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CHAPTER 8
EXPERIMENTAL DESIGNS: BETWEEN-SUBJECTS DESIGN
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
CHAPTER OUTLINE
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
8.1 INTRODUCTION TO BETWEEN-SUBJECTS EXPERIMENTS
Review of the Experimental Research Strategy
Characteristics of Between-Subjects Designs
Independent scores
Advantages and Disadvantages of Between-Subjects Designs
Individual differences
8.2 INDIVIDUAL DIFFERENCES AS CONFOUNDING VARIABLES
Other Confounding Variables
Equivalent Groups
8.3 LIMITING CONFOUNDING BY INDIVIDUAL DIFFERENCES
Random Assignment (Randomization)
Matching Groups (Matched Assignment)
Holding Variables Constant or Restricting Range of
Variability
Summary and Recommendations
8.4 INDIVIDUAL DIFFERENCES AND VARIABILITY
Differences Between Treatments and Variance Within
Treatments
Minimizing Variance Within Treatments
Standardize procedures and treatment setting
Limit individual differences
Random assignment and matching
Sample size
Summary and Recommendations
8.5 OTHER THREATS TO INTERNAL VALIDITY OF BETWEEN-SUBJECTS
EXPERIMENTAL DESIGNS
Differential Attrition
Communication Between Groups

8.6 APPLICATIONS AND STATISTICAL ANALYSES OF BETWEEN-SUBJECTS
DESIGNS
Two-Group Mean Difference
Comparing Means for More Than Two Groups
A word of caution about multiple-group designs
Comparing Proportions for Two or More Groups
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
KEY WORDS
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
between-subjects
experimental design, or
independent measures
experimental design
individual differences
restricted random
assignment
matching
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
LEARNING OBJECTIVES
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
1. Describe, compare, and contrast the defining characteristics of a between-subjects design and
a within-subjects design, and recognize examples of each.
A between-subjects experimental design, also known as an independent measures
experimental design, requires a separate, independent group of individuals for each
treatment condition. As a result, the data for a between-subjects design contain only one
score for each participant. To qualify as an experiment, the design must satisfy all other
requirements of the experimental research strategy, such as manipulation of an
independent variable and control of extraneous variables. In a within-subjects design, the
same individuals are assessed at different times.
2. Explain the general advantages and disadvantages of between-subjects design compared to
within-subjects design.
A main advantage of a between-subjects design is that each individual score is
independent from the other scores. In addition, between-subjects designs can be used for
a wide variety of research questions. For any experiment comparing two (or more)
treatment conditions, it is always possible to assign different groups to the different
treatments; thus, a between-subjects design is always an option. One disadvantage of
between-subjects designs is that they require a relatively large number of participants.
The primary disadvantage of a between-subjects design stems from the fact that each
score is obtained from a unique individual who has personal characteristics that are
different from all of the other participants.

3. Define individual differences and explain how individual differences between groups and
confounding from environmental variables can threaten the internal validity of a between
subjects design.
Confounding can come from individual differences. Individual differences are any
participant characteristics that can differ from one participant to another. If these
characteristics are different from one group to another, then the experiment is
confounded. For example, the participants in one group may be older, smarter, taller, or
have higher socioeconomic status than the participants in another group. One group may
have a higher proportion of males or a higher proportion of divorced individuals than
another group. Any of these variables may produce differences between groups that can
compromise the research results. Confounding can also come from environmental
variables. Environmental variables are any characteristics of the environment that may
differ. If these variables are different between groups, then the experiment is confounded
by environmental variables. For example, one group may be tested in a large room and
another group in a smaller room. Or one group may be measured primarily during the
morning and another group during the afternoon. Any such variable may cause
differences between groups that cannot be attributed to the independent variable.
4. Identify the three primary techniques for limiting confounding by individual differences in
between-subjects experiments (random assignment, matched assignment, and holding variables
constant) and explain how each one works.
Random assignment simply means that a random process (such as a coin toss) is used to
assign participants to groups. The goal is to ensure that all individuals have the same
chance of being assigned to a group. Because group assignment is based on a random
process, it is reasonable to expect that characteristics such as age, IQ, and gender are also
distributed randomly across groups. In many situations, a researcher can identify a few
specific variables that are likely to influence the participants’ scores. In a learning
experiment, for example, it is reasonable to expect that intelligence is a variable that can
influence learning performance. In this case, it is important that the researcher not allow
intelligence to become a confounding variable by permitting one group of participants to
be noticeably more intelligent than another group. Instead of hoping that random
assignment produces equivalent groups, a researcher can use matching to guarantee that
the different groups of participants are equivalent (or nearly equivalent) with respect to
intelligence. Another method of preventing individual differences from becoming
confounding variables is simply to hold the variable constant. For example, if a
researcher suspects that gender differences between groups might confound a research
study, one solution is to eliminate gender as a variable. By using only female participants,
a researcher can guarantee that all of the groups in a study are equivalent with respect to
gender; all groups are all female. An alternative to holding a variable completely constant
is to restrict its range of values. For example, a researcher concerned about potential IQ

differences between groups could restrict participants to those with IQs between 100 and
110. Because all groups have the same narrow range of IQs, it is reasonable to expect that
all groups would be roughly equivalent in terms of IQ.
5. Describe how individual differences influence variability within-treatments and explain how
variance within treatments can influence the interpretation of research results.
In addition to becoming confounding variables, individual differences have the potential
to produce high variability in the scores within a research study. The problem comes
from the fact that in some situations, a 10-point difference is large, but in other
circumstances, a 10-point difference is small. The absolute size of the difference must be
evaluated in relation to the variance of the scores. Variance is a statistical value that
measures the size of the differences from one score to another. If the scores all have
similar values, then the variance is small; if there are big differences from one score to
the next, then variance is large. It may be helpful to think of the variance within each
group as similar to interference to a cell phone or radio signal. When there is a lot of
interference, it is difficult to get a clear signal. Similarly, when a research study has a lot
of variance, it is difficult to see a real treatment effect. In between-subjects research,
much of the variance is caused by individual differences. Remember, each individual
score represents a different individual. Whenever there are large differences between
individuals, there is large variance. Notice that we are distinguishing differences between
treatments and variance (differences) within treatments. Researchers typically try to
increase the differences between treatments and to decrease the variance within
treatments. At the same time, however, we would like to decrease the variance within
treatments. Because a between-subjects design has a separate group of participants for
each treatment condition, the variance within treatments is also the variance within
groups.
6. Identify the options for reducing or controlling the variance within treatment condition and
explain how each option works.
The best techniques for minimizing the negative consequences of high variance are to
standardize treatments and to minimize individual differences between the participants in
the study. Both of these techniques help eliminate factors that can cause differences
between scores and therefore can reduce the variance within treatments.
7. Describe how differential attrition and communication between participants can threaten the
internal validity of between-subjects designs and identify these problems when they appear in a
research study.
Differential attrition refers to differences in attrition rates from one group to another and
can threaten the internal validity of a between-subjects experiment. Differential attrition
is a threat to internal validity because we do not know whether the obtained differences
between treatment conditions are caused by the treatments or by differential attrition. In

addition, whenever the participants in one treatment condition are allowed to talk with the
participants in another condition, there is the potential for a variety of problems to
develop. One such problem is diffusion. Diffusion refers to the spread of the treatment
from the experimental group to the control group, which tends to reduce the difference
between the two conditions. This is a threat to the internal validity of a between-subjects
design because the true effects of the treatment can be masked by the shared information
(i.e., it appears that there is no difference between the groups because both groups are
actually getting much of the same treatment). Another risk is that an untreated group
learns about the treatment being received by the other group, and demands the same or
equal treatment. This is referred to as compensatory equalization. Problems can also
occur when participants in an untreated group change their normal behavior when they
learn about a special treatment that is given to another group. One possibility is that the
untreated group works extra hard to show that they can perform just as well as the
individuals receiving the special treatment. This is referred to as compensatory rivalry.
Finally, resentful demoralization can also occur, in which participants in the untreated
group become less productive and unmotivated because they think the researcher is
expecting some better result from the treated group.
8. Describe how between-subjects designs are used to compare means and proportions for two or
more groups, identify the statistical techniques that are appropriate for each application, and
explain each design’s strengths and weaknesses.
When the measurements consist of numerical scores, typically, a mean is computed for
each group of participants, and then an independent-measures t-test is used to determine
whether there is a significant difference between the means. With designs that have more
than two groups, the mean is computed for each group of participants, and a single-factor
analysis of variance (ANOVA) (independent measures) is used to determine whether
there are any significant differences among the means.
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
OTHER LECTURE SUGGESTIONS
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
1. In between-subjects experiments, random assignment of participants to treatments is essential
to minimize the threat of confounding from individual differences between groups. However,
random assignment does not guarantee equivalent groups; instead, you are trusting chance to
spread participant characteristics evenly across the treatment conditions.
2. Note that either holding a variable constant or matching a variable across treatments will
guarantee that the variable will not be confounding. Randomization, on the other hand,
usually works but offers no guarantee.
3. In addition to the activities presented at the end of the chapter, the following can be used as
an in-class activity for this chapter:

Randomly select two samples, each about n = 5, from the students in your class. Pick one
variable with small individual differences, such as height or age (if you have traditional
students), and one variable with large individual differences, such as weight or the number of
text messages received on the previous day. For each variable, compute the mean for each
group and compare the two distributions of scores. You should find similar means and
similar distributions. Next, add a l0-point “treatment effect” to the scores in one group and
compare the two groups again. For the small variable with small individual differences, there
should now be a clear difference between groups. However, the variable with large
individual differences will probably not show noticeable differences between groups.
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
NOTES ON END-OF-CHAPTER EXERCISES
⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯
1. In addition to the key words, you should also be able to define the following terms:
Within-subjects design: A research design in which the different groups of scores are all
obtained from the same group of participants. Also known as repeated-measures design.
Between-subjects design: A research design in which each of the different groups of
scores is obtained from a separate group of participants. Also known as an independent-
measures design.
Independent-measures design: A research design in which each of the different groups
of scores is obtained from a separate group of participants.
Random assignment: A procedure in which a random process is used to assign
participants to treatment conditions.
Variance within treatments, or variance within groups: A measure of the differences
between scores for a group of individuals who have all received the same treatment. The
intent is to measure naturally occurring differences that have not been caused by a
treatment effect. Also known as variance within groups.
Differential attrition: A threat to internal validity that occurs when attrition in one group
is systematically different from the attrition in another group.
Diffusion: A threat to internal validity that occurs when a treatment effect spreads from
the treatment group to the control group, usually from participants talking to each other.
Compensatory equalization: A threat to internal validity that occurs when an untreated
group demands to receive a treatment that is the same as or equivalent to the treatment
received by another group in the research study.

Compensatory rivalry: A threat to internal validity that occurs when an untreated group
learns about special treatment received by another group, then works extra hard to show
they can perform just as well as that group.
Resentful demoralization: A threat to internal validity that occurs when an untreated
group learns of special treatment given to another group, and becomes less productive
and less motivated because they resent the other group’s expected superiority.
Single-factor two-group design, or two-group design: A research design comparing
two groups of participants or two groups of scores representing two levels of a factor.
Also known as the two-group design.
Single-factor multiple-group design: A research design comparing more than two
groups of participants (or groups of scores) representing more than two levels of the same
factor.
2. (LO1) At the beginning of this chapter (p. 186), we described a study comparing the
effectiveness of studying material printed on paper to studying material displayed on a computer
screen (Ackerman & Goldsmith, 2011). Explain why this study is an example of a between-
subjects design and describe how the same question could be addressed with a within-subjects
design.
This study is an example of between-subjects design because the researchers compared
scores from two different groups of participants. This study could be done as a within-
subjects design by using one group of participants. That single group of participants
would be asked to take two quizzes—one after studying on paper and one after studying
on a computer. The two scores from the same group would then be compared.
3. (LO2) In a between-subjects design, each individual score is obtained from a separate
participant.
a. Briefly explain why this is an advantage. Because each participant is measured only
once, the researcher can be reasonably confident that the resulting measurement is
relatively clean and uncontaminated by other treatment factors.
b. Briefly explain why this is a disadvantage. One disadvantage of between-subjects
designs is that they require a relatively large number of participants. Remember, each
participant contributes only one score to the final data. This can be a problem for research
involving special populations in which the number of potential participants is relatively
small.
4. (LO2) A researcher has a sample of 30 rats that are all cloned from the same source. The 30
rats are genetically identical and have been raised in exactly the same environment since birth.

The researcher conducts an experiment, randomly assigning 10 of the clones to treatment A, 10
to treatment B, and the other 10 to treatment C. Explain why the clone experiment is better than a
between-subjects study using 30 regular rats that are randomly assigned to the three treatments.
In other words, explain how the clone experiment eliminates the basic problems with a between-
subjects study.
Using the cloned rats eliminates the problem of individual differences, which can become
a confounding variable in a between-subjects study and can also produce such variability
in the scores that it becomes difficult to determine whether a treatment has had an effect.
In addition, if the rats are treated in the same identical environments in which they have
been raised, that also eliminates the second basic problem of a between-subjects study,
which is the possibility for environmental variables to become confounding variables.
5. (LO3) Briefly explain how a participant characteristic, such as personality, could be a
confounding variable in a between-subjects experiment.
Differences (such as gender, age, personality, and family background) that exist between
participants at the beginning of an experiment are called preexisting individual
differences, or simply individual differences. The concern with individual differences is
that they can cause two different individuals to produce two different scores when a
dependent variable is measured in a research study.
6. (LO4) Explain the advantages and disadvantages of using random assignment as a method to
prevent individual differences from becoming confounding variables.
The advantage of using random assignment is that it helps establish groups without
letting prejudice or bias enter the assignment process; however, while random assignment
will produce equal groups in the long run, in the short run, there are no guarantees that
the groups will be equal.
7. (LO3 and 4) A recent survey at a major corporation found that employees who regularly
participated in the company fitness program tended to have fewer sick days than the employees
who did not participate. However, because the study was not a true experiment, you cannot
conclude that regular exercise causes employees to have fewer sick days.
a. Identify another factor (a confounding variable) that might explain why some
employees participated in the fitness program, and why those same employees had
fewer sick days. One other possibility is that the people who participated in the fitness
program were healthier already, and therefore did not need to take as many sick days
because they already got sick less often than the unhealthy employees.
b. Describe the design for a between-subjects experiment that would determine
whether participation in the exercise program caused fewer sick days. You could
assign the employees to two groups. Group A would then start participating in the fitness

program, and Group B would not. After a predetermined amount of time, you could
compare the number of sick days taken by each group to see if there is a significant
difference between the groups.
c. Describe how the factor you identified in Part A could be controlled in your
experiment. To control the variable of overall health, you could either distribute the
healthy and unhealthy people equally in each group, or you could eliminate overall health
as a variable by only including healthy people in your study.
8. (LO5) Describe how individual differences can produce large variance within treatments and
explain why this is a problem in a between subjects experiment.
Since each score in a between-subjects study represents an individual, if there are major
individual differences among a population, the variance between scores can be very large.
Large variances within treatments are bad because the differences that exist inside the
treatment conditions determine the variance of the scores, and a large variance can
obscure patterns in the data.
9. (LO4 and 6) Explain how holding a participant variable such as gender constant prevents the
variable from becoming a confounding variable and can help reduce the variance within
treatments. Identify the problem with using this method.
One method of preventing individual differences from becoming confounding variables is
simply to hold the variable constant. For example, if a researcher suspects that gender
differences between groups might confound a research study, one solution is to eliminate
gender as a variable. By using only female participants, a researcher can guarantee that
all of the groups in a study are equivalent with respect to gender—all groups are all
female. An alternative to holding a variable completely constant is to restrict its range of
values. For example, a researcher concerned about potential IQ differences between
groups could restrict participants to those with IQs between 100 and 110. Because all
groups have the same narrow range of IQs, it is reasonable to expect that all groups
would be roughly equivalent in terms of IQ. The drawback of this strategy is that it
threatens the external validity, or the ability to generalize the results to the general
population.
10. (LO7) Describe some of the problems that can arise when the participants in one treatment
condition of a between-subjects experiment are allowed to communicate with participants in a
different condition.
Whenever the participants in one treatment condition are allowed to talk with the
participants in another condition, there is the potential for a variety of problems to
develop. One such problem is diffusion. Diffusion refers to the spread of the treatment
from the experimental group to the control group, which tends to reduce the difference
between the two conditions. This is a threat to the internal validity of a between-subjects

design because the true effects of the treatment can be masked by the shared information
(i.e., it appears that there is no difference between the groups because both groups are
actually getting much of the same treatment). Another risk is that an untreated group
learns about the treatment being received by the other group, and demands the same or
equal treatment. This is referred to as compensatory equalization. Problems can also
occur when participants in an untreated group change their normal behavior when they
learn about a special treatment that is given to another group. One possibility is that the
untreated group works extra hard to show that they can perform just as well as the
individuals receiving the special treatment. This is referred to as compensatory rivalry.
Finally, resentful demoralization can also occur, in which the participants in the untreated
group “give up,” becoming less productive and motivated because they resent the
expected superiority of the treated group.
11. Describe the advantages of a two-group design compared to an experiment with more than
two groups.
The primary advantage of a two-group design is its simplicity. It is easy to set up a two-
group study, and there is no subtlety or complexity when interpreting the results; either
the two groups are different or they are not. In addition, a two-group design provides the
best opportunity to maximize the difference between the two treatment conditions; that is,
you may select opposite extreme values for the independent variable. This technique
increases the likelihood of obtaining noticeably different scores from the two groups,
thereby demonstrating a significant mean difference.
12. Identify the advantages of a multiple-group design compared to an experiment with only two
groups.
In addition to revealing the full functional relationship between variables, a multiple-
group design also provides stronger evidence for a real cause-and-effect relationship than
can be obtained from a two-group design. With a multiple-group design, the researcher
changes the treatment conditions (independent variable) several times across several
groups, demonstrating differences in performance for each different treatment condition.
By contrast, a two-group design changes the treatment condition only once and observes
only one difference in performance.
⎯⎯⎯⎯⎯⎯⎯⎯⎯
WEB RESOURCES
⎯⎯⎯⎯⎯⎯⎯⎯⎯
Research Randomizer: Free Random Sampling and Random Assignment:
http://www.randomizer.org
Between Subjects Designs, from Explorable Psychology Experiments:

https://explorable.com/between-subjects-design
Why Match? Investigating Matched Case-Control Study Designs with Causal Effect Estimation
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2827892/

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huojennukseksi pojalleen, joka turhaan oli koettanut saada tietoja
hänestä. Oli totta, että hän oli ollut sairas, vaikkakaan ei ruton
tartuttama. Oli myöskin totta, että hänet oli vieraanvaraisesti otettu

vastaan ja hoidettu Lormayeurissä, mistä hän oli kiiruhtanut ajoissa
vielä kerran näkemään isä Calvinia. Hän ei tässä toivossa
pettynytkään.
Seuraavana päivänä, toukokuun 20 päivänä, Geneven pappien
jokavuotisena tapana oli kokoontua juhlatilaisuuteen, jota me
kutsuisimme pappispäivälliseksi, vaikka he kutsuivat sitä sensuuriksi,
koska odotettiin, että he käyttäisivät tilaisuutta toistensa
nuhtelemiseen. Tällä kertaa oli Calvinin nimenomainen toivomus,
että juhlallisuus pidettäisiin hänen talossaan, jotta hän vielä kerran
voisi kohdata kalliita veljiään. Molemmat Caulaincourtit olivat
kutsuttujen vieraiden joukossa. Tosin he eivät olleet vakinaisia
saarnaajia, mutta olivat he tunnustettuja ja kunnioitettuja kirkon
palvelijoita.
Timantin lujan tahtonsa vahvistamana, kenties myöskin elämän
sammuvan lampun viime leimahdusten lisäämillä voimilla Calvin otti
paikkansa pöydän päässä ja piti lyhyen rukouksen. Hän söikin
vähäsen, "koettaen elähdyttää meitä", kuten hänen ystävänsä ja
historioitsijansa Beza myöhemmin sanoi. Hänen ympärillään istuvat
koettivat ylläpitää ainakin tavallisen puheen muodossa hilpeätä
ulkokuorta. Äkkiä puhelun hetkeksi väsähtyessä kuultiin pastori
Poupinin äänen sanovan jollekulle lähellä istuvalle: "Me kohtaamme
toisemme maanantaina Norbert de Caulaincourtin ja Gabrielle
Berthelierin vihkiäisissä." Sanat sattuivat noihin tarkkoihin,
innokkaihin korviin, jotka kohta niin pian jo sulkeutuisivat kaikille
maallisille äänille. Kuoleva mies ikäänkuin temmaten itsensä ylös
nousi hitaasti ja katsoi hämmästyneen näköisenä Norbertia suoraan
silmiin. Sitten haihtui tuo hämmästynyt ilme pois, terävät silmät
lauhtuivat ja kalpeat kasvot vetäytyivät tyytyväiseen ja levolliseen
hymyyn. Sillä nyt oli hallitsija laskenut valtikkansa, isännöitsijä

jättänyt valtansa Mestarin omiin käsiin, jossa se oli paljoa
paremmassa turvassa kuin hänen omissaan. Norbert ei koskaan
unhoittanut tätä katsetta, vaikkakaan hän ei silloin tuntenut sen
merkitystä täydellisesti. Se oli siunaus ilman sanoja.
Pian jälestäpäin oli vieraille selvää, että heidän isäntänsä oli
äärimmäisen väsynyt. Beza ja toiset kehoittivat häntä menemään
levolle. Rakastavat kädet kantoivat hänet läheiseen huoneeseen ja
asettivat hänet vuoteelle, jota hän ei enää koskaan elävänä jättänyt.
Sen päivän jälkeen Calvin tuskin ollenkaan puhui ihmisten kanssa,
mutta Jumalan kanssa alinomaan. Viikko, joka hänellä oli vielä
elettävänä maan päällä, näytti yhdeltä ainoalta pitkältä, innokkaalta
rukoukselta. Viimein toukokuun 27 päivän iltana häntä ympäröivät
hoitajat kuulivat hänen sanovan: "Tämän nykyisen ajan kärsimyksiä
ei voi verrata tulevan elämän kunniaan". Tässä hänen äänensä
sammui ja seuraavassa silmänräpäyksessä tuo kunnia ilmaistiin
hänelle. Konsistoriumin nimiluettoloon kirjoitettiin hänen nimensä
perään nämä yksinkertaiset sanat: "Palasi Jumalan luo lauvantaina
27 päivänä".
Plain-palaisissa oli hauta, jota ei koristanut mikään nimi, merkki tai
muistopatsas. Mutta kirkon ja maailman historiassa oli ijäti pysyvät
merkit. Geneve, hänen synnyinkaupunkinsa, oli hänen
muistopatsaansa. Se pysyi kauan sellaisena, joksi hän oli sen tehnyt,
ahdistettujen turvapaikkana ja protestanttisuuden suojana. Sillä oli
monia lapsia, jotka kutsuivat sitä siunatuksi, eikä niiden joukossa
ollut ketään jalompaa, enemmän rakastavaa ja enemmän
rakastettua kuin Norbert de Caulaincourt ja hänen vaimonsa
Gabrielle Berthelier. Muutamia vuosia Norbert jatkoi suurten vaarojen
alaisena kutsumustaan, jonka oli valinnut itselleen. Hän oli tunnettu

useammassa kuin yhdessä maassa tuolla arvokkaalla nimellä
"marttyyrien ystävä". Vihdoin hänet määrättiin ja hyväksyttiin
pastoriksi Geneven piirikuntaan, vaikkakin hän yhä teki tiheitä
matkoja vieraisiin maihin kirkon asioissa. Eräänä lyhyenä lepoaikana,
jolloin Ranskan hugenotit saivat nauttia rauhaa ja suvaitsevaisuutta,
hän lähti isänsä kanssa Gourgollesiin. Siellä vanhemman de
Caulaincourtin erinomaiseksi tyytyväisyydeksi hellät sukulaissiteet
vielä kerran solmittiin. Koko suku osoitti heille ystävyyttään. Norbert
tapasi vielä lupaavan, nuoren serkun, joka suosi protestanttisuutta,
ja sai hänet tulemaan Geneveen täydentämään kasvatustaan
sikäläisessä kuuluisassa akatemiassa.
Omasta puolestaan hän aina palasi riemuiten ja iloiten onnelliseen
kotiinsa, jonka keskuksena Gabrielle oli. Parvi hilpeitä lapsia kasvoi
heidän ympärilleen. Ensiksi syntynyt Louis oli sokean kummi-isänsä
Ambrose de Marsacin ylpeys ja aarre. Ami taasen, ijässään seuraava,
omisti kaiken rakkautensa, mitä hän voi säästää kotoa, sen ahkeralle
vieraalle, arvokkaalle, oppineelle ja lempeälle tohtori Theodore
Bezalle. Kolme pientä sisarta, jotka täydensivät kotipiirin, olivat
Claudine, Arletta ja — Gabriellen erikoisesta pyynnöstä niin nimitetty
— Yolande. Kaikki alkoivat varhain perityn ylevien aatteiden ja jalon
elämän uran; ja kaikki pysyivät sillä moitteettomasti ja jättivät sen
himmentymättömänä ja kirkkaana niille, jotka tulisivat jälkeenpäin.

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