the conditions for the control group as close as possible to those of the experimental group, except for the treatment itself, researchers can attribute any differences in outcomes between the two groups to the treatment.

The experimental group, on the other hand, is the group that receives the treatment or intervention being tested. This group is exposed to the independent variable, which is the factor that the researchers are manipulating to observe its effect. The outcomes of the experimental group are compared to those of the control group to determine if the treatment has had a significant effect.

For example, in a clinical trial testing a new drug, the experimental group would receive the drug, while the control group might receive a placebo or an existing standard treatment. By comparing the health outcomes of patients in the experimental group with those in the control group, researchers can assess the efficacy and safety of the new drug.

The key difference between the control group and the experimental group is the presence or absence of the experimental treatment. This distinction allows researchers to control for other variables that might influence the results, ensuring that any observed effects can be attributed to the treatment itself rather than to other factors.

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Contextual influences, such as the prevalence of rape myths, can affect the prevalence of sexual assault. College men are more accepting of rape myths than are women, and are more likely to cling to them following date rape education classes. Gender-role stereotyping may contribute to the prevalence of sexual assault, as cultural stereotypes of men's and women's roles, encouraging dominance, aggression, and competition in males and passivity in females, may support attitudes that are accepting of sexual violence. Research with college students has shown that students who are highly gender stereotyped and believe in strict gender roles are more likely than their peers to blame sexual assault survivors, express attitudes condoning nonconsensual sex, and be aroused by depictions of rape. Men who engage in sexual assault tend to interpret women's behavior inaccurately, often perceiving warmth and friendliness as indicating sexual interest. They buy into rape myths, such as the belief that a victim "asked for it" by dressing attractively or behaving flirtishly; that nonconsensual sex with a romantic partner, friend, or acquaintance cannot be considered rape; or that men are driven to commit rape by uncontrollable sexual impulses.
Effective sexual assault prevention educates men and women about gender socialization, the nature and impact of sexual violence, debunks rape myths, and offers suggestions on how to intervene as a bystander. In women, effective sexual assault prevention includes helping women assess assault risk from acquaintances, overcome emotional barriers in acknowledging danger, and engage in effective verbal and physical self-defense.