Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott

Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

Chapter 1-14

Chapter 01 Scientific Understanding of Behaviour Multiple Choice Questions 1. Which one of the following journal-article titles most likely represents an applied research study?

A. "Measurement of reaction times to different coloured lights" B. "The influence of a food reward on maze running behaviour in kittens" C. "Cognitive factors influencing logical reasoning" D. "Increasing recycling of fast-food containers: A test at an amusement park"

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-14 Applied Research

2. Which one of the following journal-article titles most likely represents an example of basic research?

A. "Teaching youths with autism to offer assistance" B. "Encouraging recycling: An evaluation of a media campaign" C. "Effect of situational factors on assessment of blame: A test of attribution theory" D. "Effect of size and lettering style of signs on wayfinding accuracy in a hospital"

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-13 Basic Research

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

3. Which one of the following journal article titles most likely represents an example of a basic research study?

A. "The effect of self-awareness on a cognitive reasoning task" B. "Buying behaviour: The influence of item shelf placement in retail grocery stores" C. "Increasing knowledge of dangers in the home: An online survey" D. "A peer tutoring program as a method to increase cultural sensitivity"

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-13 Basic Research

4. Which statement best illustrates the scientific goal of describing behaviour?

A. A loud noise will gain a person's attention more than a soft noise will because the loud noise startles the person.

B. Puppies who drink milk will grow more than puppies who drink water because milk contains a great amount of nutrients.

C. Alcohol consumption increases the likelihood of an automobile accident because it affects a driver's reaction time to stimuli on the road.

D. Jurors judge attractive defendants more leniently than unattractive defendants.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-07 Goals of Scientific Research in Psychology

5. An important component of the scientific approach is peer review. Which of the following is NOT a reason for employing peer review? It aims to A. ensure that only the best research is published.

B. ensure that research with major obvious flaws will not be part of scientific literature.

C. allow publication of only those findings with which other researchers agree.

D. ensure that the best ideas are supported by research and allows others to build upon the research thereby further advancing the field of study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-05 The Scientific Method

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

6. When data fails to provide support for some idea that is advanced, we can say that has occurred.

A. skepticism B. peer review C. an error D. falsifiability

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-06 Science As A Way To Ask And Answer Questions

7. A Ph.D. student is interested in determining the fundamental causes of depression in humans. Her ultimate goal is that her research may one day result in new drugs to treat the disease. This is an example of research.

A. basic B. applied C. basic and applied D. neither basic nor applied

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-13 Basic Research Topic: 01-14 Applied Research

8. Which one of the following statements is accurate?

A. Basic research is far more important than applied research.

B. Applied research is far more important than basic research.

C. Basic and applied research are both equally important.

D. Basic and applied research are both of less importance than theoretical research.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-15 Integrating Basic and Applied Research

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

9. A scientist states that "there is evidence for the existence of ghosts because she herself has felt their presence." This claim should A. be accepted because she is also a scientist.

B. be accepted because she has personally felt their presence.

C. cause you to believe in ghosts.

D. result in you being skeptical about her claim.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-05 The Scientific Method

10. Which of the following characteristics is true of pseudoscience? The A. hypotheses are testable.

B. claims rigorously consider conflicting evidence.

C. claims are stated using scientific-sounding terminology and ideas.

D. hypotheses are always falsifiable.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-06 Science As A Way To Ask And Answer Questions

11. The distinction between basic research and applied research is that basic research , while applied research _ .

A. relies more heavily on the fundamental sciences such as chemistry or biology; relies more heavily on the social sciences such as psychology or sociology B. relies more heavily on the social sciences such as psychology or sociology; relies more heavily on the fundamental sciences such as chemistry or biology C. concentrates on fundamental questions often of a theoretical nature; concentrates on identifying and resolving practical problems D. concentrates on identifying and resolving practical problems; concentrates on fundamental questions often of a theoretical nature

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-13 Basic Research Topic: 01-14 Applied Research

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

12. Professor White finds that students who read a daily newspaper display more knowledge of current events than students who do not read a daily newspaper. This identification of a cause of behaviour is an example of what type of evidence?

A. Cognitive awareness B. Temporal precedence C. Covariation of cause and effect D. Elimination of alternative explanations

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

13. Understanding research methods can .

A. help you become an informed consumer of health care, and related services offered in your community B. give you a competitive edge for a career in psychology C. help you be an informed and engaged citizen and participate in debates regarding politics D. help you evaluate programs in your community that you might want to participate in or even implement

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-01 Explain reasons why understanding research methods is important.

Topic: 01-01 Why Study Research Methods?

14. When students assume that their textbook must be correct, they are relying on as a way of knowing.

A. the a priori method B. experience C. creativity D. authority

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-01 Explain reasons why understanding research methods is important.

Topic: 01-04 Authority

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

15. The four goals of scientific research are to A. describe, prescribe, eliminate, and undermine behaviour.

B. describe, prescribe, explain, and undermine behaviour.

C. describe, predict, eliminate, and determine the causes of behaviour.

D. describe, predict, explain, and determine the causes of behaviour.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-07 Goals of Scientific Research in Psychology

16. The statement, "Participants in quiet environments score consistently higher on math achievement tests than participants in noisy environments" is an example of behaviour; while the statement, "The difference between participants in quiet versus noisy rooms on math achievement scores occurs because there is less distraction in quiet rooms" is an example of behaviour.

A. explaining; determining the cause of B. explaining; predicting C. describing; determining the cause of D. describing; predicting

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

17. The statement, "Obese persons eat faster than non-obese persons" is an example of behaviour; and the statement, "The different eating habits of obese and non-obese persons are caused by physiological factors" is an example of behaviour.

A. explaining; predicting B. explaining; describing C. describing; explaining D. predicting; explaining

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

18. Which of the following goals of science is most important for changing behaviour?

A. Description B. Prediction C. Determination of cause D. Explanation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

19. What term describes a cognitive bias that we rely on when two events occur closely in time, and we often conclude that one must cause the other?

A. Cognitive correlation B. Illusory correlation C. Make-belief correlation D. Incidental correlation

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-01 Explain reasons why understanding research methods is important.

Topic: 01-03 Intuition

20. When Dr. Jones attempts to determine reasons why female defendants are rated more leniently than male defendants, he is attempting to meet which goal of science?

A. Describing behaviour B. Predicting behaviour C. Determining cause of behaviour D. Explaining behaviour

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-11 Explaining Behaviour

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

21. Martha observes which food item is purchased the most in the student cafeteria. Martha's behaviour best illustrates which goal of science?

A. Describing behaviour B. Predicting behaviour C. Determining cause of behaviour D. Explaining behaviour

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-08 Describing Behaviour

22. Which of the following is NOT a goal of scientific research guiding much of psychology and the behavioural sciences?

A. Predicting behaviour B. Describing behaviour C. Determining the cause of behaviour D. Eliminating behaviour

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-07 Goals of Scientific Research in Psychology

23. Which of the following is NOT a requirement for identifying a cause of a behaviour?

A. Temporal precedence B. Covariation of cause and effect C. Elimination of alternative explanations D. Observational analysis

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

24. In determining the cause of behaviour, which principle considers the order in which two events occur together?

A. Temporal precedence B. Covariation of cause and effect C. Elimination of alternative explanations D. Observational analysis

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

25. Dave knows that when Ken drinks alcohol he becomes very talkative. This identification of a cause of behaviour is an example of what type of cause-and-effect relationship?

A. Temporal precedence B. Covariation of cause and effect C. Elimination of alternative explanations D. Observational analysis

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

26. In determining the cause of behaviour, the principle of considers that when the cause is present, the effect occurs; but, when the cause is not present, the effect does not occur.

A. temporal precedence B. covariation of cause and effect C. elimination of alternative explanations D. observational analysis

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

27. A researcher finds that people who own more than two cars have bigger homes, more garage space, and make more money than people who own only one or two cars. The researcher's inference that having more than two cars causes people to have homes with bigger garages is lacking which type of causal evidence?

A. Temporal precedence B. Covariation of cause and effect C. Ruling out alternative explanations D. Historical precedence

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

28. The statement "People eat more when they are alone than when they are with friends" is an example of behaviour.

A. describing B. predicting C. explaining D. determining the cause of

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-08 Describing Behaviour

29. The statement, "High school seniors with higher SAT scores will have higher college GPAs" is an example of behaviour. The statement "Males have higher average quantitative SAT scores than do females" is an example of behaviour.

A. predicting; describing B. describing; predicting C. explaining; describing D. predicting; explaining

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-08 Describing Behaviour Topic: 01-09 Predicting Behaviour

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

30. As a scientist Dr. Drew A. faithfully accepts intuitions or conclusions of studies conducted at his university.

B. accepts anyone else's intuitions or conclusions without evaluating the evidence.

C. accepts anyone else's intuitions or conclusions only after evaluating the evidence.

D. accepts ideas evaluated on the basis of results from structured and unstructured investigations.

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-05 The Scientific Method

31. The statement, "The average intelligence test score of children living in the Nation's capital city is 108" is an example of a(n) _ of behaviour; the statement "Children from smaller families have higher intelligence test scores than children from larger families" is an example of a(n) of behaviour.

A. explanation; description B. description; description C. explanation; explanation D. description; explanation

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-08 Describing Behaviour

32. Which of the following is NOT true of replicating studies?

A. Replications help to ensure that the effects being reported are not the result of chance.

B. Replications help to ensure that the funding allocated by the University towards research is rightly being used.

C. Replications help to ensure that the effects being reported are not the result of false positives.

D. Replications help to ensure that the effects being reported are not the result of scientific fraud.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-05 The Scientific Method

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

33. The fundamental characteristic of the scientific approach is A. intuition.

B. authority.

C. falsifiability.

D. empiricism.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-05 The Scientific Method

34. Which statement best illustrates the scientific goal of explaining behaviour?

A. Females who commit a crime will be rated more leniently than males who commit the same crime.

B. Differences in assigned guilt ratings between attractive and unattractive defendants is due to a physical attractiveness stereotype.

C. Fourth grade boys run faster than fourth grade girls.

D. Men do not like to go shopping with women.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-08 Describing Behaviour

35. When you accept unquestionably what your own personal judgment tells you about the world, you are relying on .

A. skepticism B. authority C. intuition D. scientific understanding

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-01 Explain reasons why understanding research methods is important.

Topic: 01-03 Intuition

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

36. John has decided to purchase several copies of a new children's book because he has a feeling that the availability of this book will be scarce in the future. Which of the following best explains John's behaviour?

A. Authority B. Skepticism C. Intuition D. Empirical evidence

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 01-01 Explain reasons why understanding research methods is important.

Topic: 01-03 Intuition

37. The problem with using intuition to make conclusions about human behaviour is that A. it is easy to draw erroneous conclusions because our biases affect our perceptions.

B. intuitions are never correct contrary to what people believe.

C. it rarely leads to meaningful insight.

D. it is more time-consuming than the scientific approach.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-01 Explain reasons why understanding research methods is important.

Topic: 01-03 Intuition

38. The empirical approach to science requires that A. ideas based on intuition not be examined.

B. only knowledge presented by an authority figure be deemed correct.

C. knowledge be gained from structured, systematic observations of the world.

D. skepticism should be avoided when data are being presented.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-05 The Scientific Method

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

39. Administrators at the county's juvenile hall have implemented a reward program to decrease disruptive behaviour during meal times. The scientific approach would dictate that the program A. address theoretical issues.

B. be evaluated to determine whether or not it is having the intended effect.

C. modify theoretical concepts.

D. integrate intuition in the design of the program.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-14 Applied Research

40. Which statement best illustrates the scientific goal of predicting behaviour?

A. People who live in warm climates have different attitudes about the environment than people who live in cold climates.

B. Females have more conservative attitudes towards casual sex than do males.

C. People drink more beer at a football games than at an opera.

D. Plants that are played music will grow more than plants that are not played music.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-07 Goals of Scientific Research in Psychology

41. Claims that are made on the basis of evidence that is designed to appear scientific, but which lack underlying scientific data, are referred to as A. fraud.

B. pseudoscience.

C. plagiarism.

D. illusory correlations.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-06 Science As A Way To Ask And Answer Questions

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

42. A major area of applied research that evaluates the social reforms and innovations that occur in the government, industry, and mental health settings is research.

A. industrial B. governmental C. program evaluation D. theory-oriented

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-14 Applied Research

43. The advantage of employing the scientific approach over other ways of knowing about the world is that it A. allows scientists to show that the explanations we make for the actions we observe are always correct.

B. allows one to rule out intuition and authority as sources of ideas about behaviour.

C. provides an objective set of rules for gathering, evaluating, and reporting information.

D. allows scientists the opportunity to show the public their findings are always correct.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-06 Science As A Way To Ask And Answer Questions

44. People are likely to believe information presented by a speaker who is seen as prestigious, trustworthy, and credible because of a reliance on A. intuition.

B. authority.

C. pseudoscientific information.

D. informational bias.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 01-01 Explain reasons why understanding research methods is important.

Topic: 01-04 Authority

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

45. Research studies designed to answer practical problems are referred to as A. basic research.

B. applied research.

C. quantitative research.

D. didactic research.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-14 Applied Research

46. Determining the cause of a behaviour is difficult because A. it is difficult to know the true causes of all behaviour.

B. explanations that are initially satisfying may turn out to be inadequate.

C. satisfactory explanations may be discarded or revised as new evidence is gathered.

D. describing, predicting, explaining, and determining cause are all closely connected.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-11 Explaining Behaviour

47. Accepting the information in a professor's lecture without question is a reliance on .

A. intuition B. authority C. scientific evidence D. pseudoscientific information

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-01 Explain reasons why understanding research methods is important.

Topic: 01-04 Authority

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

48. A general rule to help detect pseudoscience is to be highly assertions are made based on evidence that is _ .

A. skeptical; vague B. convinced; vague C. skeptical; reputable D. convinced; reputable

when scientific

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-06 Science As A Way To Ask And Answer Questions

49. The process by which scientists with expertise in a particular field judge the scientific merit of another's research within that same field is referred to as .

A. intuition B. peer review C. skepticism D. falsifiability

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-05 The Scientific Method

50. Dr. Pentel conducts research to determine whether or not an after-school program improves school performance in fifth-grade children. Dr. Pentel is most likely engaged in .

A. basic research B. theoretical research C. topical research D. a program evaluation

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Easy Learning Objective: 01-04 Compare and contrast basic and applied research.

Topic: 01-14 Applied Research

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

51. Scientists use intuition and their positions of authority A. to generate ideas for research.

B. to draw conclusions about behaviour.

C. under no circumstances.

D. whenever they need to replicate another scientist's findings.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 01-02 Describe the scientific approach to learning about behaviour and contrast it with pseudoscience.

Topic: 01-06 Science As A Way To Ask And Answer Questions

52. You have just read an article in a popular magazine that stated, "People who jog live longer than people who don't jog." As a scientist, you would probably A. begin jogging.

B. accept the statement as true.

C. want to see the study that lead to this conclusion.

D. assume that the statement is false.

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-08 Describing Behaviour

53. Determining the cause of behaviour is an important goal of science because A. it is important to know the cause of behaviour if we want to change a behaviour.

B. we cannot predict behaviour without knowing the cause of behaviour.

C. we cannot describe behaviour without knowing the cause of behaviour.

D. it makes the scientist appear more credible.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 01-03 Define and give examples of the four goals of scientific research in psychology.

Topic: 01-10 Determining the Causes of Behaviour

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

54. One reason for why the use of intuition results in erroneous conclusions is A. intuitions are never correct.

B. it is unethical to employ intuition in research.

C. we have a tendency to conclude that there must be a causal relationship when we observe the co-occurrence of two related events.

D. our perceptions are always incorrect.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 01-01 Explain reasons why understanding research methods is important.

Topic: 01-03 Intuition

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

Chapter 02 Where to Start

Multiple Choice Questions 1. Neda is a student researcher just starting out; which of the following is NOT a source of an idea for research?

A. common assumptions B. past research C. practical problems she shares with her peers D. scientific theories

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-01 Describe different sources of ideas for research, including questioning common assumptions, observations of the world, practical problems, scientific theories, and past research.

Topic: 02-01 Where Do Research Ideas Come From?

2. Which of the following statements best represents a hypothesis?

A. "Attractive defendants will receive lower ratings of guilt than unattractive defendants."

B. "Grocery stores sell more ice cream during the summer than during the winter."

C. "Amount of time spent studying and test performance are related."

D. "Extraverts are more successful as sales people than are introverts."

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

3. A prediction is best represented by which of the following statements?

A. "Female defendants will receive shorter prison sentences than male defendants."

B. "Gender and judgments of criminal behaviour are related."

C. "Ratings of social desirability vary according to gender."

D. "Cats and dogs differ in their responses to loud noises."

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

4. Which one of the following would NOT be found in the introduction of a research report?

A. A review of an existing theory relevant to the research B. A prediction about the results C. A summary of past research D. A description of how participants were selected and assigned to groups

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-03 Summarize what information is included in each section of a research article, including the abstract, introduction, method, results, discussion, and references.

Topic: 02-08 What to Expect in a Research Article

5. Michael Lynn's study on tipping behavior in restaurants and hotels, described in the text, was designed to determine whether factors such as posture and communication influence tips left by customers. The idea for his study was based on A. past research.

B. common sense.

C. a theory.

D. everyday problem.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-01 Describe different sources of ideas for research, including questioning common assumptions, observations of the world, practical problems, scientific theories, and past research.

Topic: 02-03 Observation of the World around Us

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

6. Kris is working on a new project. Based on the research of Roger Buehler et al., Kris is .

A. likely to overestimate how long a project will take when it involves only a few steps B. likely to underestimate how long a project will take when it involves only a few steps C. likely to overestimate how long a project will take when it involves many steps D. likely to underestimate how long a project will take when it involves many steps

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-01 Describe different sources of ideas for research, including questioning common assumptions, observations of the world, practical problems, scientific theories, and past research.

Topic: 02-03 Observation of the World around Us

7. Research articles formatted in APA are comprised of the following sections in which order?

A. abstract, method, introduction, results, discussion, references.

B. abstract, introduction, method, discussion, results, references.

C. abstract, introduction, method, results, discussion, references.

D. abstract, method, introduction, discussion, results, references.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

8. Which one of the following would not always be found when you search the PsycINFO abstracting system?

A. Author and title of journal article B. Journal reference C. Complete article D. Brief description of contents

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-04 Compare and contrast different ways to find past research.

Topic: 02-11 Where Are These Articles Published? An Orientation to Journals and Finding Articles

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

9. Which of the following would a researcher be least likely to do in order to find prior research on a specific topic?

A. Look in the published Psychological Abstracts B. Conduct a computer search with PsycINFO C. Consult Psychological Bulletin D. Randomly select a psychological journal and search the table of contents for the topic

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-04 Compare and contrast different ways to find past research.

Topic: 02-11 Where Are These Articles Published? An Orientation to Journals and Finding Articles

10. A(n) consists of a system of logical ideas proposed to explain a particular topic or phenomenon.

A. hypothesis B. inquisition C. distinction D. theory

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-05 Theories

11. Which one of the following statements would be appropriate for the discussion section of a research report?

A. The present findings suggest that evaluation of the seriousness of an alcohol-related crash may be influenced by the severity of the injuries received by the victim.

B. The participants read an account of an alcohol-related crash in which a victim received mild or severe injuries.

C. Drivers who had consumed alcohol had their license suspended an average of six months compared to one month for those who had consumed coffee.

D. The average age of participants was 18.7 years.

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

12. A(n) is a statement about the expected relationship between variables. A(n) is a statement about the outcome of a particular experiment.

A. prediction; hypothesis B. hypothesis; prediction C. educated guess; law D. law; educated guess

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

13. A hypothesis is a A. prediction of results.

B. a statement about a phenomenon that may or may not be true.

C. fact.

D. small research report.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

14. What principle that states that "where multiple theories can explain observed results, the best theory to adopt is the simplest one"?

A. Natural selection B. Regression C. Falsifiability D. Parsimony

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-05 Theories

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

15. The scientific meaning of the term "theory" is A. essentially the same as a hypothesis.

B. valid only if the theory can be proven.

C. grounded in actual data from prior research.

D. "just an idea."

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-05 Theories

16. The statement "Females will report greater incidences of sexual harassment than will males" is an example of a , while the statement "Reported incidences of sexual harassment will vary according to gender" is an example of a .

A. hypothesis; prediction B. prediction; hypothesis C. guess; rule D. rule; guess

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

17. The statement "Punishment will be harsher for drunk drivers who cause serious injuries than for drivers who cause mild injuries" is an example of a A. rule.

B. prediction.

C. hypothesis.

D. question.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

18. A theory A. generates new knowledge by guiding our observations to discover new aspects of behaviour.

B. is proven after many studies support its predictions.

C. is an established fact after being confirmed at least 100 times.

D. categorizes data into distinct groups.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-05 Theories

19. A scientist should consider a hypothesis to be supported if A. observed data are consistent with the hypothesis.

B. there is a general belief that the hypothesis is probably correct.

C. it is not possible to falsify the hypothesis.

D. they receive financial support for research to be conducted into the hypothesis.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

20. A major problem with using Internet search engines such as Google as a method of obtaining research information is A. they are difficult to use.

B. it does not allow you to limit your search to peer reviewed articles.

C. it is too expensive to use.

D. they include online discussions and book reviews.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-04 Compare and contrast different ways to find past research.

Topic: 02-11 Where Are These Articles Published? An Orientation to Journals and Finding Articles

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

21. When the results of an experiment are consistent with a prediction developed from a theory, we conclude that the theory is A. proven true.

B. supported by the results.

C. less likely to be true.

D. neither supported nor challenged by the results.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-05 Theories

22. In which section of a research article would a reader find a brief summary of the article?

A. Abstract B. Introduction C. Method D. Results

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

23. Which section of the research article summarizes the hypothesis, the procedure, and results usually in 120 words or less?

A. Abstract B. Introduction C. Method D. Results

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

24. In which section of a research article would a reader find a description of what was done in the past and why the present study is being conducted?

A. Abstract B. Introduction C. Method D. Results

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

25. In which section of a research article would a reader find a description of the findings using statistical language?

A. Abstract B. Introduction C. Method D. Results

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

26. The following could be an excerpt from a scientific article. From which section is it most likely to have been derived? "Patients (N = 328) were selected from 10 different hospice centers located within the Greater Toronto Area. Participants ranged in age from 50 to 78, and were 58% female. They identified their ethnicity as Caucasian (79%), Pacific Rim (6%), Aboriginal (5%), African descent (2%), or other or unknown (8%).

A. Introduction B. Results C. Method D. Discussion

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

27. Why is it inadvisable to use Wikipedia as the only source of information when conducting a review of the scientific literature?

A. Most of the contents of Wikipedia are factually incorrect.

B. Wikipedia is not intended nor considered a credible source for academic research.

C. None of the articles written in Wikipedia contain enough depth of information to be of interest to scientific researchers.

D. The primary goal of Wikipedia is to be a source of entertainment, and not a source of information.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 02-04 Compare and contrast different ways to find past research.

Topic: 02-11 Where Are These Articles Published? An Orientation to Journals and Finding Articles

28. Because of tension between the police department and the citizens of Metropolis, the city council surveys residents for suggestions on how to improve police-community relations. This example best illustrates as a source of research ideas.

A. observation of the world around us B. theories C. past research D. practical problems

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-01 Describe different sources of ideas for research, including questioning common assumptions, observations of the world, practical problems, scientific theories, and past research.

Topic: 02-04 Practical Problems

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

29. As Joan becomes familiar with the literature examining the influence of physical attractiveness on judgments of criminal behavior, she notes inconsistencies in the results. She concludes that this area of study needs to be further investigated. This example best represents as a source of ideas for research.

A. observation of the world around us B. theories C. practical problems D. past research

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-05 Theories

30. At the beginning of any research project, it is necessary to explore thoroughly prior research on the topic of interest because A. one should never replicate another study.

B. using someone else's research methods is plagiarism.

C. prior findings are useful for clarifying and generating research ideas.

D. it is unethical for researchers to begin work in a new field without first publishing a related review article.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-06 Past Research

31. Which of the following is NOT a reason to replicate a study?

A. The researcher may have a better (and alternative) explanation for existing results.

B. The researcher may want to propose a new theory to account for existing results and spur new ideas.

C. The researcher might use what is known about one research area to inform what is known about another area.

D. All researchers have to replicate a study before they can conduct original research.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-06 Past Research

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

32. Taylor is planning to research a topic of interest; which of the following is NOT the way for Taylor to proceed with his research?

A. Investigating past research will help him to revise his original question.

B. Investigating past research will help him to clarify the research idea.

C. Investigating past research will help him in his everyday life when evaluating research reported in the media.

D. Investigating past research is not helpful, and as each problem and situation is different.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-07 How Do We Find Out What Is Already Known?

33. To find out how many authors have cited a particular article in the years since it was published, you would consult A. Psychological Abstracts.

B. Wikipedia.

C. Pubmed.

D. Web of Science.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-04 Compare and contrast different ways to find past research.

Topic: 02-11 Where Are These Articles Published? An Orientation to Journals and Finding Articles

34. A researcher makes the statement, "Breed of dog and ability to learn guide dog skills are related." This statement is called a A. hypothesis.

B. prediction.

C. question.

D. moral judgment.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

35. A researcher designs a study to examine the relationship between gender and time spent talking in a group. The researcher states, "In a balanced mixed gender group, males will talk more than females." This is an example of a A. hypothesis.

B. prediction.

C. question.

D. moral judgment.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

36. Hypotheses are scientifically meaningful only if they can be A. supported.

B. falsified through scientific means.

C. repeated in multiple studies.

D. cited by other researchers.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

37. Which section of a research article includes a description of past research and theories relevant to the study, and the hypothesis?

A. Introduction B. Method C. Results D. Discussion

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

38. Which section of a research article includes a description of exactly how the study was conducted?

A. Introduction B. Method C. Results D. Discussion

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

39. Which section of a research article includes the strengths and limitations of a study?

A. Introduction B. Method C. Results D. Discussion

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

40. In which section of a research article would a reader find an explanation for the findings?

A. Introduction B. Method C. Results D. Discussion

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

41. Victor has written a section of a research report that shows how past research and theory are connected to the current research problem and expected results. Victor has most likely written the section.

A. introduction B. method C. results D. discussion

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

42. Juan has written a section of a research report that describes who participated in the research along with a description of how the study was conducted. Juan has most likely written the section.

A. introduction B. method C. results D. discussion

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

43. Kathy has written a section of a research report in which she explains the possible reasons for results in her study and suggestions for practical applications of the research and future research ideas. Kathy has most likely written the section.

A. introduction B. method C. results D. discussion

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

44. In which section of the research report would you describe the practical application of the experiment's results?

A. Introduction B. Method C. Results D. Discussion

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

45. In which section of the research report would you find citations?

A. References B. Method C. Results D. Discussion

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

46. How are citations listed?

A. alphabetically: by the last name of the article's first author B. Alphabetically: by the first name of the article's first author C. numerically: by year the article was written D. numerically: by year the article was last edited

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

47. A literature review _ .

A. uses narrative techniques to summarize the research using words and statistical data B. uses narrative techniques to summarize the research using words only C. uses statistical techniques to summarize the research D. uses statistical techniques only to summarize past data

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 02-03 Summarize what information is included in each section of a research article, including the abstract, introduction, method, results, discussion, and references.

Topic: 02-09 Other Types of Articles: Literature Reviews and Meta-analyses

48. A meta-analysis _.

A. uses narrative techniques to summarize the research using words and statistical data B. uses narrative techniques to summarize the research using words only C. uses statistical techniques to summarize the research D. uses statistical techniques only to re-analyze past data

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 02-03 Summarize what information is included in each section of a research article, including the abstract, introduction, method, results, discussion, and references.

Topic: 02-09 Other Types of Articles: Literature Reviews and Meta-analyses

49. When reading an article, it is best to .

A. read every section in order.

B. read the discussion first, and then skim the article.

C. read the results first, and then skim the article.

D. read the abstract first, and then skim the article.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-03 Summarize what information is included in each section of a research article, including the abstract, introduction, method, results, discussion, and references.

Topic: 02-10 Reading Articles

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

50. When an interesting discovery, such as Pavlov's phenomenon of classical conditioning, is a result of an accident or luck, this finding can be attributed to A. directive research.

B. purposeful research.

C. serendipity.

D. inquisition.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-01 Describe different sources of ideas for research, including questioning common assumptions, observations of the world, practical problems, scientific theories, and past research.

Topic: 02-03 Observation of the World around Us

51. Testing common sense ideas A. are of little value because it consists of things we already know are true.

B. results in no new knowledge.

C. should only be done if a theory has been developed.

D. is valuable because such notions often turn out to be incorrect.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-01 Describe different sources of ideas for research, including questioning common assumptions, observations of the world, practical problems, scientific theories, and past research.

Topic: 02-02 Questioning Common Assumptions

52. When replicating the finding that people tend to be attracted to others similar to themselves, researchers found that Japanese participants A. did not show the same preference for similar people over those who are different from them.

B. showed the same preference for similar people over those who are different from them.

C. showed the same preference for similar people over those who are different from them only in the workplace.

D. did not show the same preference for similar people over those who are different from them only in social settings.

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 02-01 Describe different sources of ideas for research, including questioning common assumptions, observations of the world, practical problems, scientific theories, and past research.

Topic: 02-02 Questioning Common Assumptions

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

53. Which one of the following statements would be appropriate for the results section of a research report?

A. The difference between social desirability ratings of attractive versus unattractive individuals may be explained by the Cognitive Consistency Theory.

B. Past research suggests that differences exist in ratings of social desirability assigned to attractive versus unattractive individuals.

C. The average social desirability rating for attractive individuals was 6.4; however, the average rating for unattractive individuals was 3.2.

D. Future research should examine the effect of attractiveness on judgments of criminal behavior.

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

54. Which of the following is NOT true of theories?

A. It is sometimes necessary to modify a theory.

B. Theories help generate new knowledge.

C. Theories help organize and explain a variety of facts.

D. If a large number of studies provide support for the hypothesis, the theory is proven, and facts are established.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-05 Theories

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

55. If the prediction "participants who consume alcohol will score lower on a reaction time test than participants who do not consume alcohol" is confirmed, we can say the hypothesis is .

A. proven B. supported C. undecided D. ambiguous

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 02-05 Discuss how theories, research hypotheses, and predictions are related.

Topic: 02-12 Developing Hypotheses and Predictions

56. Suppose you are conducting a literature search for articles about the relationship between right/left hand dominance and creativity. You find an article that is directly relevant to your topic. Which one of the following reference tools would you use to find other articles that cite your original article?

A. Psychological Abstracts B. Wikipedia C. Web of Science D. PsycINFO

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 02-04 Compare and contrast different ways to find past research.

Topic: 02-11 Where Are These Articles Published? An Orientation to Journals and Finding Articles

57. The American Psychological Association computer database that stores the contents of Psychological Abstracts is A. PsycINFO. B. Psychological Abstracts.

C. Web of Science.

D. Pubmed.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 02-04 Compare and contrast different ways to find past research.

Topic: 02-11 Where Are These Articles Published? An Orientation to Journals and Finding Articles

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

58. Which one of the following statements would be appropriate for the method section of a research report?

A. Past research shows men generally talk more than women.

B. For men, the average time talking was 10.7 minutes while for women the average was 7.4 minutes.

C. While the three men and three women discussed the issue, the experimenter measured time spent talking by starting and stopping stopwatches.

D. Contrary to popular belief, in groups of mixed gender, men talk more than women, interrupt more than women, and are more likely to direct discussion topics.

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 02-02 Identify the two functions of a theory.

Topic: 02-08 What to Expect in a Research Article

Chapter 03 Ethical Research

Multiple Choice Questions 1. An aviation researcher wants to examine the best location for warning lights on an airplane's instrument panel. He varies the location of the lights in the cockpit of a plane. He then has pilots sit in the cockpit and measures the time it takes for them to respond to the warning lights. This research procedure would illustrate A. role-playing.

B. a simulation.

C. a pilot study.

D. scientific fraud.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

2. Wilson, a researcher, asks Stephanie, a subject in his research, to imagine herself as a bank teller who has just been handed a note by a "customer" instructing her to hand over all the money in her cash drawer. She is then asked to predict how she would respond to the situation. This procedure best illustrates A. a simulation.

B. debriefing.

C. a psychodrama.

D. role-playing.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

3. Presenting another person's work or ideas as your own, intentionally or even unintentionally is known as , A. replication B. rephrasing C. plagiarism D. duplication

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-08 Discuss professional ethics issues, including scientific misconduct and transparency reform.

Topic: 03-19 Plagiarism and the Integrity of Academic Communication

4. Instructors use Turnitin (www.turitin.com) to detect students.

A. authentic citations B. research techniques employed C. plagiarism D. group members

in work submitted by their

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 03-08 Discuss professional ethics issues, including scientific misconduct and transparency reform.

Topic: 03-19 Plagiarism and the Integrity of Academic Communication

5. Copying material from the Internet is .

A. considered as plagiarism B. is not considered as plagiarism C. is acceptable if the college/university allows it D. is acceptable in undergraduate courses only

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-08 Discuss professional ethics issues, including scientific misconduct and transparency reform.

Topic: 03-19 Plagiarism and the Integrity of Academic Communication

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

6. Which of the following are NOT required members of the Animal Care Committee of a Canadian university?

A. A lawyer B. A community member C. An experienced veterinarian D. A member of the university who does not use animals

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-07 Describe how the "Three Rs" are used to minimize harm to animals in research.

Topic: 03-15 Ethics and Animal Research

7. In a research experiment, information that is revealed by the participants is protected by .

A. informed consent B. debriefing C. anonymity D. confidentiality

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-02 List and describe some of the potential risks and benefits of research.

Topic: 03-07 Promote Concern for Welfare by Minimizing Risks and Maximizing Benefits

8. The Tri-Council Policy Statement's ethical principle of justice on the selection of participants requires A. researchers limit studies only to those of legal age (e.g., 18 years or older).

B. participants be paid a fair and just wage for taking part in the research.

C. any decisions to include or exclude certain people from the research must be justified on scientific grounds.

D. researchers treat all populations equally.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-04 Describe the purpose and process of debriefing research participants.

Topic: 03-09 Promote Justice by Involving People Equitably in Research

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

9. The Tuskegee study involved A. injecting unsuspecting patients with live cancer cells.

B. failing to provide treatment for men with syphilis in order to track the long-term effects of this disease.

C. appearing to administer severe shocks to participants.

D. exposing participants to extremes of freezing temperature.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-04 Describe the purpose and process of debriefing research participants.

Topic: 03-09 Promote Justice by Involving People Equitably in Research

10. Which of the following research projects require REB review?

A. Analysis of the prevalence of health-related storylines in soap operas broadcast on daytime television.

B. Analysis of CCTV footage from a shopping mall, to determine which shops are most popular with shoppers.

C. Asking participants to increase their chocolate intake, in order to evaluate the impact of chocolate on mood.

D. Analysis of parliamentary archival data, to evaluate whether male members of parliament ask longer questions than female members of parliament.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 03-05 Describe the function of a Research Ethics Board (REB).

Topic: 03-11 Monitoring Ethical Standards at Each Institution

11. Kyle, a minor, and his parents have signed written agreements allowing him to participate in a research study examining attitudes toward alcohol use by high school students. Kyle's agreement to participate is known as .

A. coercion B. disclosure C. assent D. deception

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

12. When studying topics such as family violence, drug use, divorce, or sexual behaviour, it is particularly important to ensure .

A. compensation B. defensiveness C. confidentiality D. concealed observation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-02 List and describe some of the potential risks and benefits of research.

Topic: 03-07 Promote Concern for Welfare by Minimizing Risks and Maximizing Benefits

13. Deception is in direct contradiction with which element of ethical guidelines?

A. Beneficence B. Informed consent C. Confidentiality D. Anonymity

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

14. Which type of information is not required for informed consent?

A. A statement of the purpose of the study B. Individuals be compensated for their participation C. Contact information for questions the participant may have about the study D. A description of the procedures to be used in the study

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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15. Participants volunteered for a study on "Attitudes toward television violence." Instead, the participants completed a survey on their own aggressive behaviour. At the end of the study, the researcher failed to inform the participants about the true purpose of the study. This researcher has failed to conduct a A. risk-benefit analysis.

B. simulation study.

C. debriefing.

D. role-playing evaluation.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

16. Which of the following statements is true of Milgram's classic experiments on obedience?

A. After debriefing, only 1% of participants were sorry that they had been part of the study.

B. The majority of participants refused to deliver the maximum level of electric shocks to the confederate.

C. Deception was unnecessary as the behaviour of participants would have been predicted to be identical if they had known the true purpose of the study.

D. In 1971, Milgram was found guilty of scientific fraud.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

17. Which of the following is NOT a way by which fraudulent research results may be detected?

A. By other scientists who fail to replicate the results of a study B. By other scientists the peer review process C. By colleagues or students working with the researcher D. By family members of the researcher

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-08 Discuss professional ethics issues, including scientific misconduct and transparency reform.

Topic: 03-18 Scientific Misconduct and Publication Ethics

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18. When a minor is asked to participate in a research study, written consent by the parent or guardian is generally required. In addition, the minor is also asked to agree to participate. This agreement by the minor is referred to as A. acquiescence.

B. affirmation.

C. disclosure.

D. assent.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

19. According to the Tri-Council Policy Statement (TCPS), research involving First Nations, Inuit and Métis peoples must A. receive specific federal government approval before if commences.

B. lead to the economic betterment of Aboriginal communities.

C. engage and benefit these communities.

D. address research questions that are only a concern to these communities.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-04 Describe the purpose and process of debriefing research participants.

Topic: 03-09 Promote Justice by Involving People Equitably in Research

20. During World War II, Josef Mengele was a physician in the Nazi concentration camp Auschwitz and became infamous for performing grossly unethical experiments on human prisoners. These, and other atrocities, led directly to the development of which set of research ethics principles?

A. Declaration of Helsinki B. Nuremberg Code C. Hippocratic Oath D. American Psychological Association Ethics Code

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-01 Discuss the three core ethical principles for research with human participants, as outlined in the Tri-Council Policy Statement.

Topic: 03-04 Historical, Legal, and International Context

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21. Zimbardo's Stanford prison study was an example of a(n) A. deception study B. simulation study C. honest experiment D. field experiment

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

22. In the Milgram obedience experiment, participants were led to believe they were delivering a painful electric shock to a learner whenever the learner responded with an incorrect answer. This procedure induced A. physical stress on the learner.

B. psychological stress on the participant.

C. informed consent for the learner.

D. pleasure for the participant.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-02 List and describe some of the potential risks and benefits of research.

Topic: 03-07 Promote Concern for Welfare by Minimizing Risks and Maximizing Benefits

23. In Milgram's study on obedience, telling participants the purpose of the experiment was to study learning and memory was an example of .

A. coercion B. deception C. informed consent D. debriefing

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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24. Which of the following is NOT one of the three basic ethical principles specified in the Tri-Council Policy Statement (TCPS)?

A. Respect for persons B. Concern for welfare C. Justice D. Free Speech

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-01 Discuss the three core ethical principles for research with human participants, as outlined in the Tri-Council Policy Statement.

Topic: 03-05 Core Principles Guiding Research with Human Participants

25. The decision to select only individuals of a specific ethnicity for a research on a new medical treatment is most relevant to the ethical principal of in the Tri-Council Policy Statement.

A. beneficence B. respect for persons (autonomy) C. justice D. concern for welfare

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-04 Describe the purpose and process of debriefing research participants.

Topic: 03-09 Promote Justice by Involving People Equitably in Research

26. Which of the following should researchers NOT do to protect confidentiality of participant information?

A. keeping all paper data locked in a secure place B. Encrypting all electronic data.

C. Having a receptionist photocopy all data D. Coding data

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-02 List and describe some of the potential risks and benefits of research.

Topic: 03-07 Promote Concern for Welfare by Minimizing Risks and Maximizing Benefits

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27. Compared with the research conducted in the 1960s, research today is _ problematic with regard to deception because .

A. more; we use more concealed and more invasive measures B. more; college students of today are usually required to be participants C. less; researchers are more sensitive to ethical issues than they were before D. less; researchers have become more interested in emotions than cognitive variables

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

28. Colin has agreed to take part in a study on "Preferences for different fast foods." When he arrives for the study, he is asked to read an account of a sexual assault and to indicate the guilt and punishment he would assign to the assailant. This procedure best illustrates A. informed consent.

B. participant autonomy.

C. obedience to authority.

D. the use of deception.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

29. Which of the following behaviours would least represent plagiarism?

A. Including a sentence that is copied without using quotation marks and a reference citation B. Representing another's work as your own C. Paraphrasing the actual words of another source without citing the source D. Including a paragraph that is copied with quotation marks and a reference citation.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-08 Discuss professional ethics issues, including scientific misconduct and transparency reform.

Topic: 03-19 Plagiarism and the Integrity of Academic Communication

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30. Informed consent of participants is often a problem for researchers because A. informed consent takes an excessive amount of time.

B. knowledge of the hypothesis may bias the participants' behaviour.

C. participants are rarely interested.

D. informed consent prevents follow-up studies from being conducted with the same participants.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

31. A disadvantage of role-playing is that A. reading a description of some situation may dangerously immerse the participant in the role.

B. it is very difficult to figure out the hypothesis from a written description.

C. participants are unable to respond to the demand characteristics.

D. participants may unknowingly give inaccurate predictions.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

32. If a participant has been deceived, ethical considerations require that a researcher conduct a A. manipulation check.

B. debriefing.

C. post-mortem.

D. validity check.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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33. According to your text, a risk-benefit analysis is calculated to help decide whether or not to conduct a study. In this situation, the costs include _ while the benefits include .

A. potential risks to the participants; lost information if the study is not conducted B. lost information if the study is not conducted; potential risks to the participants C. potential risks to the participants; practical applications of the findings D. practical applications of the findings; potential risks to the participants

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-02 List and describe some of the potential risks and benefits of research.

Topic: 03-07 Promote Concern for Welfare by Minimizing Risks and Maximizing Benefits

34. Ethical concerns are especially important with special populations of participants such as because .

A. college students; they often have to participate as part of a course requirement B. patients in psychiatric hospitals; they are not as capable of refusing to participate if they don't want to C. prisoners; they have given up their rights when they committed a crime D. none of these-special populations are not considered differently because that would be discrimination

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

35. Which of the following is NOT a procedural alternative to deception?

A. Role-playing B. Simulation studies C. Psychodrama D. Honest experiments

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

36. If a research participant wishes to decline participating in a study, A. there is a penalty for doing so B. he simply cannot C. he can do so only for medical reasons D. there is no penalty for doing so

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

37. Which of the following is amongst the "three Rs" which guide considerations for ethical approval in animal experiments?

A. Replicability B. Reassessment C. Replacement D. Randomization

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-07 Describe how the "Three Rs" are used to minimize harm to animals in research.

Topic: 03-15 Ethics and Animal Research

38. Which of the following is NOT a major criticism of the use of role-playing?

A. Reading a description of some situation may dangerously immerse the participant in the role.

B. Participants may not be able to accurately predict behaviour.

C. Responses may be different if the participants were in a real situation.

D. Participants may not be sufficiently immersed in the scenario.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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39. Before participating in his experiment, Mario explains to the participants the reason for the study and tells them they can withdraw from the study at any time. This procedure illustrates .

A. deception B. informed consent C. role-playing D. psychological withdrawal

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 03-04 Describe the purpose and process of debriefing research participants.

Topic: 03-09 Promote Justice by Involving People Equitably in Research

40. People in a large shopping mall are stopped and asked to participate in a taste test of organic vs. non-organic apple cider. After tasting each sample, they are asked to indicate which cider they most prefer. This procedure would be an example of A. deception.

B. a simulation study.

C. role-playing.

D. an honest study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

41. The most difficult ethical concern with regard to the privacy issue has to do with whether or not to use A. concealed observation of behaviour in a public place.

B. concealed observation of behaviour in a private setting.

C. simulation studies with the participant's consent.

D. simulation studies without the participant's consent.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-02 List and describe some of the potential risks and benefits of research.

Topic: 03-07 Promote Concern for Welfare by Minimizing Risks and Maximizing Benefits

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42. Which of the following is NOT a member of the Tri-Council in Canada, from which the Tri-Council Policy Statement (TCPS) derives its name?

A. National Research Council Canada (NRC) B. Natural Sciences and Engineering Research Council of Canada (NSERC) C. Social Sciences and Humanities Research Council of Canada (SSHRC) D. Canadian Institutes of Health Research (CIHR)

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-01 Discuss the three core ethical principles for research with human participants, as outlined in the Tri-Council Policy Statement.

Topic: 03-03 The Tri-Council and Its Policy Statement

43. Eva tells participants that they will be receiving some painful electric shocks, bringing about fear and anxiety for the participants. However, the shocks are never actually administered. This procedure would be an example of producing type of stress.

A. physical B. psychological C. somatic D. social

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 03-02 List and describe some of the potential risks and benefits of research.

Topic: 03-07 Promote Concern for Welfare by Minimizing Risks and Maximizing Benefits

44. Evidence collected by Milgram indicated that A. there was no need to worry about deception.

B. debriefing was effective in removing any negative effects of participation.

C. some participants suffered permanent negative effects from participation.

D. most participants were sorry that they had participated.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

45. Asking participants to read a description of a situation and predict how they would respond in that situation is called .

A. role-playing B. simulation C. straightforward manipulation D. psychodrama

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

46. A researcher's results should be considered fraudulent if A. you disagree with someone's results on philosophical, political, or religious grounds.

B. you cannot replicate the results of someone's study.

C. the data are changed in order to support the hypotheses.

D. the published data fit perfectly with the hypothesis being tested.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 03-08 Discuss professional ethics issues, including scientific misconduct and transparency reform.

Topic: 03-18 Scientific Misconduct and Publication Ethics

47. In the Milgram obedience experiment, participants were deceived concerning the hypothesis when they were told that the purpose of the experiment was to study A. the effect of electric shock.

B. memory and learning.

C. the effects of punishment.

D. obedience to authority.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-01 Discuss the three core ethical principles for research with human participants, as outlined in the Tri-Council Policy Statement.

Topic: 03-01 Were Milgram's Obedience Experiments Ethical?

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48. The real purpose of the Milgram study was to investigate A. the effect of electric shock.

B. memory and learning.

C. the effects of punishment.

D. obedience to authority.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 03-01 Discuss the three core ethical principles for research with human participants, as outlined in the Tri-Council Policy Statement.

Topic: 03-01 Were Milgram's Obedience Experiments Ethical?

49. Ultimately, who is most directly responsible for ensuring that a research project conducted within a university conforms to the ethical guidelines outlined in the Tri-Council Policy Statement (TCPS)?

A. The Vice President (Research) of the university B. The chair of the Research Ethics Board (REB) of the university C. The federal government D. Individual researchers conducting the research project

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-05 Describe the function of a Research Ethics Board (REB).

Topic: 03-11 Monitoring Ethical Standards at Each Institution

50. The Tri-Council Policy Statement (TCPS) principle of respect for persons or autonomy is best addressed by which of the following applications?

A. Risk-benefit analysis B. Informed consent C. The freedom of the researcher to select a topic of interest D. Respect for a researcher's findings that contradict yours

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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51. The Zimbardo prison study had to be stopped in fewer than six days because A. the participants had been deceived and did not know what was expected of them.

B. the participants did not understand the experiment well enough to carry it out successfully.

C. the participants took the roles they were playing too seriously.

D. experienced actors are necessary for this kind of experiment to be successful.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

52. Jack wants to conduct an experiment on people's perceptions of tattoos. He plans to manipulate the experimental conditions by having participants receive real tattoos on their arms. The tattoos will vary in size and colour. An ethical review board would most likely be concerned about A. the size and colour of the tattoo.

B. people's perceptions of tattoos.

C. the physical risk to the participants.

D. the monetary cost of the tattoo.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 03-02 List and describe some of the potential risks and benefits of research.

Topic: 03-07 Promote Concern for Welfare by Minimizing Risks and Maximizing Benefits

53. What kind of research does not require REB review?

A. Exclusive research B. Experimental research C. Exempt research D. Exploratory research

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

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54. Studies that employ elaborate deceptions are becoming less common. Which of the following is NOT a reason for this reduction?

A. More researchers have become interested in cognitive variables rather than emotions and tend to use methods which do not require deception.

B. Ethics committees review proposals more carefully and are less likely to allow studies that involve deception.

C. The use of deception has become too expensive to employ.

D. An increase in the awareness of ethical issues involved in using deception has led researchers to conduct studies in other ways.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-03 Describe why informed consent is used despite the potential challenges to obtaining it.

Topic: 03-08 Promote Respect for Persons through Informed Consent

55. The Tri-Council Policy Statement is legally considered to be a set of guidelines as opposed to rules. Name one reason for this distinction.

A. The Tri-Council Policy Statement cannot be applied to research projects that are not funded by the Tri-Council.

B. It is impossible to develop rules to govern all possible future research as that would require us to predict what that future research would be.

C. There is widespread concern in the scientific community that ethical legislation will prevent all forms of scientific innovation.

D. For such laws to be effective, every country in the world would have to agree to abide by the TCPS.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 03-01 Discuss the three core ethical principles for research with human participants, as outlined in the Tri-Council Policy Statement.

Topic: 03-03 The Tri-Council and Its Policy Statement

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56. With regard to animal research, A. ethics is of little concern because animals have no feelings.

B. there are explicit guidelines to protect animals as well as human participants.

C. very little has been written about ethics in animal research.

D. animals are not used for psychological research.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 03-07 Describe how the "Three Rs" are used to minimize harm to animals in research.

Topic: 03-15 Ethics and Animal Research

Chapter 04 Research Design Fundamentals

Multiple Choice Questions 1. Suppose a study shows there is a strong, positive relationship between learning disabilities in children and presence of food allergies. If this is so, we may conclude that A. if a child overcomes his disabilities, the food allergies should disappear.

B. if the allergy-related foods are removed from a child's diet, the disabilities should disappear.

C. a child diagnosed as having a learning disability is very likely to have food allergies.

D. a child diagnosed as having a learning disability is not likely to have food allergies.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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2. The finding that a person's shoe size is not associated with their family income suggests A. a positive relationship.

B. a negative relationship.

C. a curvilinear relationship.

D. no relationship.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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3. A researcher found that as the amount of violence watched on TV increased, the amount of playground aggressiveness increased. Based on these findings, it can be said with certainty that A. reducing violence on television will reduce children's aggressiveness.

B. knowing the amount of violence children watch on television allows prediction of their aggressiveness.

C. aggressive children should not watch television.

D. passive children watch less television than aggressive children.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

4. A laboratory experiment uses A. a manipulated dependent B. specifically selected groups C. an artificial environment D. qualitative data

while a field experiment does not.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-07 Describe why multiple methods are used for research, including the advantages and disadvantages of the basic designs.

Topic: 04-11 Artificiality of Experiments

5. By employing randomization, the researcher ensures that A. one group is different than the other.

B. participants are manipulated at random.

C. any extraneous factor is as likely to affect one group as it is to affect the other.

D. participants are unable to choose their preferred group.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-06 Discuss how the three criteria for inferring causation are achieved (or not) in experimental and non-experimental methods.

Topic: 04-09 Designing Experiments That Allow for Causal Inferences

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6. In graphing the results of an experiment, the independent variable is placed on the axis and the dependent variable is placed on the axis.

A. y; x B. x; y C. discontinuous; continuous D. continuous; discontinuous

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

7. In graphing the results of an experiment, the independent variable is placed on the axis and the dependent variable is placed on the axis.

A. vertical; horizontal B. bottom; central C. central; bottom D. horizontal; vertical

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

8. A researcher investigated the relationship between test length and grades in a Western Civilization course. After randomly assigning students to groups, she found that students who took longer exams received better grades than students who took shorter exams. The independent variable was A. test grades.

B. gender of the students.

C. class size.

D. length of test.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

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9. An experimenter had one group of participants eat ice cream that was packaged in a red carton, whereas another group of participants ate the same flavoured ice cream from a green carton. Participants then indicated how much they liked the ice cream by rating the taste on a 1-5 scale. The independent variable in this experiment was the A. ice cream ratings.

B. gender of the participant.

C. colour of the carton.

D. flavour of the ice cream.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

10. In the experimental method, the researcher makes sure that the influence of all extraneous variables are kept constant. This process is referred to as A. randomization.

B. cause and effect.

C. constancy.

D. experimental control.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-06 Discuss how the three criteria for inferring causation are achieved (or not) in experimental and non-experimental methods.

Topic: 04-09 Designing Experiments That Allow for Causal Inferences

11. Which one of the following is most likely NOT a variable?

A. Gender identity B. Intelligence C. Current U.S. President D. Reaction time

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 04-01 Compare and contrast non-experimental and experimental research methods.

Topic: 04-02 Variables

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12. Igor notices that the more time he spends working in the laboratory, the more familiar he becomes with the standard laboratory procedures. What type of relationship does this observation represent?

A. Positive B. Negative C. Curvilinear D. No relationship

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

13. Ice cream sales increase when daily temperatures rise. This is an example of a relationship.

A. positive B. negative C. curvilinear D. zero

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

14. Mr. McDonald finds the lower the price of hamburgers in his restaurant, the more hamburgers he sells. This relationship can best be identified as a relationship.

A. positive B. negative C. curvilinear D. dependent

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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15. Dr. Kramer found that the average number of miles driven decreases as the price of gasoline increases. This relationship can best be described as a relationship.

A. positive B. negative C. curvilinear D. zero

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

16. The registrar at Central College finds that as tuition increases, the number of classes students take decreases. This is an example of a relationship.

A. positive B. negative C. curvilinear D. zero

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

17. When increases in the values of one variable are associated with both increases and decreases in the values of a second variable, what type of relationship is present?

A. Positive B. Confounded C. Curvilinear D. Negative

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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18. A researcher finds that the more a song is played on the radio, the greater the liking for the song. However, she also finds that if the song is played too much, people start to dislike the song. What type of relationship does this represent?

A. Positive B. Negative C. Curvilinear D. No relationship

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

19. A researcher observed that drinking coffee improved performance on complex math problems up to a point. The researcher also noted, however, that excessive coffee drinking actually interferes with problem solving. What type of relationship was observed?

A. Positive B. Negative C. Curvilinear D. No relationship

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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20. A researcher measured how much violent television children watched at home. These children were also observed for their aggressiveness on the playground. The researcher found that as the amount of violence watched on TV increased, the amount of playground aggressiveness increased. The type of relationship found was .

A. negative B. positive C. curvilinear D. inconclusive

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

21. What two problems arise when interpreting results obtained using the non-experimental method?

A. Second variable problem and third variable problem B. Third variable problem and direction of cause and effect C. Direction of cause and effect and second variable problem D. Dependent variable problem and independent variable problem

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-07 Interpreting the Results of Non-experimental designs

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22. Dr. George examines the relationship between students' commute-time to school and the amount of time they spend studying. If no relationship between the variables exists, then A. as commute-time to school increases, time spent studying increases.

B. as commute-time to school increases, time spent studying decreases.

C. commute-time to school has no effect on time spent studying.

D. as commute-time to school increases, time spent studying first increases and then decreases.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

23. Random assignment is a critical element of the experimental method because it A. always leads to equal group sizes.

B. increases the construct validity of the dependent variable.

C. eliminates consistent effects of extraneous variables.

D. enables generalization of the results.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

24. If rats in a maze run faster when food is present than when food is absent, this demonstrates a(n) .

A. temporal precedence B. covariation between variables C. elimination of possible causes D. negative correlation

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 04-06 Discuss how the three criteria for inferring causation are achieved (or not) in experimental and non-experimental methods.

Topic: 04-09 Designing Experiments That Allow for Causal Inferences

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25. Dr. Zilstein examines the effect of fear (low or high) on college students' desire to affiliate with others. Some students are told they will receive a very painful electrical shock, others a very mild shock. The intensity of the electrical shock the students are to receive is the of the fear variable.

A. mediating definition B. conceptual definition C. hypothetical construct D. operational definition

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

26. When a researcher can make a strong inference that one variable caused another, the study is said to have validity.

A. inferential B. external C. internal D. reliable

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 04-06 Discuss how the three criteria for inferring causation are achieved (or not) in experimental and non-experimental methods.

Topic: 04-09 Designing Experiments That Allow for Causal Inferences

27. A researcher measured how much violent television children watched at home and also observed their aggressiveness on the playground. The researcher used the method.

A. experimental B. control C. inverse D. non-experimental

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-07 Interpreting the Results of Non-experimental designs

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28. Research is aimed at reducing random variability or error variance by identifying relationships between variables. This variability is called error because A. it accounts for the errors made in conducting the research.

B. we do not understand it.

C. it fails to indicate any direction of relationship.

D. there is randomness in events that occur in the world.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

29. What is the primary advantage of the laboratory experiment over the field experiment?

A. Variables are investigated in more natural conditions.

B. Participants know they are in an experiment.

C. It is easier to hold extraneous variables constant.

D. Confounding variables can interfere.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 04-07 Describe why multiple methods are used for research, including the advantages and disadvantages of the basic designs.

Topic: 04-11 Artificiality of Experiments

30. The process of clearly identifying how a variable is measured or manipulated is referred to as the of the variable.

A. reliability B. validity C. level D. operational definition

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

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31. The non-experimental (correlational) method involves A. manipulation of an independent variable.

B. random assignment to groups.

C. measurement of participants on two variables, and none are manipulated.

D. elimination of the third-variable problem.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-07 Interpreting the Results of Non-experimental designs

32. The experimental method involves direct other variables.

A. control; measurement B. manipulation; measurement C. manipulation; control D. Control; manipulation

of one variable, and

of several

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-01 Compare and contrast non-experimental and experimental research methods.

Topic: 04-03 Two Basic Research Designs

33. In the research design, variability in one variable is associated with, or predicts, the variability in the other variable.

A. correlational B. experimental C. case study D. field experiment

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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34. The more people in a group that perform a behaviour, the more likely a person is to also perform the behaviour because it is the "norm" of behaviour. This interpretation of group behavior as the "norm" is an example of a(n) _ variable.

A. reliable B. conceptual C. mediating D. operational

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

35. A behavioral scientist will usually accept which condition for a variable to be labeled a cause? The variable is the cause if its presence is A. intuitive.

B. observable.

C. necessary and sufficient.

D. neither necessary nor sufficient.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 04-06 Discuss how the three criteria for inferring causation are achieved (or not) in experimental and non-experimental methods.

Topic: 04-09 Designing Experiments That Allow for Causal Inferences

36. refers to the cause being present for the effect to occur, while cause always producing the effect.

A. Sufficient; necessary B. Sufficient; control C. Necessary; sufficient D. Necessary; control

refers to the

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 04-06 Discuss how the three criteria for inferring causation are achieved (or not) in experimental and non-experimental methods.

Topic: 04-09 Designing Experiments That Allow for Causal Inferences

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37. When increases in the values of one variable are associated with increases in the values of a second variable, what type of relationship is present?

A. Positive B. No relationship C. Negative D. Curvilinear

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

38. When increases in the values of one variable are associated with decreases in the values of a second variable, what type of relationship is present?

A. Positive B. No relationship C. Negative D. Curvilinear

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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39. A newspaper reports the results of a correlational study suggesting that an increase in the amount of violence watched on TV by children may be responsible for an increase in the amount of playground aggressiveness they display. However, the parents' aggression may actually be responsible for the increase in playground aggression. In this example, the confounding variable would be the A. amount of TV watched.

B. amount of playground aggression.

C. newspaper report.

D. parents' aggression.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-07 Interpreting the Results of Non-experimental designs

40. If a researcher finds that younger students contributed more to a discussion on human sexuality than did older students, what type of relationship between age and participation was found?

A. Negative B. Positive C. No relationship D. Curvilinear

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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41. Which one of the following represents a critical difference between the non-experimental and experimental methods?

A. Non-experimental methods involve operational definitions while experimental methods do not.

B. Experimental methods involve operational definitions while non-experimental methods do not.

C. Non-experimental methods involve the manipulation of variables while experimental methods do not.

D. Experimental methods involve the manipulation of variables while non-experimental methods do not.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

42. A researcher investigated the relationship between age and participation in a discussion on human sexuality. She found that younger students contributed more to the discussion than did older students. What was the research method used in this study?

A. Non-experimental B. Experimental C. Operational D. Generational

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-07 Interpreting the Results of Non-experimental designs

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43. Professor Bonds asked students to name different factors that may change with a person's age. The students identified weight, height, and number of friends. These factors would be examples of .

A. variables B. mediators C. operational definitions D. constants

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 04-01 Compare and contrast non-experimental and experimental research methods.

Topic: 04-02 Variables

44. Dr. Sears observes that the more time a person spends in a department store, the more purchases they tend to make. The research method used in this study can best be described as A. experimental.

B. non-experimental.

C. operational.

D. departmental.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-07 Interpreting the Results of Non-experimental designs

45. Which one of the following is a situational variable?

A. Reasoning ability B. Temperature in the room C. Performance on a weight-lifting task D. Ratings for the humor of several comic strips

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

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46. A researcher asks male and female participants to rate the desirability of potential neighbors on the basis of the potential neighbour's occupation. Which one of the following is a situational variable?

A. Gender of the research participant B. Desirability ratings C. Potential neighbour's occupation D. Number of participants who responded

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

47. Which of the following is least true of an operational definition? It A. allows the researcher to translate the variable into specific techniques used to measure or manipulate a variable.

B. forces the researcher to discuss abstract concepts in concrete terms.

C. prevents others from replicating one's results.

D. allows a variable to be studied empirically.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

48. A psychological process that helps to explain the relationship between two other variables is referred to as a(n) variable.

A. operational B. hypothetical C. process D. mediating

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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49. Which of the following alternatives is NOT correct?

A. Randomization is used in the experimental method to assign participants to groups.

B. Randomization is used in the non-experimental method to eliminate the influence of third variables.

C. Randomization is used to ensure that participant characteristics will be evenly distributed between different groups.

D. Randomization is used when it is difficult or impossible to hold an extraneous variable constant.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-07 Interpreting the Results of Non-experimental designs

50. What is the primary advantage of a field experiment over a laboratory experiment?

A. Variables are investigated in a natural context.

B. The third variable problem is eliminated.

C. Randomization procedures are simpler.

D. Mediating variables are considered.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 04-07 Describe why multiple methods are used for research, including the advantages and disadvantages of the basic designs.

Topic: 04-10 Choosing a Method: Advantages of Multiple Methods

51. A researcher investigated the relationship between alcohol intake and reaction time in a driving simulation task. Participants drank either one ounce or three ounces of alcohol and were then measured on braking speed at a simulated red light. The dependent variable was the A. amount of alcohol.

B. braking speed.

C. red light.

D. degree of intoxication.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

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52. Random variability exists because A. relationships between variables can only be positive or negative.

B. curvilinear relationships exist.

C. relationships between variables are rarely perfect.

D. relationships between variables can only be monotonic.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

53. When a researcher manipulates temperature of a room in order to examine the effect it has on task performance, the different temperature conditions are referred to as the of the variable.

A. subjects B. responses C. reliability D. levels

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 04-01 Compare and contrast non-experimental and experimental research methods.

Topic: 04-02 Variables

54. A researcher had participants eat the same flavoured ice cream packaged in a round or square carton. The participants then indicated how much they liked the ice cream. The dependent variable is A. ice cream rating.

B. gender of the participant.

C. shape of the carton.

D. flavor of the ice cream.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

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55. A researcher observed that people who have a large number of pets also live in houses with more bathrooms than people with fewer pets. Which of the following conclusions might be correct?

A. Having a large number of bathrooms causes people to buy fewer pets.

B. Having many pets causes people to buy houses with fewer bathrooms.

C. Some other variable may cause people to buy larger houses and to have more pets.

D. Having many pets causes people to spend more time in the bathroom.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-07 Interpreting the Results of Non-experimental designs

56. To assess the strength of relationship between beer sales and outdoor temperatures, Adolph would want to A. sell beer only on cold days.

B. sell beer only on hot days.

C. stop selling beer.

D. calculate a correlation coefficient.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

57. Dr. King asks student teachers to assign a punishment for misbehavior displayed by an attractive versus unattractive child. The response variable would be A. the student teachers.

B. assigned punishment.

C. the child's attractiveness.

D. the misbehaviour.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

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58. A researcher conducts a survey online; this would be an example of A. a case study B. a field experiment C. the experimental procedure D. a correlational study

_.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-07 Describe why multiple methods are used for research, including the advantages and disadvantages of the basic designs.

Topic: 04-11 Artificiality of Experiments

59. A researcher asks male and female participants to rate the guilt of a defendant on the basis of their physical attractiveness. Which of the following is a response variable?

A. Gender of the research participant B. Guilt ratings C. The defendant's physical attractiveness D. The defendant's gender

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

60. Two researchers tested the hypothesis that college students' grades and happiness are related. One researcher operationally defined happiness as the number of hours spent at leisure activities. The other researcher defined happiness as the amount of achievement one feels as measured on a 10-point scale. Which of the following statements is accurate?

A. Because their hypotheses are identical, the two researchers should obtain similar results.

B. The only valid definition is the number of hours spent at leisure activities because it is the only objective measure.

C. The difference in operational definitions of happiness could lead to quite different results.

D. Only the study that measured happiness through achievement can prove that happiness is caused by good grades.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

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61. Law students who scored low versus high on a measure of dominance were asked to assign punishment to a drunken driver involved in an accident. The participant variable would be A. the dominance of the students.

B. the assigned punishment.

C. the drunken driver.

D. the accident.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

62. An exercise physiologist examines the relationship between the number of sessions of weight training and the amount of weight a person loses in a month. If a curvilinear relationship exists, what should the results be like?

A. The more sessions of weight training, the more weight that is lost B. The more sessions of weight training, the less weight that is lost C. The fewer sessions of weight training, the less weight that is lost D. The more sessions of weight training, the more weight that is lost, followed by a decline in weight loss

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

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63. A researcher is interested in the effect of caffeine on a driver's braking speed. She takes four groups of participants and gives each group a different dose of caffeine, then measures their reaction time. Which of the following statements is true?

A. The dependent variable has four levels.

B. The independent variable has four levels.

C. The independent variable is reaction time.

D. The dependent variable is the number of groups.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

64. Which of the following statements is correct?

A. A laboratory experiment uses the experimental method and a field experiment uses the non-experimental method.

B. The independent variable is manipulated in the laboratory experiment and measured in the field experiment.

C. The laboratory experiment allows greater control of extraneous variables than the field experiment.

D. A laboratory experiment's results are more significant that the results obtained in a field experiment.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 04-07 Describe why multiple methods are used for research, including the advantages and disadvantages of the basic designs.

Topic: 04-10 Choosing a Method: Advantages of Multiple Methods

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65. If a positive relationship between the amount of candy consumed and the amount of weight gained in a month exists, what should the results be like?

A. The more candy consumed, the less weight that is gained B. The more candy consumed, the more weight that is gained C. The less candy consumed, the more weight that is gained D. Amount of candy consumed has no effect on the weight that is gained

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

66. A study examined the relationship between years spent smoking and attitudes toward quitting by asking participants to rate their optimism for the success of a treatment program. If there were a negative relationship between these variables, what should the results of the study be like?

A. The more years spent smoking, the more optimistic for success.

B. The fewer years spent smoking, the less optimistic for success.

C. The more years spent smoking, the less optimistic for success.

D. The fewer years spent smoking, the fewer participants they could find.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 04-04 Describe different possible relationships between variables: positive, negative, curvilinear, no relationship, and mediating.

Topic: 04-06 Relationships between Variables

67. An operational definition of the variable "anxiety" would not be A. a physiological measure of sweating.

B. the score on the Taylor Manifest Anxiety Scale.

C. the number of "ums" and "ahs" in a person's speech.

D. the colour of the participant's hair.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

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68. A researcher asks male and female college students to rate the quality of the food offered in the cafeteria versus the food offered in the vending machines. Which one of the following is a participant variable?

A. Gender of the participant B. Quality ratings C. The type of food offered D. The source of food offered

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

69. Rats learning a maze are tested after varying degrees of food deprivation, to see if it affects the time it takes for them to complete the maze. Some rats are deprived of food for 4 hours before they run the maze, others for 8 hours, and others for 12 hours. In this study A. duration of food deprivation is the independent variable.

B. the rats are a situational variable.

C. time to complete the maze is the independent variable.

D. food deprivation is the dependent variable.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-05 Distinguish between an independent variable and a dependent variable.

Topic: 04-08 Experimental Method

70. Experimental control is accomplished by A. treating participants in all groups alike except for the independent variable.

B. using a control group as a standard to measure against.

C. using careful operational definitions.

D. paying attention to the sensitivities of the participant.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 04-06 Discuss how the three criteria for inferring causation are achieved (or not) in experimental and non-experimental methods.

Topic: 04-09 Designing Experiments That Allow for Causal Inferences

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71. Researchers Anderson, Lindsay, & Bushman, (1999) found that when researchers have conducted experiments in both lab and field settings, the results of the experiments tend to be .

A. contradictory B. similar on some variables, and dissimilar on others C. very similar D. dissimilar on all variables

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-07 Describe why multiple methods are used for research, including the advantages and disadvantages of the basic designs.

Topic: 04-11 Artificiality of Experiments

72. Participants read an account of a crime in which the perpetrator was described as an attractive or unattractive woman. They then assigned the length of prison sentence they felt the woman deserved. The would be a _ variable.

A. woman's attractiveness; response B. account of the crime; situational C. woman's attractiveness; situational D. account of the crime; response

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 04-02 Define the term operationalization for a variable.

Topic: 04-04 Operationally Defining Variables: Turning Hypotheses into Predictions

Chapter 05 Measurement

Multiple Choice Questions

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1. Which of the following values of Pearson's correlation coefficient indicates the strongest relationship?

A. -0.72 B. +1.21 C. +0.70 D. -0.09

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

2. Which of the following values of Pearson's correlation coefficient indicates the weakest relationship?

A. +0.23 B. +0.07 C. -0.09 D. -0.99

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

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3. To assess the reliability of a measure, Amy administers different versions of the same test to the same individuals at two points in time. This procedure would be an example of reliability.

A. test-retest B. version C. alternate forms D. split-half

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-03 Test-Retest Reliability

4. What statistical measure should Dr. Wills apply to research data that will determine how consistent the measure across items intended to measure the same concept is?

A. Pearson's correlation coefficient B. Spearman's rho C. Cronbach's alpha D. Cohen's kappa

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

5. Pearson's coefficient of correlation ranges from A. 0; 1.00 B. -1.00; +1.00 C. 10; 100 D. 1; 100

to

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

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6. What should researcher Aaron focus on to ensure the content of his measure reflects the meaning of the construct his research intends to measure?

A. Content validity and predictive validity B. Content validity and face validity C. Concurrent validity and predictive validity D. Convergent validity and construct validity

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-07 Validity of Measures

7. Which type of reliability assesses reliability using measures of the same construct or variable?

A. Internal consistency B. Test-retest C. Alternate forms D. Inter-rater

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-04 Internal Consistency Reliability

8. and reliability measure the same individuals at two different points in time.

A. Item-total; split-half B. Split-half; odd-even C. Alternate forms; item-total D. Test-retest; alternate forms

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-03 Test-Retest Reliability

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9. A reliability coefficient determined by the correlation between scores on half of the items on a measure with scores on the other half of the measure is an example of reliability.

A. test-retest B. item-total C. alternate half D. internal consistency

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-04 Internal Consistency Reliability

10. A difference between an interval scale and a ratio scale is A. an interval scale has equal intervals; a ratio scale does not.

B. a ratio scale has equal intervals; an interval scale does not.

C. an interval scale has an absolute zero point; a ratio scale does not.

D. a ratio scale has an absolute zero point; an interval scale does not.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-05 Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.

Topic: 05-13 Interval Scales Topic: 05-14 Ratio Scales

11. Which one of the following is a method for assessing the reliability of a measure?

A. Determine whether or not people lie when giving answers to the question.

B. Use the measure twice on the same person under similar circumstances.

C. Ask probing questions to see if individuals truly understand what is being asked.

D. Vary the test items from one participant to another to determine the amount of error inherent in the measure.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-03 Test-Retest Reliability

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12. Louie is attentive to customers when his supervisor is present but inattentive when his supervisor is gone. Louie's behaviour is an example of A. unobtrusive behaviour.

B. sensitizing behaviour.

C. attentive behaviour.

D. reactivity.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-04 Describe the problem of reactivity for a measure and discuss ways to minimize reactivity.

Topic: 05-09 Reactivity of Measures

13. A measure is reactive if the measurement A. is unobtrusive.

B. occurs in a laboratory setting.

C. changes the behaviour being studied.

D. is unreliable.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-04 Describe the problem of reactivity for a measure and discuss ways to minimize reactivity.

Topic: 05-09 Reactivity of Measures

14. Research that examines the relationship between a measure and the criterion behaviour at the same time is using type of validity in its research design.

A. Face B. Divergent C. Concurrent D. Convergent

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

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15. When a scale designed to measure honesty actually measures a person's honesty, the scale is said to have .

A. reactivity B. reliability C. construct validity D. consistency

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-07 Validity of Measures

16. and validity focus on assessing whether the items in a measure actually captures all aspects of the construct being measured.

A. Convergent; predictive B. Face; content C. Content; convergent D. Concurrent; convergent

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

17. When a measure is not related to other variables that it conceptually should not be related to, this measure is said to have validity.

A. face B. reliable C. convergent D. discriminant

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

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18. Toney is developing a questionnaire to measure an individual's anxiety in new situations.

If the items on the questionnaire are each intended to directly assess the various aspects of the clinical definition of anxiety, then measure is said to have .

A. reactivity B. correlational validity C. convergent validity D. content validity

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

19. Face validity refers to whether the measure A. yields the same score for the same participant across different circumstances.

B. correlates positively with other measures of the same variable.

C. correlates negatively with other measures of the same variable.

D. appears to measure what it is supposed to measure.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

20. If a measure is reliable, then you should find a A. high positive correlation coefficient between scores on the measure.

B. low positive correlation coefficient between scores on the measure.

C. correlation coefficient of zero.

D. low negative correlation coefficient between scores on the measure.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

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21. You are constructing a test of knowledge of research methods. In doing so, you use your textbook for this class to devise 100 true-false questions on various aspects of research methods. Without conducting any research, you can be most certain of which validity of this test?

A. Construct B. Face C. Criterion D. Divergent

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

22. is an indicator of reliability in which the researcher calculates the correlation of each item with every other item.

A. Test-retest B. Split-half C. Cronbach's alpha D. Pearson product-moment coefficient

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-04 Internal Consistency Reliability

23. One way to increase the reliability of a measurement scale is to A. calculate a correlation coefficient.

B. increase the number of items within the measurement scale.

C. decrease the number of items within the measurement scale.

D. be sure there is variability between true score and measurement error.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

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24. Jack finds his measure of math ability is not related to a person's language skills. This finding illustrates which type of validity?

A. Predictive B. Face C. Discriminant D. Convergent

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

25. If research finds that candidates who score high on a medical college admissions test do better in medical school than those who score low on this test, we would say the test has validity.

A. concurrent B. convergent C. discriminative D. predictive

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

26. You are developing a measure of skills needed for the successful performance of a job.

You include items the job supervisor feels are relevant for the job. What type of validity would this procedure best represent?

A. Face B. Convergent C. Divergent D. Concurrent

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

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27. Finding students who have had formal voice training to be more successful in singing auditions than those who have not would be demonstrating which type of validity?

A. Face B. Concurrent C. Divergent D. Convergent

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

28. A Human Resources director believes that people who regularly use math as part of their job will have higher math test scores than people who do not regularly use math professionally. The director would be most concerned with what type of validity?

A. Face B. General C. Divergent D. Concurrent

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

29. Judy finds a high correlation between her measure of depression and the measure of depression obtained from MMPI. Judy's finding would be an example of which type of validity?

A. Face B. Convergent C. Divergent D. Discriminant

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

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30. When a measure relates consistently to other measures of the same concept it shows validity.

A. convergent B. divergent C. face D. internal

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

31. A researcher has devised an Interpersonal Skills Test that consists of a type of ruler that shows a person's shoe size. This test probably has and .

A. high reliability; high validity B. low reliability; low validity C. high reliability; low validity D. low reliability; high validity

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-03 Test-Retest Reliability Topic: 05-08 Indicators of Construct Validity

32. Categorizing automobiles as American-made or Foreign-made would be an example of a(n) scale.

A. nominal B. ordinal C. interval D. ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 05-05 Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.

Topic: 05-10 Variables and Measurement Scales

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33. Researchers have identified style of leadership as relationship- or task-oriented. This categorization of leadership style represents a(n) measurement scale.

A. nominal B. ordinal C. interval D. ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 05-05 Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.

Topic: 05-10 Variables and Measurement Scales

34. A food critic rates restaurants according to the quality of food, service, and atmosphere.

She assigns 4 forks for excellent, 3 for good, 2 for fair, and 1 fork for poor. This measure is an example of a(n) scale.

A. nominal B. ordinal C. interval D. ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 05-05 Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.

Topic: 05-10 Variables and Measurement Scales

35. If you had been asked to rate a new movie on a "thumbs up" scale with 3 thumbs up as academy-award material, 2 thumbs up as television-quality, and 1 thumb up as straight-toDVD, you would be employing a(n) scale of measurement.

A. nominal B. ordinal C. interval D. ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 05-05 Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.

Topic: 05-10 Variables and Measurement Scales

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36. Scales that measure physical dimensions-such as number of items correct, amount of alcohol consumed, and time to respond-would be an example of a(n) scale.

A. nominal B. ordinal C. interval D. ratio

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-05 Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.

Topic: 05-10 Variables and Measurement Scales

37. Correlating the total score of the first twenty questions on a test with the total score of the last twenty questions on a test is an example of what type of reliability?

A. Test-retest B. Alternate-forms C. Item-total D. Internal consistency

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-04 Internal Consistency Reliability

38. Two researchers observe aggressive behaviours displayed by preschool children. One observer records a large number of aggressive acts displayed within a one-hour period while a second observer records relatively few aggressive acts. Based on these results, we might conclude that there is A. high reactivity.

B. high inter-rater reliability.

C. low reactivity.

D. low inter-rater reliability.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-05 Inter-rater Reliability

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39. Richard and Jacqueline are movie reviewers for the local newspaper. Both have just watched the same movie. Both assign the movie 5 out of 5 stars. Based on their ratings, we might conclude that there is A. high reactivity.

B. high inter-rater reliability.

C. low reactivity.

D. low inter-rater reliability.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-05 Inter-rater Reliability

40. Which of the following would not be an example of an interval scale of measurement?

A. A measure of temperature using the Fahrenheit scale B. A measure of temperature using the Celsius scale C. Measuring the time it takes to run 100 metres D. A measure of an individual's introversion

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-05 Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.

Topic: 05-10 Variables and Measurement Scales

41. Placing respondents of a survey based on their birth order would require a(n) A. nominal B. ordinal C. interval D. ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-05 Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.

Topic: 05-10 Variables and Measurement Scales

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42. is a type of scale that does not have a true zero-point, in that zero does not indicate a complete absence, as temperature.

A. nominal B. ordinal C. interval D. ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-05 Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.

Topic: 05-10 Variables and Measurement Scales

43. Imagine you know the true length of a board to be 24 inches. Measuring the board 10 times with Instrument A, you find the measures vary from 19 to 28 inches. Using Instrument B, you find the measures vary from 23 to 25 inches. You can conclude that Instrument A has than Instrument B. A. a greater amount of true score B. more reliability C. more reactivity D. more measurement error

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

44. The reliability of a test can be assessed by employing techniques that measure individuals at only one point in time. Which of the following is not one of these techniques?

A. Alternate forms B. Split-half C. Odd-even D. Item-total

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-03 Test-Retest Reliability

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45. When you took an I.Q. test last week, your score was 112. This week, taking the same test, your I.Q. was 96. This I.Q. test appears to lack A. validity.

B. reliability.

C. reactivity.

D. generalizability.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

46. Your car speedometer fluctuates between 15 and 90 miles per hour as you are driving on a freeway at a constant speed. As a measure of speed, your car speedometer is low in A. reliability.

B. face validity.

C. reactivity.

D. measurement error.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

47. The more in a measure, the greater the variability of scores in the measure.

A. true score B. measurement error C. reliability D. validity

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

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48. The more in a measure, the smaller the variability of scores in the measure.

A. true score B. measurement error C. reliability D. validity

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

49. When you read about the reliability of a measure, the correlation coefficient is usually called a A. true score.

B. measurement error.

C. reliability coefficient.

D. reactivity measure.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

50. You have just received a new digital tape measure. When you measure the same board four times, you find the measure fluctuates from 4 to 8 inches. Your new tape measure can be said to be low in A. reactivity.

B. validity.

C. reliability.

D. externality.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

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51. You take your temperature with a thermometer three times over a 20-minute period and observe the following measurements: 98, 106, and 89 degrees. You should conclude that the of the thermometer is .

A. validity; high B. validity; low C. reliability; high D. reliability; low

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

52. A researcher has developed a measure of a person's ability to detect colours. He finds the measure is not related to a person's spelling ability. This finding would illustrate what type of validity?

A. Convergent B. Discriminant C. Reliable D. Face

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 05-03 Describe how a researcher can build a case for construct validity, including predictive validity, concurrent validity, convergent validity, and discriminant validity.

Topic: 05-08 Indicators of Construct Validity

53. Any measure can be thought of as comprising two components. These components are A. reliability and validity.

B. true score and measurement error.

C. situational and response.

D. internal and external.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

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54. Which of the following indicators provides information about each individual item's correlation with other items?

A. Test-retest and alternate forms B. Alternate forms and split-half C. Split-half and test-retest D. Cronbach's alpha and item- total correlations

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-04 Internal Consistency Reliability

55. To assess the reliability of a measure, one should A. directly observe the amount of true score in B. directly observe the amount of measurement error in C. systematically study the variables in D. calculate the correlation coefficient between scores on

the measures.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

56. In alternate forms reliability, different versions of the same test are given to in time.

A. different individuals; one point B. different individuals; two points C. the same individuals; one point D. the same individuals; two points

at

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-03 Test-Retest Reliability

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57. The value of Cronbach's alpha is based on an average of A. the values obtained for test-retest and split half correlations.

B. all inter-item correlations coefficients and the number of items in the measure.

C. the scores from tests given to different individuals.

D. the correlation between scores on a shortened version and a longer version of the measure.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-04 Internal Consistency Reliability

58. Every measured score is thought to have two components. In a score from a reliable measure, which component should be relatively low?

A. Validity B. Reliability C. True score D. Measurement error

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 05-01 Define the reliability of a measure and describe the differences among test-retest, internal consistency, and interrater reliability.

Topic: 05-02 Reliability

Chapter 06 Observational Methods

Multiple Choice Questions

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1. A researcher examines the accounting records of the Noren Corporation for the past five years in order to determine why the company filed for bankruptcy. This research method would best illustrate A. systematic observation.

B. naturalistic observation.

C. a field experiment.

D. a case study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-04 Describe the features of a case study and its appropriate uses.

Topic: 06-07 Case Studies

2. To determine if more building permits are issued in the northern part of the county than in the southern part of the county, William examines the number of building permits issued in both counties over the last five years. Which of the following archival research approaches is William using?

A. A case study B. A field experiment C. A survey archive D. Statistical records

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-09 Census Data or Statistical Records

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3. You are interested in knowing if the age of an individual and their religious affiliation are related to political conservatism. To answer this question, you analyze data available from the Inter- university Consortium for Political and Social Research (ICPSR). Which type of research approach have you employed?

A. A case study B. A field experiment C. A survey archive D. A participant observation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-10 Survey Archives

4. A researcher codes the nonverbal behaviours of married couples while they are discussing child-rearing methods. The researcher is using A. naturalistic observation.

B. systematic observation.

C. a survey.

D. a case study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-04 Systematic Observation

5. Case studies are most useful for studying A. rare or unusual events.

B. large populations.

C. ambiguous questions.

D. cognitive variables.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 06-04 Describe the features of a case study and its appropriate uses.

Topic: 06-07 Case Studies

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6. A researcher would employ a(n) when he or she wants to describe and understand how people in a setting live, work, and experience the setting.

A. content analysis B. experimental method C. archival research study D. naturalistic observation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-02 Naturalistic Observation

7. Sylvia is interested in studying the parental behaviours displayed by sea turtles. She spends three months scuba diving off the Mexican coast observing and recording the range of behaviours that occur. This research method would best be categorized as A. content analysis.

B. naturalistic observation.

C. archival research.

D. experimental methodology.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-02 Naturalistic Observation

8. The research approach in which the researcher does not actually collect original data but analyzes already existing data is called A. naturalistic observation.

B. a field experiment.

C. archival research.

D. systematic observation.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-08 Archival Research

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9. Content analysis and systematic observation are similar in that both A. utilize a coding system of some sort.

B. depend on qualitative data.

C. are forms of archival research.

D. require concealed participation.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-12 Working with Archival Data: Content Analysis and Interpretation

10. When developing coding systems, researchers should ensure that coding systems, A. be as complex as possible.

B. not place behaviours into categories.

C. be as simple as possible.

D. include only nonverbal behaviours.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-05 Coding Schemes

11. Every day, as a part of his research, Michael examines self-disclosure that occurs between males and females by monitoring Internet discussion groups. Which method of research does this best illustrate?

A. Experimental B. Archival C. Case study D. Naturalistic observation

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-02 Naturalistic Observation

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12. The best method to test the hypothesis that male elephants are more socially dominant than female elephants would be a(n) A. archival research study.

B. survey.

C. case study.

D. naturalistic observation.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-02 Naturalistic Observation

13. Dr. Pam, who belongs to Alcoholics Anonymous (AA), conducts naturalistic observation research during AA meetings. Dr. Pam is a observer.

A. nonparticipant B. participant C. concealed D. non-concealed

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-03 Issues in Naturalistic Observation

14. Should an observer conceal or disclose the fact that observations are being made?

A. Concealed observation is preferred because it is less reactive.

B. Non-concealed observation is preferred because it is less reactive.

C. Concealed observation is preferred because the observer can take more precise measurements.

D. Whether concealed or non-concealed observation is preferred must be decided on an individual basis.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-03 Issues in Naturalistic Observation

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15. Wendy examines newspaper articles to explore whether female political candidates refer to family members more often than male candidates. This study is an example of a(n) A. survey.

B. psychobiography.

C. field experiment.

D. archival research study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-08 Archival Research

16. The goal of naturalistic observation is to A. test theoretical hypotheses.

B. conduct experiments in real, rather than artificial, environments.

C. get quick answers to theoretical questions.

D. describe in detail people's behaviour in a particular setting or situation.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-02 Naturalistic Observation

17. In systematic observation studies, reliability is indicated by A. high agreement among observers.

B. a high FICS score.

C. high validity.

D. low reactivity.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-06 Issues in Systematic Observation

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18. Which of the following is not an advantage of conducting a naturalistic observation?

A. It allows investigation of behaviours that occur in complex social settings.

B. It can always be scheduled at time that is convenient for the researcher.

C. It allows development of theories based on observations.

D. It allows the researcher to gather qualitative as well as quantitative data.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-03 Issues in Naturalistic Observation

19. An advantage of participant over nonparticipant observation is A. the observer may lose the objectivity needed to conduct the scientific observation.

B. the researcher may be able to experience events in the same way as natural participants.

C. it is always a more ethical research approach than nonparticipant observation.

D. the conclusions lack objectivity.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-03 Issues in Naturalistic Observation

20. Naturalistic observation is less useful than other methods for A. investigating complex social settings.

B. developing theories based on observation.

C. making observations in a natural setting over an extended period of time.

D. studying well-defined hypotheses under precisely specified conditions.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-03 Issues in Naturalistic Observation

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21. Tracy decides to employ naturalistic observation on students within the halls of her residence. A potential problem with this type of observation is she A. may be unable to experience the day-to-day behaviours within the halls of the residence.

B. does not know the members she is observing.

C. may lose the objectivity needed to conduct the scientific observation.

D. is not using concealed observation.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-03 Issues in Naturalistic Observation

22. Bebe observes a child's behaviour after he has watched 15 minutes of violent cartoons.

She codes the child's behaviour every 30 seconds according to whether he hits, kicks, pushes, or bites another child. This observational technique can best be described as observation.

A. naturalistic B. systematic C. methodological D. reactive

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-04 Systematic Observation

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23. What is the difference between naturalistic observation and systematic observation?

A. Naturalistic observation studies are typically designed to confirm previously formed hypotheses, whereas systematic observation studies are not.

B. Systematic observation studies are typically designed to confirm previously formed hypotheses, whereas naturalistic observation studies are not.

C. Naturalistic observation studies are usually time-consuming, while systematic observation studies are not.

D. Systematic observation studies are usually time-consuming, while naturalistic observation studies are not.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-04 Systematic Observation

24. A researcher wants to test the assertion that female Olympic athletes committed suicide more often than male Olympic athletes. The appropriate method to use would be a(n) A. archival research study.

B. survey.

C. naturalistic observation study.

D. field experiment.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-08 Archival Research

25. Dr. Smith participates in a police ride-along program in order to examine the day-to-day activities of police officers. This method of gathering information may best be described as A. archival research.

B. content analysis.

C. naturalistic observation.

D. an informational approach.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-02 Naturalistic Observation

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26. A major distinction between quantitative and qualitative descriptive methods Is that quantitative techniques use while qualitative techniques involve _.

A. correlational methods; experimental methods B. experimental methods; correlational methods C. numerical descriptions; verbal descriptions D. verbal descriptions; numerical descriptions

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-01 Compare quantitative and qualitative approaches to investigating behaviour.

Topic: 06-01 Quantitative and Qualitative Approaches

27. A major difference between systematic observation and naturalistic observation is systematic observation A. studies behaviour in a natural setting; naturalistic observation does not.

B. employs concealed observation; naturalistic observation does not.

C. observes specific behaviours in specific settings; naturalistic observation does not.

D. is less time consuming than naturalistic observation.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-04 Systematic Observation

28. A is a type of case study in which research applies psychological theory to explain the life of an individual.

A. written record B. systematic biography C. psychobiography D. statistical case study

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 06-04 Describe the features of a case study and its appropriate uses.

Topic: 06-07 Case Studies

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29. Dr. Silverman is interested in the daily activities of a group of 4th graders. He asks the children to indicate the amount of time per day they spend watching television, playing video games, and studying. This type of data gathering technique would be an example of a(n) approach.

A. organizational B. quantitative C. qualitative D. experiential

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 06-01 Compare quantitative and qualitative approaches to investigating behaviour.

Topic: 06-01 Quantitative and Qualitative Approaches

30. A researcher wants to gather information on citizens' feelings about the building of a new airport in their neighborhood. She gathers groups of citizens and engages them in a discussion about the advantages and disadvantages of the proposed airport. This type of data gathering would best be referred to as a(n) approach.

A. organizational B. quantitative C. qualitative D. experiential

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 06-01 Compare quantitative and qualitative approaches to investigating behaviour.

Topic: 06-01 Quantitative and Qualitative Approaches

31. If you ask teenagers to describe the behaviours of their parents that most upsets them, you would be using a(n) _ approach of data collection.

A. correlational B. experimental C. qualitative D. quantitative

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-01 Compare quantitative and qualitative approaches to investigating behaviour.

Topic: 06-01 Quantitative and Qualitative Approaches

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32. When Mrs. Harper asks elementary school children to indicate the number of books they have checked out of the school library during the past month, what type of observational method is she using?

A. Methodological B. Reactive C. Qualitative D. Quantitative

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-01 Compare quantitative and qualitative approaches to investigating behaviour.

Topic: 06-01 Quantitative and Qualitative Approaches

33. For systematic observation, the researcher is interested in A. several B. as many as possible C. specific D. unspecific

behaviours.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-04 Systematic Observation

34. When the conclusions of research are based on the interpretations of the investigator, research has been employed. However, if the conclusions are based upon statistical analyses of the data, research has been employed.

A. non-observational; observational B. qualitative; quantitative C. quantitative; qualitative D. observational; non-observational

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-01 Compare quantitative and qualitative approaches to investigating behaviour.

Topic: 06-01 Quantitative and Qualitative Approaches

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35. Before recording any behaviours displayed by children in a third-grade classroom, Emeril visits the classroom continually for three weeks. Emeril's visitations will help lessen A. validity.

B. reactivity.

C. reliability.

D. sampling.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-06 Issues in Systematic Observation

36. In a systematic observation study, two different people use the coding system to analyze the same videotape. The level of agreement between the two observers is then determined.

Which methodological issue in systematic observation does this activity address?

A. Inter-rater reactivity B. Inter-rater reliability C. Inter-rater sampling D. Inter-rater validity

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-06 Issues in Systematic Observation

37. Harvey examines baseball records to determine whether National League teams who play the final game of the World Series at home lose more often than American League teams.

Which of the following archival research approaches is Harvey using?

A. Survey archives B. Statistical records C. Self-report D. Anthropological data

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-09 Census Data or Statistical Records

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38. Studies using archival data possess A. internal validity B. internal reliability C. external validity D. external reliability

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-12 Working with Archival Data: Content Analysis and Interpretation

39. Which of the following is not a challenge associated with the use of archival data?

A. Records required for data analysis may be difficult to obtain B. Some groups may have privacy settings making data unavailable C. Data obtained from archives is non-experimental D. It is simple to make causal claims about associations between observed relationships of behaviour.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-12 Working with Archival Data: Content Analysis and Interpretation

40. Luis studies a newspaper's attitudes towards candidates for the position of Police Chief by counting the number of positive and negative comments attributed to each candidate. Luis's research approach is an example of a A. content analysis.

B. survey archive.

C. statistical record.

D. psychobiography.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-12 Working with Archival Data: Content Analysis and Interpretation

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41. Betsy wants to determine if types of products advertised on television vary depending on the time of day. Which type of archival research approach would you suggest she employ to best address her question?

A. Survey archive B. Content analysis C. Statistical records D. Written records

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-12 Working with Archival Data: Content Analysis and Interpretation

42. Data from a repository of survey archives is available to A. researchers affiliated to universities only B. researchers working in groups of four or more.

C. any researcher who wishes to analyze them.

D. researchers conducting research in the social sciences only.

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-10 Survey Archives

43. The Canadian version of the General Social Survey (GSS) is funded by A. American Psychological Association B. The Canadian Psychological Association C. Service Canada D. Statistics Canada

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-10 Survey Archives

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44. James analyzed data from the General Social Survey (GSS) by Statistics Canada in order to examine the relationship between education and life satisfaction. This research approach may best be categorized as a A. naturalistic observation.

B. systematic observation.

C. survey archive.

D. content analysis.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-10 Survey Archives

45. Observing horn honking and hand gestures displayed by drivers as measures of aggressive driving behaviour would be a(n) A. naturalistic observation.

B. systematic observation.

C. survey.

D. archival research.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-04 Systematic Observation

46. A researcher conducted an in-depth examination of Jack the Ripper and concluded that there are three possible reasons for why he became a mass murderer. This research approach is an example of a A. field experiment.

B. psychobiography.

C. systematic biography.

D. naturalistic observation.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 06-04 Describe the features of a case study and its appropriate uses.

Topic: 06-07 Case Studies

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47. Joe and Sarah examined award-winning films of the past 20 years in order to determine if there was a common theme for the story line. Which type of archival research approach have they most likely used?

A. Mass communication records B. Survey archives C. Systematic observation D. Self-report

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-11 Written Records and Mass Media

48. Which of the following statements is least likely to be correct in comparing naturalistic to systematic observation?

A. Systematic observation studies are designed to confirm previously formed hypotheses, whereas naturalistic studies are not.

B. Data in systematic observation studies are more likely to be qualitative, whereas naturalistic studies are likely to be quantitative.

C. Systematic observation studies observe specific behaviours in specific settings, whereas naturalistic studies do not.

D. Systematic observation studies are much less global than are naturalistic observation studies.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-04 Systematic Observation

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49. A two-year account of the progress of a manic-depressive patient who is undergoing psychiatric care is an example of a A. field experiment.

B. case study.

C. systematic observation.

D. naturalistic observation.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-04 Describe the features of a case study and its appropriate uses.

Topic: 06-07 Case Studies

50. Data in naturalistic observation studies are most likely to be A. quantitative.

B. qualitative.

C. unreliable.

D. non-empirical.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-02 Naturalistic Observation

51. Data in systematic observation studies are most likely to be A. quantitative.

B. qualitative.

C. unreliable.

D. statistically significant.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-04 Systematic Observation

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52. In a naturalistic observation, which of the following data-collection techniques would a researcher be least likely to employ?

A. Observation of people and events B. Talking with key informants C. Use audio and videotape recordings D. Record how people respond to environmental settings manipulated by the researcher

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-02 Naturalistic Observation

53. For a good naturalistic observational study, a researcher will often support the analysis by A. testing only hypotheses that have been proposed by others.

B. using multiple confirmations.

C. using only qualitative data.

D. using only quantitative data.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 06-02 Describe naturalistic observation as a method and discuss related issues such as participation and concealment.

Topic: 06-02 Naturalistic Observation

54. Joanne and Carole are conducting a systematic observation study on children's aggressive behaviour in playgrounds. Joanne concludes that boys display more aggressive behaviours than do girls. Carole concludes the opposite. Based on these conclusions, which methodological issue would be of most concern in this study?

A. Reactivity B. Sampling bias C. Validity D. Reliability

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 06-03 Describe systematic observation as a method and discuss related issues such as the use of coding schemes, participant reactivity, equipment, reliability, and sampling.

Topic: 06-06 Issues in Systematic Observation

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55. In a cross-cultural study on the topic of mortality, Margaret examined anthropologists' descriptions of different cultures' beliefs regarding life after death. Which archival approach has she most likely employed?

A. Statistical records B. Survey archives C. Written records D. Self-reports

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-11 Written Records and Mass Media

56. Dr. Stanley examines messages displayed on Internet bulletin boards in order to study whether males and females differ in the types and number of characteristics they use when describing themselves. What type of archival research data is Dr. Stanley using?

A. Statistical records B. Survey archives C. Written records D. Video observation

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-11 Written Records and Mass Media

57. A researcher studies letters to the editor to assess community attitudes. The researcher is using A. statistical records.

B. survey archives.

C. written records.

D. a case study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-11 Written Records and Mass Media

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58. Dr. Bowman has developed a coding system for aggressive behaviours displayed in comic books. She has her assistants read comic books published between 1980 and 1984 and record the number of aggressive acts displayed in each comic. She also has her assistants read comic books published between 1985 and 1989 and record the number of aggressive acts displayed.

This approach to studying aggressive behaviour may best be categorized as A. survey research.

B. naturalistic observation.

C. written records.

D. content analysis.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 06-05 Describe archival research and various sources of archival data.

Topic: 06-12 Working with Archival Data: Content Analysis and Interpretation

Chapter 07 Survey Research: Asking People about Themselves

Multiple Choice Questions 1. James has constructed a 95% confidence interval and found the confidence limits to be 75 and 79. We can conclude that A. 95% of all population means will be between 75 and 79.

B. scores from 95% of individuals within the population will be between 75 and 79.

C. 95% of confidence intervals that are calculated in this manner will contain the true population mean.

D. mathematically, 95% of 79 is 75.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-04 Compare two ways to administer surveys: written questionnaires and verbal interviews.

Topic: 07-16 Population and Samples

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2. Which of the following behaviours would a researcher be least likely to do to increase response rates when employing telephone or mail surveys?

A. Send a follow-up reminder B. Offer an incentive for participating C. Ask a respondent to call the researcher back D. Attempt to convince people of the importance of the survey and their participation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 07-06 Describe the ways that samples are evaluated for potential bias, including sampling frame and response rate.

Topic: 07-18 To Describe a Specific Population, Sample Thoroughly

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3. Which method of choosing a sample of 10 people from a population of 100 is least likely to result in a random sample?

A. Use a table of random numbers to identify 10 people with the lowest numbers B. Use telephone numbers to identify 10 people with the lowest numbers C. Asking for 10 volunteers D. Picking 10 names from a jar containing all 100 names

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-20 Probability Sampling

4. On a survey, Judd is asked to indicate his age, gender, and marital status. Which type of survey question do these items best represent?

A. Attitudes and belief B. Facts and demographics C. Behaviour D. Subjective

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-04 Defining the Research Objectives

5. Nancy assesses voters' attitudes toward their likelihood to vote in the city elections by asking them to make a check on a 100-millimeter line with the anchor "very unlikely" at one end of the line and the anchor "very likely" at the other. This would be an example of which type of rating scale?

A. Semantic differential B. Graphic rating C. Behavioural measure D. Comparative rating

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-03 Describe different ways to construct questions, including open-ended questions and closed-ended questions.

Topic: 07-08 Rating Scales for Closed-Ended Questions

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6. In order to study changes in answers to survey questions over time, a researcher could use a(n) A. panel study.

B. wave analysis.

C. case study.

D. archival study.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-01 Discuss reasons for conducting survey research.

Topic: 07-01 Why Conduct Surveys?

7. The chair of the Psychology department is interested in Psychology majors' attitudes toward implementing an internship as a requirement for completion of the degree. She obtains a list of all students who are psychology majors, randomly selects 100, and surveys all the selected students. What type of sampling technique has she employed?

A. Simple random sampling B. Stratified random sampling C. Class sampling D. Convenience sampling

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-20 Probability Sampling

8. If you are asked to choose "yes or no" for the question "Are you a full-time student?" you have been asked a(n) question.

A. loaded B. open-ended C. closed-ended D. double-barreled

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-03 Describe different ways to construct questions, including open-ended questions and closed-ended questions.

Topic: 07-07 Closed- versus Open-Ended Questions

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9. A researcher wants to study math achievement in sixth graders. The researcher obtains a list of all elementary school districts in the province, randomly selects 5 percent of the districts, and administers achievement tests to all sixth graders in these districts. This sampling method is called sampling.

A. stratified random B. quota C. cluster D. convenience

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-20 Probability Sampling

10. Your research methods instructor asks you to distribute a survey on cheating to a random sample of college students. To save time, you go to the cafeteria and distribute the surveys among the students who are there. This sampling method is called sampling.

A. simple random B. convenience C. cluster D. quota

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-21 Non-probability Sampling

11. indicates the deviation in results obtained from a sample compared to the true population value.

A. Reliability B. Validity C. Confidence interval D. Sampling error

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-04 Compare two ways to administer surveys: written questionnaires and verbal interviews.

Topic: 07-16 Population and Samples

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12. Which one of the following is a probability sampling technique?

A. Simple random sampling B. Quota sampling C. Convenience sampling D. Purposive sampling

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-20 Probability Sampling

13. "Are you in favour of programs designed to help lower the unreasonably high rent in the county?" is an example of a(n) question.

A. unnecessarily complex B. loaded C. double-barreled D. socially undesirable

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

14. Research on semantic differential scales shows that concepts are rated along three basic dimensions. Which of the following is not one of these dimensions?

A. Beneficence B. Potency C. Evaluation D. Activity

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 07-03 Describe different ways to construct questions, including open-ended questions and closed-ended questions.

Topic: 07-08 Rating Scales for Closed-Ended Questions

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15. The sampling is the actual set of people who might be included in the sample after the population is defined.

A. size B. set C. frame D. control

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-06 Describe the ways that samples are evaluated for potential bias, including sampling frame and response rate.

Topic: 07-18 To Describe a Specific Population, Sample Thoroughly

16. When constructing a survey, it is a good idea to ask the most interesting and important questions .

A. first B. in the middle C. last D. scattered throughout the survey

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-03 Describe different ways to construct questions, including open-ended questions and closed-ended questions.

Topic: 07-10 Formatting the Questionnaire

17. "Should residents of the city spend more money on parks and road improvements?" is an example of a question.

A. yes-or-no B. double-barreled C. leading D. needs assessment

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

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18. "Do you agree that male teenage drivers are more dangerous than female teenage drivers?" is an example of a question.

A. negatively worded B. double-barreled C. loaded D. yea-saying and nay-saying

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

19. "Do you think it is important to decrease the extreme amount of money wasted on holiday decorations?" is an example of a question.

A. double-barreled B. negative worded C. loaded D. yea-saying and nay-saying

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

20. In general, the lower the response rate for a survey, the A. more likely biases exist to distort the findings.

B. less likely biases exist to distort the findings.

C. more confidence one has in generalizing the results.

D. more confidence one has that respondents are telling the truth.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 07-06 Describe the ways that samples are evaluated for potential bias, including sampling frame and response rate.

Topic: 07-18 To Describe a Specific Population, Sample Thoroughly

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21. In survey research, when individuals tend to respond to all questions from a particular perspective rather than to the content of the question, they are displaying A. feedback response.

B. simplicity.

C. negative wording.

D. a response set.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 07-01 Discuss reasons for conducting survey research.

Topic: 07-02 Response Bias in Survey Research

22. Jack has a difficult time answering the question "Are you in favour of increasing tuition in order to increase the number of classes and parking spaces offered?" because it is a question.

A. loaded B. double-barreled C. negatively worded D. yea-saying and nay-saying

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

23. With simple random sampling, each member of the population has a(n) probability of being sampled.

A. equal B. haphazard C. nonspecific D. 50%

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-20 Probability Sampling

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24. Probability sampling techniques are most important for A. generalization of results to a population.

B. selecting participants for experiments.

C. obtaining significant results.

D. internal validity.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-20 Probability Sampling

25. A survey researcher would be most likely to use a(n) of the variables under study are well defined.

A. loaded B. double-barreled C. open-ended D. closed-ended

question when the dimensions

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 07-03 Describe different ways to construct questions, including open-ended questions and closed-ended questions.

Topic: 07-07 Closed- versus Open-Ended Questions

26. George wants to know what teenagers believe is the most significant social problem facing today's youth. Which type of question would be the most useful?

A. Closed-ended B. Double-barreled C. Open-ended D. Loaded

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-03 Describe different ways to construct questions, including open-ended questions and closed-ended questions.

Topic: 07-07 Closed- versus Open-Ended Questions

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27. A is a listing of the actual population of people from which a random sample will be drawn.

A. confidence interval B. response set C. population estimate D. sampling frame

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-06 Describe the ways that samples are evaluated for potential bias, including sampling frame and response rate.

Topic: 07-18 To Describe a Specific Population, Sample Thoroughly

28. When respondents answer in agreement with all questions, this is referred to as However, if respondents answer in disagreement to all questions, this is referred to as A. social desirability; social undesirability B. loading; unloading C. positive wording; negative wording D. yea-saying; nay-saying

. .

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

29. It is important to use sampling when you wish to make precise statements about particular characteristics of a specific population.

A. haphazard B. quota C. probability D. non-probability

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-19 Sampling Techniques

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30. For his research, Rick divides the population into subgroups, and then uses random sampling to select members from each subgroup. What procedure is Rick using?

A. Simple random sampling B. Stratified random sampling C. Cluster sampling D. Subgroup sampling

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-20 Probability Sampling

31. The city council wants to examine their citizens' feelings about allowing dogs on the city's beaches. They construct a list of all the blocks in the city and randomly select 20% of the blocks to sample. They then survey all residents of the selected city blocks. This sampling strategy is an example of which of the following sampling techniques?

A. Stratified random B. Simple random C. Purposive D. Cluster

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-20 Probability Sampling

32. A non-probability sampling technique for choosing a sample that reflects the numerical composition of various subgroups in the population is called A. convenience sampling.

B. stratified random sampling.

C. quota sampling.

D. cluster sampling.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-21 Non-probability Sampling

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33. Which of the following is not true of quota sampling?

A. No restrictions are placed on how people in the various subgroups are chosen.

B. The sample reflects the numerical composition of the whole population of interest.

C. Respondents within each subgroup are selected in a haphazard manner.

D. Everyone in the population has a known or equal chance of being included.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-21 Non-probability Sampling

34. Researchers are often not worried about obtaining random samples from the "general population" for their research because A. random samples are too difficult to obtain.

B. populations are similar regardless of where they were obtained.

C. relationships between variables will change over time.

D. most psychological research is focused on studying the relationships between variables.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-22 Reasons for Using Convenience Samples

35. Asking participants in a survey if they agree with the statement "I like spending my free time with other people" and later in the survey asking in they agree with the statement "I enjoy being alone during my free time" will help in identifying A. loaded questions.

B. negative wording.

C. response sets.

D. double-barreled questions.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

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36. Kris is in a hurry but feels obligated to answer a questionnaire given to him by a distant friend. He agrees with all the answers; Kris' responding is referred to as .

A. Careless responding B. Subconscious responding C. Half-hearted responding D. Inattentive responding

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

37. When interviewing Sarah, John nods his head and smiles whenever Sarah responds with an answer that he likes. John's behaviour is an example of A. a response set.

B. yea-saying.

C. sampling bias.

D. interviewer bias.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-04 Compare two ways to administer surveys: written questionnaires and verbal interviews.

Topic: 07-14 Interviews

38. The adequacy of your A. confidence interval B. response set C. sampling frame D. sampling error

will influence your ability to generalize your results.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-06 Describe the ways that samples are evaluated for potential bias, including sampling frame and response rate.

Topic: 07-18 To Describe a Specific Population, Sample Thoroughly

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39. Students are asked to evaluate the food sold in the university cafeteria on 7-point scales with bipolar adjectives such as poor-good and inexpensive-expensive. What type of scale do these measures represent?

A. Graphic rating B. Comparative rating C. Semantic differential D. Labeled response alternatives

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-03 Describe different ways to construct questions, including open-ended questions and closed-ended questions.

Topic: 07-08 Rating Scales for Closed-Ended Questions

40. If you want to assess political allegiances amongst registered voters in Vancouver classified by social class and age, you might randomly select voters from each subgroup according to their proportion in the entire city. This sampling technique is called sampling.

A. quota B. cluster C. simple random D. stratified random

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-20 Probability Sampling

41. Emily is studying the effect of physical appearance on the likelihood to vote for a female candidate using volunteers from an introductory psychology class. Emily's sampling technique best represents a A. cluster.

B. quota.

C. simple random.

D. convenience.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-21 Non-probability Sampling

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42. A sample size will A. large; reduce B. large; expand C. small; not effect D. small; reduce

the size of the confidence interval.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-05 Explain the relationship between sample size and precision.

Topic: 07-17 For More Precise Estimates, Use a Larger Sample

43. A person who tries to present himself or herself in a positive way on a questionnaire is showing a response set.

A. social psychological B. social desirability C. social acceptance D. social affirmation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-01 Discuss reasons for conducting survey research.

Topic: 07-02 Response Bias in Survey Research

44. When Nila is "faking good" by answering all questions in a nice and seemingly proper way, Nila is demonstrating .

A. social politeness B. social desirability C. social acceptance D. social affirmation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-01 Discuss reasons for conducting survey research.

Topic: 07-02 Response Bias in Survey Research

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45. When Carl responds to the questions on a survey, he answers in a way that would reflect most favourably on him. Carl's behaviour best illustrates A. social feedback.

B. social acceptance.

C. social desirability.

D. feedback response.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-01 Discuss reasons for conducting survey research.

Topic: 07-02 Response Bias in Survey Research

46. With all forms of probability sampling techniques, each member of the population has a(n) probability of being sampled.

A. equal B. haphazard C. specific D. significant

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-19 Sampling Techniques

47. Sarah stands outside of a grocery store on the west side of town and surveys exiting shoppers about their preference for frozen desserts. What type of sampling technique does Sarah's survey represent?

A. Probability B. Non-probability C. Stratified random D. Simple random

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-21 Non-probability Sampling

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48. Which one of the following is a non-probability sampling technique?

A. Simple random sampling B. Quota sampling C. Stratified random sampling D. Cluster sampling

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-21 Non-probability Sampling

49. To test the hypothesis that younger people are more opposed to the use of nuclear energy than older people, the best method would be to conduct a(n) A. archival study.

B. case study.

C. survey.

D. naturalistic observation study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-01 Discuss reasons for conducting survey research.

Topic: 07-01 Why Conduct Surveys?

50. Convenience sampling is also known as A. passers-by B. haphazard C. uncomplicated D. straight-forward

sampling.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 07-07 Compare and contrast three kinds of probability and three kinds of non-probability sampling techniques.

Topic: 07-21 Non-probability Sampling

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51. Which of the following statements is NOT true of Internet surveys?

A. After the questionnaire is completed, the responses are immediately sent to the researcher.

B. Only closed-ended questions can be presented to the respondents.

C. The researcher can obtain samples of people with particular characteristics.

D. The results obtained from the Internet are similar to results found using traditional methods.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 07-04 Compare two ways to administer surveys: written questionnaires and verbal interviews.

Topic: 07-13 Questionnaires

52. Jenny agrees with all the questions of a questionnaire. Researchers term such behaviour as having a(n) bias.

A. respondent B. researcher C. acquiescence D. acquired

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

53. "The Windsor city council members should not be allowed to vote on increases in their own pay" is an example of a question.

A. simplistic B. double-barreled C. yea-saying and nay-saying D. negatively worded

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

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54. Of which type of question is "Do you favour elected officials not be allowed to run for more than two consecutive terms in office?" an example?

A. Double-barreled B. Simplistic C. Yea-saying and nay-saying D. Negatively worded

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 07-02 Identify features to consider when writing questions for questionnaires and interviews, including defining research objectives, question wording, and response options.

Topic: 07-03 Constructing Good Questions Topic: 07-05 Question Wording

Chapter 08 Experimental Design

Multiple Choice Questions 1. If a within-subjects experiment produces 50 scores in treatment 1 and 50 scores in treatment 2, then the experiment must have employed A. 50 participants.

B. 100 participants.

C. 25 participants.

D. 200 participants.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-06 Within-subjects Experiments

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2. How many participants would be needed for a within-subjects experiment comparing four different treatment conditions, which investigated 20 participants in each treatment?

A. 20 B. 5 C. 80 D. 40

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-06 Within-subjects Experiments

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3. Which one of the following accurately describes a disadvantage of specifically using a pretest-posttest design?

A. A pretest introduces a new confound of participant attrition.

B. If participants drop out, you no longer have equal groups.

C. A pretest can sensitize the participants to the manipulation created by the experimenter.

D. This design does not allow you to rule out regression effects.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

4. A matched pairs design is used when A. it is too expensive to use simple random assignment.

B. an investigator wants to "match" participants on two variables.

C. a researcher wants to ensure that between-subjects groups are equivalent on a crucial participant characteristic.

D. a nonexperimental design restricts the population of participants.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-05 Matched Pairs Design

5. To control for order effects in a within-subjects design, you should ideally use A. counterbalancing techniques.

B. an between-subjects design.

C. a reversal design.

D. a long time interval between conditions.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-08 Counterbalancing

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6. If you cannot use all possible orders in a within-subjects design, a good alternative is to use A. an between-subjects design.

B. a Latin Square design.

C. a reversal design.

D. complete counterbalancing.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-08 Counterbalancing

7. Jesse states that in his experiment, he has counterbalanced his conditions. What does this mean?

A. He has an equal number of participants in all conditions.

B. All participants are exposed to all conditions.

C. All possible orders of presentation of conditions are presented.

D. Conditions are presented in a fixed order.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-08 Counterbalancing

8. A Latin Square design is used when A. multiple baselines must be observed.

B. within-subjects cannot be used.

C. complete counterbalancing requires too many conditions.

D. the between-subjects groups are too costly.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-08 Counterbalancing

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9. Failure of the experimenter to control some extraneous variable may result in a(n) A. state of confusion.

B. confound.

C. conflict.

D. interaction.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

10. Internal validity means that A. the change in the dependent variable can be attributed to the effect of the independent variable.

B. results can be generalized to other situations.

C. confounds were not well controlled.

D. all of the variables have construct validity.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

11. When a confounding variable is present in an experiment, one cannot tell whether the results were due to the A. independent variable or the dependent variable.

B. independent variable or the confounding variable.

C. dependent variable or the interval variable.

D. dependent variable or the participant variable.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

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12. Selective attrition refers to the fact that participants sometimes A. cheat on questionnaires.

B. refuse to participate in an experiment.

C. drop out of an experiment.

D. fail to sign the informed consent forms.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

13. Which of the following statements is least likely to be true of using Latin Square?

A. It controls for order effects.

B. It results in complete counterbalancing.

C. Each condition appears at each ordinal position.

D. Each condition precedes and follows each condition one time.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-08 Counterbalancing

14. In an experimental design, if awareness of a pretest poses a problem, which of the following would a researcher be least likely do?

A. Disguise the pretest B. Embed the pretest in a set of irrelevant measures C. Employ a Solomon four-group design D. Tell the participant not to pay attention to the pretest

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

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15. A researcher wants to know if a new sports drink improves physical performance.

Participants are first measured on the number of sit-ups they can complete in one minute. The participants are then given eight ounces of the new sports drink, and then the number of situps completed in one minute is again measured. The researcher finds that the number of situps completed is less after versus before consuming the new sports drink. This finding is likely a result of a effect.

A. reactive B. practice C. fatigue D. contrast

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-07 Advantages and Disadvantages of the Within-Subjects Design

16. Lauren usually receives excellent ratings of her performance on the basketball court.

However, her coach rates her performance in today's game much lower than normal because her teammates had an exceptionally good game. What effect may be responsible for today's lower rating?

A. Practice B. Contrast C. Fatigue D. Carry over

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-07 Advantages and Disadvantages of the Within-Subjects Design

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17. A researcher is interested in factors that influence perceptions of others. She presents participants with photographs of female super models and asks them to rate the attractiveness of each woman. She then presents participants with photographs of women of average attractiveness and again asks participants to rate the attractiveness of each woman.

Surprisingly, she finds that participants rate the women of average attractiveness much lower than she expected. What effect may be responsible for the lower ratings?

A. Reactive B. Practice C. Fatigue D. Contrast

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-07 Advantages and Disadvantages of the Within-Subjects Design

18. The two kinds of order effects that are associated with the passage of time are A. practice and carry-over effects.

B. carry-over and fatigue effects.

C. fatigue and counterbalanced effects.

D. practice and fatigue effects.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-07 Advantages and Disadvantages of the Within-Subjects Design

19. Which one of the following is NOT a type of order effect?

A. Reactive effect B. Practice effect C. Fatigue effect D. Contrast effect

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-07 Advantages and Disadvantages of the Within-Subjects Design

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20. A researcher wants to find out whether campers prefer cotton or nylon sleeping bags. A troop of boy campers tried cotton and a troop of girl campers tried nylon sleeping bags. The sleeping bags were rated for softness and warmth. The confounding variable is A. cotton or nylon material.

B. softness.

C. gender of camper.

D. campsite.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

21. A researcher wants to know whether wearing sunglasses improves driving performance. If a between-subjects design is used, the researcher would manipulate the variable by A. randomly assigning half the drivers to a sunglasses condition and half to a no-sunglasses condition.

B. having all drivers first drive without sunglasses and then with sunglasses.

C. having half the drivers first drive without sunglasses and then with sunglasses and having the other half first drive with sunglasses and then without sunglasses.

D. selectively placing half the drivers to a sunglasses condition and half to a no-sunglasses condition.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-02 List and explain three major steps toward planning a basic experiment.

Topic: 08-03 Between-Subjects Experiments

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22. A researcher wants to know whether wearing sunglasses improves driving performance.

In a counterbalanced within-subjects design, presence or absence of sunglasses would be varied by A. randomly assigning half the drivers to a sunglasses condition and half to a no-sunglasses condition.

B. having all drivers first drive without sunglasses and then with sunglasses.

C. having half the drivers first drive without sunglasses and then with sunglasses and having the other half first drive with sunglasses and then without sunglasses.

D. having all drivers first drive with sunglasses and then without sunglasses.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-08 Counterbalancing

23. A researcher wants to find out how much fins increase swimming speed. If a betweensubjects design is used, the researcher would manipulate the variable by A. randomly assigning half the swimmers to the no-fin condition and half to the fin condition.

B. having all swimmers first swim without fins, then swim with fins.

C. having half the swimmers first swim without fins and then with fins, and having the other half swim first with fins and then without fins.

D. having some swimmers swim with fins, some swimmers swim with only one fin, and some swimmers swim with no fins.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-02 List and explain three major steps toward planning a basic experiment.

Topic: 08-03 Between-Subjects Experiments

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24. A researcher wants to find out how much fins increase swimming speed. This hypothesis could be tested with a counterbalanced within-subjects design by A. randomly assigning half the swimmers to the no-fin condition and half to the fin condition.

B. having all swimmers first swim without fins, then swim with fins.

C. having half the swimmers first swim without fins and then with fins, and having the other half swim first with fins and then without fins.

D. having some swimmers swim with fins, some swimmers swim with only one fin, and some swimmers swim with no fins.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-08 Counterbalancing

25. At the end of a three-year study, Susan finds that 12 percent of her participants did not take part in the final survey because they moved away. In research terms, Susan is experiencing a problem.

A. maturation B. testing C. history D. selective attrition

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

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26. When a researcher assigns tall participants to the experimental condition, and mostly short participants to the control condition, in an experiment on physical endurance, what may this possibly result in?

A. Selection bias B. Selection differences C. Selection similarity D. Selection overlook

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-02 List and explain three major steps toward planning a basic experiment.

Topic: 08-02 Planning a Basic Experiment

27. A research psychologist has participants serve as their own control group by having them take part in every condition of his study. This experimental approach is an example of a(n) A. one-shot case study.

B. simple random design C. between-subjects design.

D. within-subjects design.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-06 Within-subjects Experiments

28. In testing the effect of noise on performance of a task, Ernie tests half of the participants in a cool, comfortable, quiet room, and the other half in a hot, noisy room. Ernie's failure to control for temperature of the room may result in a(n) A. externally valid study.

B. internally valid study.

C. interaction.

D. confound.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

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29. When a confound is discovered in an experiment, A. internal validity can be assumed.

B. external validity can be assumed.

C. internal validity is challenged.

D. external validity is challenged.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

30. Gabriel measures participants on a variable of interest and rank orders them according to their scores. He then places them in pairs in which each member has approximately the same score as the other member in the pair. The members of each pair are then randomly assigned to the conditions in the experiment. Gabriel's method of participant assignment is an example of a design.

A. posttest only B. within-subjects C. Latin Square D. matched pairs

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-05 Matched Pairs Design

31. The matched pairs design may be particularly useful when .

A. individual differences are expected to have a little influence on the dependent variable.

B. individual differences are expected to have a large influence on the dependent variable.

C. equivalent groups have been created randomly D. the researcher has too many participants for the study

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-05 Matched Pairs Design

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32. Which of the following statements is incorrect? In an experimental design, selective attrition can refer to the A. death of a participant.

B. loss of participants due to illness.

C. length of time the individual participates.

D. loss of participants in a study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

33. A confounding variable is devastating to an experimental design because it A. increases the variability in the data.

B. increases the internal reactivity of the experiment.

C. makes possible alternative explanations for the results.

D. eliminates alternative explanations for the results.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

34. A matched pairs design involves A. randomly assigning participants to groups and then matching pairs of participants.

B. matching pairs of participants on a variable and then randomly assigning one member of each pair to each group.

C. matching pairs of participants on a variable and then randomly assigning half the pairs of each group.

D. an attempt to control for order effects.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-05 Matched Pairs Design

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35. If a greater percentage of heart surgeons than family doctors are sued for malpractice, can it be concluded that heart surgeons are less competent than family doctors?

A. Yes, if the difference is statistically significant.

B. Yes, if the same number of heart and family doctors are being compared.

C. No, because being sued is confounded with the potential risk of the doctor's work.

D. No, because there are more heart surgeons than family doctors.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

36. To study the effect of type of stimulus on memory recall, Hayden has participants receive either an auditory or visual presentation of a poem. After the presentation, participants are asked to answer several questions about the poem. Which type of experimental design has Hayden employed?

A. Pretest-posttest B. Pretest only C. One-group posttest D. Posttest only

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

37. An experiment has internal validity when A. the dependent variable is measured reliably.

B. the dependent variable is valid.

C. only the independent variable could have caused the results.

D. the independent variable is strongly manipulated.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

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38. An investigator wants to see whether packaging information affects the way people rate breakfast cereal. The same cereal is put in three packages: (a) a brown box that says, "To start your day off with a smile"; (b) a yellow box that says, "For extra energy all day"; and (c) a white box that says, "Fortified with B complex and iron." In this study the A. kind of cereal is confounded with colour of the box.

B. package information is confounded with colour of the box.

C. package information is confounded with kind of cereal.

D. package information is confounded with colour blindness.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

39. Participants solve several anagram puzzles over the course of 30 minutes. Even though the puzzles were known to be of equal difficulty, participants solved the puzzles in less and less time as the 30-minute period progressed. This is likely the result of a effect.

A. contrast B. fatigue C. practice D. boredom

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-07 Advantages and Disadvantages of the Within-Subjects Design

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40. Improvement of performance as a result of repeated exposure to a task is referred to as a effect. However, deterioration of performance as a result of repeated exposure to a task is referred to as a effect.

A. reactive; non-reactive B. fatigue; practice C. practice; contrast D. practice; fatigue

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-05 Contrast a between-subjects design with a within-subjects design, including advantages and disadvantages of each.

Topic: 08-07 Advantages and Disadvantages of the Within-Subjects Design

41. A graduate student randomly assigns students in a class to taste either Coke or Pepsi.

Students rate their liking for the soda on a scale from 1 to 10. This is an example of a(n) design.

A. one-group pretest-posttest B. posttest-only C. pretest only D. pretest-posttest

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

42. One problem with the pretest-posttest design is that A. participants cannot be randomly assigned to groups.

B. the pretest may sensitize participants to the true purpose of the experiment.

C. pretests typically confuse participants.

D. twice the number of participants will be required.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

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43. In order to examine environmental factors that influence alcohol consumption, Henry asks the same set of participants to come to the laboratory on several consecutive occasions and fill out a questionnaire before drinking any alcohol. Henry finds that over time, fewer and fewer participants show up to fill out the questionnaire. This lack of continued participant involvement is an example of a problem.

A. selection B. selective attrition C. regression toward the mean D. testing

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

44. When individuals participate in only one condition, it is a(n) individuals participate in all conditions, it is a(n) design.

A. pretest-posttest; posttest only B. posttest only; pretest-posttest C. within-subjects; between-subjects groups D. between-subjects groups; within-subjects

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-02 List and explain three major steps toward planning a basic experiment.

Topic: 08-02 Planning a Basic Experiment

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45. An investigator wanted to see whether packaging information affects the way teenagers rate the effectiveness of soap. The same soap was put in three packages: (a) a pink wrapper that says "For Keeping Your Skin Baby Soft"; (b) a red wrapper that says "For Eliminating Acne"; and (c) a white wrapper that says nothing. Each teenager was asked to rub his or her face with dirt and wash with soap A; each teenager then followed the same procedure for soaps B and then C. The time it took to get the face clean was recorded each time. What type of design is this?

A. between-subjects groups B. within-subjects C. Short-term longitudinal D. Reversal

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-06 Within-subjects Experiments

46. A psychologist is interested to know which of two sorting techniques leads to better memory performance in 6-year-olds. Each participant first sorts a set of pictures any way he or she would like. Recall is then tested. After this, each participant is required to sort an equivalent set of pictures into five predetermined categories. Recall for the items in this test is then tested. What procedure does this study represent?

A. between-subjects groups B. within-subjects C. Simple random assignment D. Combined assignment

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-06 Within-subjects Experiments

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47. A design that has two conditions with different participants in each condition is a(n) design.

A. between- subjects B. within-subjects C. Solomon four-group D. pretest-posttest

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-02 List and explain three major steps toward planning a basic experiment.

Topic: 08-03 Between-Subjects Experiments

48. In a design, half of the participants receive only a posttest, and the other half receive both a pretest and a posttest.

A. pretest-posttest B. one-group pretest-posttest C. Solomon four-group D. two-group pretest-posttest

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

49. A design that has two conditions with the same participants in each condition is a(n) design.

A. between-subjects groups B. within-subjects C. Solomon four-group D. random time series

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-06 Within-subjects Experiments

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50. A developmental psychologist measures aggressive behaviour in a group of second-grade children before and then again after viewing an aggressive cartoon. This design would best represent a(n) design.

A. between-subjects groups B. within-subjects C. Solomon four-group D. random time series

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-06 Within-subjects Experiments

51. Jeff woke up with a headache. He took two orange-flavoured aspirins. When he still had the headache an hour later, he then took two cherry-flavoured aspirins and his headache was gone in 45 minutes. What factor might have been theoretically responsible for alleviating Jeff's headache?

A. The flavouring in the aspirin and the passage of time.

B. The passage of time and the cumulative effect of four aspirin tablets.

C. The cumulative effect of four aspirin tablets D. The flavouring in the aspirin, the passage of time, and the cumulative effect of four aspirin tablets.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

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52. Madison wants to examine the effect of a defendant's appearance on judgment of guilt for a crime. She has participants read an identical account of a crime except for the defendant's appearance. A group of high school students receive a description of an attractive defendant while a group of senior citizens receive a description of an unattractive defendant. Both groups are then asked to rate the defendant's guilt on a 7-point scale. A major confound in Madison's experiment is A. the manipulation of appearance.

B. the measure of guilt.

C. the description of the crime.

D. the age of the participants.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

53. An investigator wanted to see whether packaging information affects the way teenagers rate the effectiveness of soap. The same soap was put in three packages: (a) a pink wrapper that says "For Keeping Your Skin Baby Soft"; (b) a red wrapper that says "For Eliminating Acne"; and (c) a white wrapper that says nothing. Each teenager was asked to rub his or her face with dirt and wash with soap A; the same procedure was followed for soaps B and then C. The time it took to get the face clean was recorded each time. What is the intended independent variable?

A. Packaging information B. Soap effectiveness C. The identity of the teenager D. Soap

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 08-04 Describe the matched-pairs design, including reasons to use this design.

Topic: 08-06 Within-subjects Experiments

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54. A researcher wants to find out whether gross motor coordination is better in the morning or in the afternoon. To measure coordination, participants balance a book on their heads first in the morning and then in the afternoon. What is confounded with the independent variable?

A. Practice is confounded with the time of day.

B. Practice is confounded with participants.

C. The participants aren't matched.

D. There is no confound for the independent variable.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 08-01 Describe how confounding variables affect the internal validity of an experiment.

Topic: 08-01 Confounding and Internal Validity

55. In a Solomon four-group design, if there is no effect of the pretest, A. the posttest scores will be different for all the groups.

B. the pretest scores will be different for all the groups.

C. the posttest scores will be the same in both control groups and in both experimental groups.

D. the posttest scores will not be affected by any manipulation.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

56. A researcher wants to examine the effect of room temperature on task performance. She places one group of participants in a room that is 54 degrees, a second group in a room that is 72 degrees, and a third in a room that is 90 degrees. She then measures the amount of time it takes each group to complete an identical task. This design would best represent a(n) design.

A. between-subjects B. within-subjects C. three-group pretest-posttest D. pretest-posttest

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-02 List and explain three major steps toward planning a basic experiment.

Topic: 08-03 Between-Subjects Experiments

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57. McKenna designs a study in which she has two control and two experimental groups. In her design, one control group receives a pretest while the other does not, and one experimental group receives a pretest while the other does not. McKenna's design is an example of a design.

A. four-group pretest-posttest B. Solomon four-group C. two-group control D. one-group control-one-group experimental

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

58. Which one of the following accurately describes an advantage of using a pretest-posttest design over using a posttest-only design? With a pretest-posttest design, one can A. demonstrate the equivalence of the groups.

B. be confident that the dependent measure does not decay.

C. use more time to conduct the experiment.

D. minimize demand characteristics.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

59. Which of the following statements is least likely to be correct? A researcher might employ a pretest-posttest design when A. the sample size is relatively small.

B. there is an extraneous variable.

C. you want assurance that the groups are equivalent at the beginning of the experiment.

D. selective attrition may affect the results.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 08-03 Describe the pretest-posttest design, including the advantages and disadvantages of using a pretest.

Topic: 08-04 Pretest-Posttest Design

Chapter 09 Conducting Studies

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Multiple Choice Questions 1. A researcher is interested in examining the effect of caffeine on driving performance. In order to rule out a change in behaviour brought about because of participants' expectations about the effect of caffeine, the researcher should include A. a demand characteristic.

B. a balanced placebo design.

C. a manipulation check.

D. experimenter bias.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-08 Controlling for Participant Expectations

2. The electroencephalogram (EEG) is used as a measure of A. brain activity.

B. muscle tension.

C. anxiety.

D. sexual arousal.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

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3. Which of the following statements is true regarding the use of staged manipulations?

Staged manipulations A. are easier to replicate than straightforward manipulations.

B. are easier to interpret than straightforward manipulations.

C. are used to involve participants in an ongoing social situation that is perceived as real.

D. allow for less subtle interpersonal communication that can easily be put into words.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-02 Options for Manipulating the Independent Variable in Experiments

4. A confederate is a person who A. poses as a participant.

B. is responsible for compliance with ethical guidelines.

C. attempts to dissuade participants from succumbing to the demand characteristics of the experiment.

D. decides to stop his/her participation in a study on the basis of moral objections.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-02 Options for Manipulating the Independent Variable in Experiments

5. A researcher who measures the speed of helping in an emergency is using a measure.

A. self-report B. physiological C. behavioural D. reactive

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

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6. A researcher wants to examine the effect of noise level on reading comprehension. He finds that regardless of the noise level, all participants tested received the maximum scores for theirperformance. The results may be due to a effect.

A. maximum B. performance C. ceiling D. floor

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 09-03 Contrast floor effects and ceiling effects while discussing sensitivity of a dependent variable.

Topic: 09-05 Additional Considerations When Measuring Variables

7. Rachel is interested in math skills of boys versus girls in the sixth grade. She administers a series of math problems to both groups and asks them to solve as many problems as they can within a 15-minute period. She finds that both groups were only able to answer only 2% of the problems. Rachel's results may be due to a effect.

A. performance B. maximum C. ceiling D. floor

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 09-03 Contrast floor effects and ceiling effects while discussing sensitivity of a dependent variable.

Topic: 09-05 Additional Considerations When Measuring Variables

8. If all participants received the minimum score for their performance, the results may be due to a effect.

A. minimum B. performance C. ceiling D. floor

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-03 Contrast floor effects and ceiling effects while discussing sensitivity of a dependent variable.

Topic: 09-05 Additional Considerations When Measuring Variables

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9. In drug research, a(n) has occurred when it is unclear whether improvement is due to properties of the drug or the expectation about the effect of the drug.

A. order effect B. placebo effect C. ceiling effect D. demand characteristic

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-08 Controlling for Participant Expectations

10. Bob is conducting research on high school students' motivation. He believes one group of students is more motivated than another simply because they are in an honors class. This belief illustrates a(n) A. single-blind.

B. placebo effect.

C. ceiling effect.

D. experimenter bias.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-09 Controlling for Experimenter Expectations

11. A psychologist is interested in the effect of physical attractiveness on ratings of punishment assigned to a driver in an automobile accident. Participants read an account of the accident and received a written description of a physically attractive or unattractive defendant.

The manipulation of attractiveness would be an example of a manipulation.

A. staged B. straightforward C. conjunctive D. dependent

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-02 Options for Manipulating the Independent Variable in Experiments

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12. A researcher has a confederate drop a stack of papers in front of one person or a group of people. She then measures the amount of time it takes for the confederate to receive help in picking up the papers. The manipulation employed in this experiment would be an example of a manipulation.

A. staged B. straightforward C. conjunctive D. dependent

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-02 Options for Manipulating the Independent Variable in Experiments

13. An important reason NOT to use the strongest manipulation possible is that it may A. result in nonsignificant findings.

B. cause a ceiling effect.

C. create a situation grossly different from a real-world situation.

D. invalidate previous research already published in scientific journals.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

14. In an experimental study on gender bias in hiring, after being presented with the stimulus materials, participants were able to determine the purpose of the study. This problem is due to A. experimenter expectancy.

B. a floor effect.

C. deception.

D. a demand characteristic.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-08 Controlling for Participant Expectations

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15. After the data have been collected, the researcher tells participants the purpose of the study, the results expected, and the practical implications of the research. This process is referred to as a A. manipulation check.

B. pilot study.

C. demand characteristic.

D. debriefing.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-06 Summarize steps for preparing for ethical approval and running a study.

Topic: 09-12 Planning the Debriefing

16. Dr. Mills measures participants' brain-wave activity in order to study the brain's response to sounds of varying frequencies. Which type of physiological measure is Dr. Mills likely to use?

A. GSR (galvanic skin response) B. EMG (electromyogram) C. EEG (electroencephalogram) D. EKG (electrocardiogram)

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

17. Which physiological measure is frequently used to measure muscle tension?

A. GSR (galvanic skin response) B. EMG (electromyogram) C. EEG (electroencephalogram) D. fMRI (functional MRI)

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

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18. A criminal investigator measures a suspect's change in perspiration in response to questions regarding a burglary. The investigator is using which type of physiological measure?

A. GSR (galvanic skin response) B. EMG (electromyogram) C. EEG (electroencephalogram) D. fMRI (functional MRI)

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

19. Dr. Columbo measures the tension in a participant's neck muscles as she completes a strenuous physical task. Dr. Columbo has most likely used a(n) A. EMG (electromyogram).

B. EEG (electroencephalogram).

C. EKG (electrocardiogram).

D. GSR (galvanic skin response).

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

20. Which one of the following is a common reason for using a staged manipulation? The researcher desires to A. avoid order effects.

B. incorporate practice effects into the study.

C. eliminate demand characteristics.

D. simulate a real-world situation.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-02 Options for Manipulating the Independent Variable in Experiments

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21. You conduct an experiment on the effect of low and high anxiety on test performance.

The results turn out nonsignificant. Now you don't know if anxiety truly has no effect on performance or whether you had faulty procedures. How could this have been avoided? You could have conducted a(n) A. ethics evaluation.

B. manipulation check.

C. factorial study using better controls.

D. double-blind study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

22. The strongest possible manipulation should not be used if it results in A. extreme, unrealistic situations.

B. statistically nonsignificant data.

C. floor effects.

D. ceiling effects.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

23. Investigators will sometimes use deception in the procedures to address the problem of A. third variables.

B. demand characteristics.

C. floor effects.

D. ceiling effects.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-08 Controlling for Participant Expectations

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24. A(n) provides evidence to indicate what brain processes are involved while an individual works on a cognitive task.

A. MRI (magnetic resonance imaging) B. ECG (electrocardiogram) C. fMRI (functional MRI) D. EMG (electromyogram)

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

25. While Leo is performing a cognitive task, a researcher uses a physiological measure that scans various areas of his brain. The researcher is most likely using a A. electrocardiogram.

B. galvanic skin response.

C. functional MRI. D. cognitive task inventory.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

26. In research, confederates are also known as A. accessories B. research associates C. accomplices D. co-researchers

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

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27. A researcher designed an experiment to test the effects of a top-secret vitamin supplement on the strength of weight-lifters. Thimble lifting would not be a useful measure of strength because thimble lifting A. cannot be measured.

B. is not a sensitive measure of strength.

C. is not a reliable measure.

D. is a behavioural measure.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-03 Contrast floor effects and ceiling effects while discussing sensitivity of a dependent variable.

Topic: 09-05 Additional Considerations When Measuring Variables

28. Why would an investigator use more than one dependent measure?

A. It is useful to know if the independent variable affects some measures but not others.

B. It increases the complexity of the design and looks more impressive.

C. It eliminates the problem of demand characteristics.

D. It makes the research study more obviously ethical.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 09-03 Contrast floor effects and ceiling effects while discussing sensitivity of a dependent variable.

Topic: 09-05 Additional Considerations When Measuring Variables

29. Staged manipulations often involve the use of A. children as participants.

B. confederates.

C. learning material.

D. boredom.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-02 Options for Manipulating the Independent Variable in Experiments

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30. Observational research generally minimizes which one of the following?

A. Demand characteristics B. Floor effects C. Measure insensitivity D. Order effects

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-08 Controlling for Participant Expectations

31. Strong manipulations are used to A. minimize; independent B. maximize; independent C. minimize; dependent D. maximize; dependent

the effect of the

variable.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

32. Which of the following physiological measures would you recommend a researcher use to compare brain images between individuals with and without Alzheimer's disease?

A. EMG (electromyogram) B. EEG (electroencephalogram) C. MRI (magnetic resonance imaging) D. GSR (galvanic skin response)

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

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33. While in a shopping mall, a marketing researcher stops and asks you which you prefer: cola in a bottle or cola in a can. Your response would be an example of a _ measure.

A. behavioural B. psychological C. multiple D. self-report

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

34. The galvanic skin response (GSR) is used as a measure of A. brain activity.

B. anxiety.

C. muscle tension.

D. body temperature.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

35. Statistical analyses of the data is A. required by professional associations.

B. used to decide whether a relationship was found.

C. only required for qualitative measures.

D. only important for when the data are published.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-06 Summarize steps for preparing for ethical approval and running a study.

Topic: 09-16 What Comes Next?

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36. Approval for a research study is obtained from Research Ethics Board .

A. after the data is collected B. after the results are statistically evaluated C. before collecting data D. after finding the participants and before having them sign on the informed consent form

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 09-06 Summarize steps for preparing for ethical approval and running a study.

Topic: 09-10 Seeking Ethics Approval

37. When a researcher submits a paper to a journal for publication, other researchers knowledgeable in the area of research carefully scrutinize the paper and recommend acceptance or rejection. This process is known as A. a manipulation check.

B. correspondence analysis.

C. peer review.

D. debriefing.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-06 Summarize steps for preparing for ethical approval and running a study.

Topic: 09-18 Communicating Research to Others

38. Adam measures the length of time two people spend gazing into one another's eyes as an indication of interpersonal attraction. Adam is using which type of measure?

A. Archival B. Self-report C. Physical D. Behavioural

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

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39. Professor Smith surveys her students in order to examine their preference for an individual or a group research project. The responses Professor Smith collects would be an example of what type of measures?

A. Behavioural B. Self-report C. Physiological D. Event

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

40. A researcher presents his dog with a bowl of normal dog food and a bowl of vitamin enriched dog food. He then records the amount of each type of food the dog consumes as a measure of his dog's food preference. What kind of measure has the researcher used?

A. Behavioural B. Self-report C. Physiological D. Reactive

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

41. Neel is conducting his first research study. His professor asks him to conduct a before the main study to become more comfortable with the role of a researcher.

A. self-report B. staged manipulation C. behavioural measure D. pilot study

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-06 Summarize steps for preparing for ethical approval and running a study.

Topic: 09-14 Pilot Studies

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42. A researcher conducts his study with a small number of participants in order to reveal whether the instructions and procedures are clearly understood. This procedure is an example of a A. manipulation check.

B. double blind study.

C. pilot study.

D. demand characteristic.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-06 Summarize steps for preparing for ethical approval and running a study.

Topic: 09-14 Pilot Studies

43. Ren is recording behaviour of research participants for a project, and subtle differences emerge in how behaviour for different participants in different conditions is interpreted and recorded. This could most likely be attributed to _ .

A. experimenter expectancy effects B. experimenter bias C. confounding variables D. independent variables

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-09 Controlling for Experimenter Expectations

44. An adolescent is more likely to be misdiagnosed with ADHD when presented as a boy than as a girl, even though the adolescent does not meet all the diagnostic criteria of ADHD. The therapists' expectations regarding gender affected their diagnoses, is due to .

A. experimenter expectancy effects B. experimenter bias C. diagnostic evaluation D. situational variables

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-09 Controlling for Experimenter Expectations

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45. Any feature of an experiment that might inform participants of the purpose of the study is called a(n) A. experimenter expectancy.

B. demand characteristic.

C. placebo group.

D. manipulation check.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-08 Controlling for Participant Expectations

46. Participants consume 8, 16, 24, or 32 ounces of alcohol and are then asked to recite the alphabet as quickly as possible. The amount of time it takes the participant to correctly recite the alphabet would be an example of a measure.

A. self-report B. physiological C. reactive D. behavioural

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

47. A ceiling effect occurs when a measure results in too many A. maximum scores.

B. minimum scores.

C. scores.

D. median scores.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-03 Contrast floor effects and ceiling effects while discussing sensitivity of a dependent variable.

Topic: 09-05 Additional Considerations When Measuring Variables

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48. A researcher examined the effect of lighting on learning. Randomly assigned participants learned material while using a 100-watt or a 125-watt bulb. There were no differences between the two groups. The nonsignificant results may have occurred because of A. a costly measure of learning.

B. insufficient strength of the manipulation.

C. selection differences.

D. random assignment of participants.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

49. Responses by participants to interviews and questionnaires are A. behavioural B. valid C. self-report D. physiological

_ measures.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

50. When participants are not aware of whether they are in the experimental or control condition, the researcher has used a technique.

A. single-blind B. reliable C. sensitive D. double-blind

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-09 Controlling for Experimenter Expectations

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51. Which one of the following offers a solution to the problem of experimenter bias?

A. Placebo groups B. Automated procedures C. Single-blind studies D. Counterbalancing

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-09 Controlling for Experimenter Expectations

52. Presenting participants with different versions of a videotaped confession in order to study person perception is an example of a(n) manipulation.

A. externally valid B. learning C. staged D. straightforward

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-02 Options for Manipulating the Independent Variable in Experiments

53. Which type of manipulations of variables are operationally defined using instructions and stimulus presentations?

A. Staged B. Straightforward C. Stimulus D. Physical

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-02 Options for Manipulating the Independent Variable in Experiments

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54. Ralph has a confederate cut in front of a person who is second or ninth in line at a grocery store checkout counter. He then records the number of verbal responses towards the confederate as a measure of aggression. The manipulation employed in this study is an example of a manipulation.

A. sequential B. staged C. straightforward D. dependent

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-02 Options for Manipulating the Independent Variable in Experiments

55. In general, manipulations are less costly than A. confederate; staged B. staged; straightforward C. straightforward; staged D. staged; weak

manipulations.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

56. Without informing them, a researcher assigns participants to either an experimental or a placebo group. The researcher's assistants who test the participants do not know who belongs in which group. The experiment has used a A. single-blind technique.

B. double-blind technique.

C. strong experimental manipulation.

D. behavioural measure.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-09 Controlling for Experimenter Expectations

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57. In the early stages of a research project, the researcher would want as order to demonstrate that a relationship between variables exists.

A. many manipulations B. weak of a manipulation C. strong of a manipulation D. costly of a manipulation

as possible in

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

58. The electromyogram (EMG) is used as a measure of A. brain activity.

B. muscle tension.

C. sweating.

D. learning ability.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-02 Describe and give examples of ways to measure dependent variables.

Topic: 09-04 Options for Measuring Variables

59. In a study examining the effect of appearance on judgments of criminal behaviour, a researcher asks questions about the surroundings and the victim in order to disguise the dependent measures in the study. These unrelated questions are referred to as A. independent measures.

B. filler items.

C. task measures.

D. placebo measures.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 09-05 Describe ways to control participant expectations and experimenter expectations.

Topic: 09-08 Controlling for Participant Expectations

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60. A manipulation check is used to determine whether A. the results were statistically significant.

B. the independent variable had the intended effect.

C. the independent variable was ethical.

D. the dependent variable has face validity

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

61. A manipulation check is especially important in studies A. using double-blind procedures.

B. when nonsignificant results are obtained.

C. using independent groups.

D. where demand characteristics are minimal.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

62. In general, staged manipulations are A. less costly B. more costly C. weaker D. stronger

than straightforward manipulations.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 09-01 Describe issues to consider when manipulating independent variables.

Topic: 09-03 Additional Considerations When Manipulating the Independent Variable

Chapter 10 Research Designs for Special Circumstances

Multiple Choice Questions

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1. In developmental research, a cohort is A. someone who shares an individual's living quarters.

B. someone who has many similar characteristics as the individual under study.

C. a group of people born at about the same time.

D. a group of people who lived together at one time.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-07 Compare cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.

Topic: 10-18 Comparing Longitudinal and Cross-Sectional Methods

2. Which one of the following is a reversal design?

A. Pretest-posttest design B. Interrupted time series design C. ABAB design D. Multiple baselines design

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-12 Reversal Designs

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3. Mary discovered that her 7-year-old daughter, Maggie, was especially motivated by money.

Mary began a reinforcement program whereby Maggie earned 5 cents every time she brushed her teeth. A month later, Mary instituted a payment schedule of 10 cents every time Maggie went to bed on time without complaining. Once these behaviours were firmly established, Maggie began earning money for every book she read. What kind of single-subject design did Mary employ?

A. Across subjects multiple baseline design B. Across behaviours multiple baseline design C. Across situations multiple baseline design D. ABA design

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-13 Multiple Baseline Designs

4. Professor Briscoe finds that when he smiles and makes eye contact with Jeanne, she becomes more responsive to his questions. He later tries the same behaviour on David, Chris, and then Sarah and finds that it also influences their responses to his questions. What type of study design did Professor Briscoe employ?

A. Across situations multiple baseline design B. Across behaviours multiple baseline design C. Across participants multiple baseline design D. ABA design

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-13 Multiple Baseline Designs

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5. Sarah finds that her son James enjoys lemon candy. Sarah reinforces James when he displays courteous behaviour at home. She then starts to reinforce this behaviour at school, relatives' homes, and church. What type of study design did Sarah employ?

A. Across situations multiple baseline design B. Across behaviours multiple baseline design C. Across participants multiple baseline design D. ABA design

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-13 Multiple Baseline Designs

6. Which one of the following is NOT a variation of the multiple baseline design?

A. Across participants B. Across behaviours C. Across time D. Across situations

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-13 Multiple Baseline Designs

7. Selection differences are likely to occur whenever researchers A. use pre-existing groups found in natural settings.

B. fail to randomly assign participants to groups.

C. allow participants to assign themselves to groups.

D. fail to use random assignment.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-06 Non-equivalent Control Group Design

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8. A researcher investigates the effect of weather on college students' study habits. On a sunny day, the researcher sat in the quad and recorded the number of minutes of study per student.

What is the crucial element missing in this design?

A. An experimental group B. A control group C. An independent variable D. A dependent variable

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-02 Compare and contrast the one-group posttest-only design with the one-group pretest-posttest design.

Topic: 10-03 One-Group Posttest-Only Design

9. In the reversal design, ABAB, the second "B" period is necessary to reduce the probability of A. carry-over effects.

B. correlational variables.

C. chance fluctuations.

D. baseline changes.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-12 Reversal Designs

10. A quasi-experimental design attempts to A. approximate the control features of true experiments.

B. create natural conditions in the laboratory.

C. control all extraneous variables after subjects have been randomly assigned.

D. measure changes in the manipulated variable.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-02 Quasi-Experimental Designs

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11. John has developed a scale to measure a person's fear of earthquakes. After the occurrence of an earthquake, he surveys 1000 individuals and finds the mean score to be 7.8 out of a possible 10 (the higher the score, the greater the fear). John concludes that fear increases after people experience an earthquake. This study is an example of a(n) A. true experiment.

B. one group pretest-posttest design.

C. control group design.

D. one-group posttest-only design.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-02 Compare and contrast the one-group posttest-only design with the one-group pretest-posttest design.

Topic: 10-03 One-Group Posttest-Only Design

12. One design used to demonstrate the reversibility of the effect of the independent variable is a(n) design.

A. non-equivalent control group pretest-posttest B. interrupted time series C. control series D. ABA

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-12 Reversal Designs

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13. To examine how a reward influences a desired behaviour, a mother first counts the number of times her son makes his bed over a two-week period. For the next two weeks, she gives him a reward every time he makes his bed. Following this period, she stops giving him a reward and again counts the number of times he makes his bed. This procedure would be an example of a(n) design.

A. pretest-posttest B. baseline treatment C. control series D. ABA

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-12 Reversal Designs

14. Sonny examines the number of traumatic head injuries that occurred in California monthly for five years before and after the passage of a law requiring the wearing of a helmet. Sonny's design would be classified as a(n) A. non-equivalent control group pretest-posttest design.

B. program evaluation.

C. control series design.

D. interrupted time series design.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-05 Distinguish between the interrupted time series design and control series design.

Topic: 10-08 Interrupted Time Series Design

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15. A restaurant company is interested in examining the effect of increasing the price of hamburgers on their sales. During the first six months of the year, they measure the number of hamburgers sold each day. They then increase the price and record the number of hamburgers sold each day for the last six months of the year. This quasi-experimental design would be an example of a(n) A. non-equivalent control group pretest-posttest design.

B. interrupted time series design.

C. control series design.

D. reversal design.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-05 Distinguish between the interrupted time series design and control series design.

Topic: 10-08 Interrupted Time Series Design

16. A park ranger records the daily number of individuals who visited a park for six months before and six months after an admission fee was implemented. During the same time period, he compares the number of visits to two comparable parks that have no admission fee. This quasi-experimental design would be an example of a(n) A. non-equivalent control group pretest-posttest design.

B. interrupted time series design.

C. control series design.

D. reversal design.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-05 Distinguish between the interrupted time series design and control series design.

Topic: 10-09 Control Series Design

17. Which one of the following is NOT a quasi-experimental design?

A. Non-equivalent control group pretest-posttest design B. Interrupted time series design C. Correlated groups design D. Control series design

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-05 Distinguish between the interrupted time series design and control series design.

Topic: 10-10 Summing up Quasi-experimental Designs

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18. You studied the same people when they were 7, 14, 21, and 30 years old. You have used the method.

A. longitudinal B. sequential C. cross-sectional D. time analysis

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-07 Compare cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.

Topic: 10-16 Longitudinal Method

19. You go to several elementary schools where you test students who are in the first grade, third grade, and sixth grade to examine the effect of age on a reasoning ability task. You have used the method.

A. longitudinal B. sequential C. cross-sectional D. time analysis

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 10-07 Compare cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.

Topic: 10-17 Cross-Sectional Method

20. A researcher studies one group of children when they are 3, 6, and 9 years old and another group of children when they are 9, 12, and 15 years old. The researcher has used the method.

A. longitudinal B. sequential C. cross-sectional D. panel study

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-07 Compare cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.

Topic: 10-19 Sequential Method

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21. Single case experiments were developed from a need to A. have a design that examines a measurement at only one point in time.

B. measure only a single dependent variable.

C. determine whether a manipulation had an effect on a single research participant.

D. reduce the cost of research.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-11 Single Case Experimental Designs

22. The ABAB design A. provides a second withdrawal period.

B. does not account for chance fluctuations.

C. ends with the treatment rather than the withdrawal of treatment.

D. tests the effect of the treatment a third time.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-12 Reversal Designs

23. A researcher asks students to record in a journal, every hour, the emotions they have experienced. She finds that over time, the descriptions become shorter and less detailed. What may be responsible for this change in performance?

A. Regression towards the mean B. Testing C. Instrument decay D. History

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

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24. A graduating college senior takes the GRE (Graduate Record Exam) and scores at the 95th percentile. Six months later the senior retakes the exam after completing all undergraduate coursework and scores at the 89th percentile. What (other than boring coursework) most likely accounts for the lowered score?

A. Maturation B. Testing C. Instrument decay D. Regression toward the mean

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

25. A study is conducted in which the attitudes of the staff of one mental hospital are assessed; then the staff is exposed to an attitude-change manipulation, and attitudes are assessed again. A control hospital of similar size is also chosen; attitudes there are measured and then at a later time, assessed again. This quasi-experimental design is called a(n) design.

A. Solomon four-group B. non-equivalent control group pretest-posttest C. interrupted time series D. control series

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-07 Non-equivalent Control Group Pretest-Posttest Design

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26. A researcher records the number of motorcycle fatalities before and after the implementation of a mandatory helmet law. During the same period, she compares this number to the number of motorcycle fatalities of three states that do not have a mandatory helmet law. This research design would be an example of a(n) design.

A. true experiment B. single case C. interrupted time series D. control series

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-05 Distinguish between the interrupted time series design and control series design.

Topic: 10-09 Control Series Design

27. Teachers at School A were given a substance abuse knowledge test. During the next four months, the teachers attended training sessions in substance abuse. They were then given the knowledge test again. Teachers at School B were given the substance abuse knowledge test, then four months later were given the test again. What kind of design was used?

A. Pretest-posttest true experimental design B. Non-equivalent control group pretest-posttest design C. Interrupted time series design D. One-group posttest-only design

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-07 Non-equivalent Control Group Pretest-Posttest Design

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28. At the beginning of the term, researchers measured the attitudes of students taking a class in cross-cultural communication. At the end of the term, the students' attitudes were measured again. This is an example of a(n) design.

A. non-equivalent control group B. independent groups C. Latin squares D. one-group pretest-posttest

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-02 Compare and contrast the one-group posttest-only design with the one-group pretest-posttest design.

Topic: 10-04 One-Group Pretest-Posttest Design

29. Which is the more common method, longitudinal or cross-sectional?

A. Longitudinal because it is less expensive.

B. Cross-sectional because it is less expensive.

C. Longitudinal because the results are obtained relatively quickly.

D. Cross-sectional because the results are obtained over longer periods of time.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-07 Compare cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.

Topic: 10-17 Cross-Sectional Method

30. The interrupted time series design involves A. making an observation immediately before and immediately after a treatment is instituted.

B. using time as the independent variable.

C. making observations over an extended period of time before and after a treatment is instituted.

D. comparing treatment and control groups over an extended period of time.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 10-05 Distinguish between the interrupted time series design and control series design.

Topic: 10-08 Interrupted Time Series Design

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31. In which of the following research designs are archival data often used?

A. one-group pretest-posttest B. non-equivalent control group pretest-posttest C. control series D. interrupted time series

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-05 Distinguish between the interrupted time series design and control series design.

Topic: 10-08 Interrupted Time Series Design

32. The use of existing natural groups of participants often results in A. non-equivalent groups.

B. equivalent groups.

C. many independent variables.

D. equal numbers of males and females.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-06 Non-equivalent Control Group Design

33. In the design, the researcher does not have any control over which participants are in the control group, or the experimental group.

A. non-equivalent control B. non-equivalent control pretest-posttest C. interrupted time series D. control series

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-06 Non-equivalent Control Group Design

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34. Any naturally occurring change within the individual that has an effect on the dependent variable is referred to as a effect.

A. regression toward the mean B. testing C. maturation D. history

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

35. Dr. Willis is conduction research on smoking habits of his students. At the start of the study, participants were highly motivated to record all cigarettes smoked at first, but by the end of the study, they sometimes forgot to record a cigarette or two. What may explain this behaviour?

A. maturation B. Instrument decay C. attrition D. selection effects

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

36. When forming a control group, the participants in the experimental condition and the control condition should be as as possible.

A. varied B. dissimilar C. diverse D. equivalent

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

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37. When analyzing research data, how must data of participant attrition be handled?

A. researchers must compare the scores of people who drop out with those who stay B. researchers must destroy the scores of people who drop out C. researchers must return the scores of people who drop out to those participants D. The Review Board directs the research team on how to handle data of participants who have dropped out of the study.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-07 Compare cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.

Topic: 10-18 Comparing Longitudinal and Cross-Sectional Methods

38. If you wanted to use an interrupted time series design to examine if lowering the legal limit of blood alcohol level (BAL) for driving under the influence affected the frequency of arrests, you would A. compare a state with a higher BAL to one with a lower BAL. B. measure the number of arrests just before and immediately after a law lowering BAL. C. measure the number of arrests regularly for an extended period of time before and after a law lowering BAL. D. correlate the amount of alcohol consumed by an individual and the number of times they have been arrested.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-05 Distinguish between the interrupted time series design and control series design.

Topic: 10-08 Interrupted Time Series Design

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39. Which of the following describes a sequential design?

A. Studying a group of 5 year olds over a 10 year period.

B. Comparing reasoning abilities of 5, 8, and 10 year olds.

C. Measuring motor abilities of a child when she is 2 years old and then measuring her abilities again when she is 5 years old.

D. Studying groups of 10- and 15-year olds, and then studying these same individuals 2, 4, and 6 years later.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-07 Compare cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.

Topic: 10-19 Sequential Method

40. What disease was scrutinized in The Nun Study?

A. vertigo B. dementia C. Parkinson's D. Alzheimer's

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-07 Compare cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.

Topic: 10-16 Longitudinal Method

41. Dr. Gorton is studying the effect of exercise on cholesterol level. He first measures his patients' cholesterol level before recommending an exercise program and after one month of participating in an exercise program, he measures their cholesterol level again. What type of research design has Dr. Gorton employed?

A. Between groups design B. One-group posttest-only design C. Missing control group design D. One group pretest-posttest design

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-02 Compare and contrast the one-group posttest-only design with the one-group pretest-posttest design.

Topic: 10-04 One-Group Pretest-Posttest Design

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42. Causal inference in quasi-experimental designs is difficult than in true experiments because quasi-experimental designs the important features of true designs.

A. less; have more of B. more; lack C. more; have more of D. less; lack

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-02 Quasi-Experimental Designs

43. Regression toward the mean refers to the fact that A. extreme scores tend to become lower, and extremely low scores tend to become higher.

B. statistics are a useful tool for researchers.

C. multiple dependent variables often correlate with each other.

D. later scores are usually similar to earlier scores.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

44. A researcher administers a reading test to a group of fourth graders at the beginning of the school year. During the year, the students receive an intensive program designed to improve reading skills. At the end of the year, the reading test is given again, and a large improvement in test scores is discovered. What type of study is this?

A. One-group posttest-only design B. One-group pretest-posttest design C. Non-equivalent control group design D. Time series design

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 10-02 Compare and contrast the one-group posttest-only design with the one-group pretest-posttest design.

Topic: 10-04 One-Group Pretest-Posttest Design

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45. A human resources psychologist is interested in the effect of work schedule on job satisfaction. She compares satisfaction scores of workers who work five 8-hour shifts with workers who work four 10-hour shifts. What type of design has the manager employed?

A. One-group pretest-posttest design B. Non-equivalent pretest-posttest design C. Non-equivalent control group design D. One-group posttest-only design

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-06 Non-equivalent Control Group Design

46. Which one of the following is NOT a type of program evaluation research?

A. Needs assessment B. Process evaluation C. Outcome evaluation D. Participant evaluation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

47. The question "Do single income families have child-care problems different than dual income families?" would be asked in which phase of program evaluation?

A. Needs assessment B. Program theory assessment C. Outcome evaluation D. Efficiency assessment

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

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48. A television program designed to reduce racial prejudice was not watched by prejudiced persons. In a comprehensive evaluation, this fact would be discovered with which type of evaluation?

A. Process evaluation B. Participant evaluation C. Outcome evaluation D. Needs assessment

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

49. In a(n) , the researcher must determine whether the resources used to implement a program can be better used elsewhere.

A. needs assessment B. process evaluation C. outcome evaluation D. efficiency assessment

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

50. After identifying a need for a program, researchers, service providers, and prospective clients collaborate to ensure that the program does in fact address the needs of the target population in appropriate ways. This is referred to as A. assessing program theory.

B. process evaluation.

C. outcome evaluation.

D. efficiency assessment.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

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51. A city council finds that printing voting pamphlets in several languages has resulted in an increase in the number of voters who speak these languages. The city council must now determine if the resources spent in printing the pamphlets is worth the cost. In terms of program evaluation, this would be an example of A. needs assessment.

B. efficiency assessment.

C. outcome evaluation.

D. process evaluation.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

52. A control series design is a(n) A. true experimental B. interrupted time series C. outcome series D. matched series

design with a comparison group.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-05 Distinguish between the interrupted time series design and control series design.

Topic: 10-09 Control Series Design

53. The serious flaw associated with the non-equivalent control group design is that occur.

A. selection differences B. data variances C. participant dropouts D. Latin squares

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-06 Non-equivalent Control Group Design

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54. A school administrator wants to examine the effect of student lockers on class tardiness.

He compares tardiness records of a school with no lockers to a school with lockers. What type of design is this?

A. Non-equivalent control group B. One-group pretest-posttest C. Posttest only D. Pretest only

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-06 Non-equivalent Control Group Design

55. Selection differences in the non-equivalent control group design are A. essential to the design because they enhance the independent variable.

B. essential to the design because they allow greater differences than the dependent variable.

C. problematic because they challenge the external validity of the study.

D. problematic because they challenge the interval validity of the study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-06 Non-equivalent Control Group Design

56. A program was designed to address the problem of Venetian refugees in Oak Hills.

However, it was discovered that there were no Venetian refugees living in Oak Hills. Had this program been comprehensively evaluated from the start, this fact would have been discovered during a(n) evaluation.

A. efficiency assessment B. outcome evaluation C. process evaluation D. needs assessment

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

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57. In a program designed to help teenagers gain summer employment, a researcher measures whether or not the program has actually increased the number of teenagers finding jobs. The researcher is involved in which phase of evaluation?

A. Needs assessment B. Outcome evaluation C. Process evaluation D. Efficiency assessment

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

58. A researcher learns that a program designed to reduce truancy in junior high school students is not successful because the staff has not been adequately trained to deal with truancy. This finding should have occurred in which phase of program evaluation?

A. Needs assessment B. Program theory assessment C. Process evaluation D. Efficiency assessment

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

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59. Researchers have developed systematic approaches to evaluation research when there are restraints of time, budget, and data collection. These approaches are referred to as evaluation.

A. control series B. shoestring C. program D. single subject

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

60. Research conducted to assess the effectiveness of schemes designed to have some positive effect on a group of individuals is called research.

A. positive B. social action C. program evaluation D. attitude adjustment

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-01 Program Evaluation

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61. I assess your attitude toward marijuana, present you with a persuasive communication favouring liberalization of marijuana laws, and then reassess your attitude toward the drug.

However, between assessment 1 and assessment 2, the Prime Minister also advocates liberalization of marijuana laws. If I don't use a control group, any differences I observe are suspect on the grounds of A. maturation.

B. history.

C. regression toward the mean.

D. testing.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

62. An advantage of the ABAB reversal design over the ABA design is that it A. is less expensive.

B. allows for fewer alternative explanations for the results.

C. should be used in clinical research.

D. takes less time and fewer resources.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-12 Reversal Designs

63. Which one of the following describes a longitudinal study?

A. The same children are tested at 1, 3, 5, and 10 years of age.

B. Different children are tested at 1, 3, 5, and 10 years of age.

C. Some children are tested at 1, 3, and 5 years of age while other children are tested at 3, 5, and 10 years of age.

D. The same children are tested at 1, 3, and 5, and another group of children are tested at 2, 4, and 6.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 10-07 Compare cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.

Topic: 10-16 Longitudinal Method

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64. Any event that occurs between the first and second measurement period but is not part of the manipulation is referred to as a effect.

A. history B. maturation C. testing D. regression toward the mean

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-05 Threats to Internal Validity

65. A researcher pretests a group of participants to determine their attitudes toward the use of alternative energy sources to replace crude oil. The researcher then initiates a program to convince them that they should invest in such alternatives. During this time, the price of gasoline rises $.50 per litre. At the end of the program, the researcher retests and finds that the participants are much more positive in their attitudes. What threat to internal validity most likely accounts for this change?

A. History B. Maturation C. Testing D. Regression toward the mean

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

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66. If exposure to an earlier measure affects behaviour when a participant is measured a second time, the researcher might suspect which type of effect?

A. History B. Instrument decay C. Testing D. Maturation

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

67. Over time, human observers may become fatigued or change the standards on which observations are based. When this change in measurement occurs over time a researcher might suspect which type of effect?

A. History B. Regression toward the mean C. Testing D. Instrument decay

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

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68. Dutton and Aron had an attractive female interview men who were crossing either a precarious suspension footbridge over a chasm, or a sturdy anchored footbridge over a small creek. The suspension-bridge participants used more sexual imagery to describe people in a picture than did the sturdy-bridge participants. What factor, other than excitement, might explain these results?

A. History B. Regression toward the mean C. Testing D. Selection differences

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-06 Non-equivalent Control Group Design

69. A researcher wants to test the effect of alcohol on driving performance. Participants first drive through an obstacle course before drinking any alcohol. The participants then drink 8 ounces of alcohol and drive the course again. After each trial, the number of traffic cones hit is recorded. Surprisingly, the researcher finds that the number of traffic cones hit is greater before rather than after the participant drank the alcohol. What may best account for the change in performance?

A. Maturation B. History C. Testing effect D. Instrument decay

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 10-03 Describe threats to internal validity for quasi-experimental designs.

Topic: 10-05 Threats to Internal Validity

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70. From an ethical viewpoint, the ABAB design is preferred over the ABA design because A. the ABAB design more powerfully rules out chance fluctuations.

B. the ABAB design is less expensive.

C. the ABAB design shows the reversibility of a treatment.

D. it does not seem right to end the design with the withdrawal of a treatment that may be beneficial to the participant.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-12 Reversal Designs

71. A researcher has children watch 30 minutes of violent television and then measures their aggressiveness. The researcher concludes that television violence causes aggressiveness. A problem here is that A. there is no control group.

B. the aggression measure is unreliable.

C. the researcher should have had the children watch at least 60 minutes of violent television.

D. the measurement tool is not valid.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 10-02 Compare and contrast the one-group posttest-only design with the one-group pretest-posttest design.

Topic: 10-03 One-Group Posttest-Only Design

72. A multiple baseline design is often used when A. it is impossible or unethical to affect a reversal of treatment.

B. random assignment to groups was done incorrectly.

C. the researcher wants to correlate many behaviours with the one of interest.

D. the chances are high there will be a high mortality rate among the participants.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-13 Multiple Baseline Designs

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73. Ray is comparing the heart rates of a group of former smokers to non-smokers after they have walked on a treadmill for 15 minutes. This would be an example of a A. program evaluation.

B. true experiment.

C. time series design.

D. quasi-experimental design.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-01 Describe the purpose of program evaluation research and five types of questions that program evaluations can seek to address.

Topic: 10-02 Quasi-Experimental Designs

74. A researcher investigated the effect of weather on college students' study habits. On a sunny day, the researcher sat in the quad and recorded the number of minutes of study per student. The researcher found that the mean number of minutes of study was 39.8. This is an example of a(n) A. one-group posttest-only design.

B. one-group pretest-posttest.

C. true experimental design.

D. random group design.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 10-02 Compare and contrast the one-group posttest-only design with the one-group pretest-posttest design.

Topic: 10-03 One-Group Posttest-Only Design

75. In a multiple baseline design, in order to conclude that a treatment is effective, a behaviour change must be observed A. with multiple participants at the same time.

B. under multiple circumstances.

C. when a treatment is removed and reintroduced multiple times.

D. with multiple researchers.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-06 Describe single case experimental designs and discuss reasons to use these designs.

Topic: 10-13 Multiple Baseline Designs

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76. What is the advantage of the pretest in the non-equivalent control group pretest-posttest design?

A. The pretest accustoms the participants to the procedures of the study.

B. Participants who experience a pretest generally score higher on a posttest.

C. When groups are not equivalent, we can look at changes from pretest to posttest scores.

D. If the pretest scores are different, we can stop the study immediately without wasting time or money continuing the study.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 10-04 Discuss the advantages of having a non-equivalent control group, and compare and contrast the non-equivalent control group design with the non-equivalent control group pretest-posttest design.

Topic: 10-07 Non-equivalent Control Group Pretest-Posttest Design

Chapter 11 Complex Experimental Designs

Multiple Choice Questions 1. In a 2 x 3 factorial design, there are possible.

A. 2; 2 B. 2; 1 C. 1; 1 D. 1; 2

main effect(s) and

_ interaction effect(s)

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

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2. You design an experiment that manipulates the following variables: temperature (low or high); illumination level (low or high); and time of testing (day or night). For a completely repeated measures design, how many participants will you need to have 10 participants per condition?

A. 20 B. 150 C. 10 D. 100

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

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3. In a 2 x 2 x 2 x 2 factorial design using a fully repeated measures design with 10 participants per group, what is the number of participants?

A. 80 B. 40 C. 10 D. 160

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

4. In a 4 x 3 factorial design, for a completely repeated measures design, how many participants will you need to have 20 participants per condition?

A. 70 B. 40 C. 10 D. 20

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-09 Assignment Procedures and Sample Size

5. A study that uses both manipulated and measured variables in a factorial design is called a(n) design.

A. mixed repeated measures and independent groups B. IV x PV C. 2 x 2 D. multiple correlation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

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6. A marketing company wants to determine which cola beverage is most preferred by consumers. A group of participants tastes Cola A and then rates the taste. The group then tastes Cola B and rates the taste for this cola. A second group of participants follows the same procedure. However, they first taste Cola B and then Cola A. This is an example of what type of design?

A. 2 x 2 independent groups B. 2 x 2 repeated measures C. 2 x 2 mixed factorial D. IV x PV

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-09 Assignment Procedures and Sample Size

7. In an experiment that manipulates temperature of a room (warm or cold); difficulty of material (easy, difficult); and amount of material (low, moderate, high), which of the following statements applies to the design of this study?

A. 2 x 2 B. 2 x 3 C. 2 x 2 x 3 D. 3 x 3

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

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8. A researcher studies the effect of interpersonal distance (near, far) and personality type (introvert, extrovert) on feelings of anxiety. The researcher has used a(n) design.

A. IV x PV factorial B. repeated measures C. 2 x 3 factorial D. mixed factorial

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

9. An investigator wants to test the effectiveness of visualization on sports performance. She randomly assigns participants to two groups. Participants in the visualization group imagine themselves swinging a golf club perfectly for 20 minutes prior to a session on the driving range. Participants in the control group read Golf magazine for 20 minutes prior to a session on the driving range. All participants do this procedure each day for five days. The dependent measure, the average flight distance of the ball, is calculated for each participant after each session. This is an example of a(n) design.

A. two-group pretest-posttest B. 2 x 5 mixed factorial C. 2 x 5 independent groups factorial D. IV x PV factorial

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-09 Assignment Procedures and Sample Size

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10. In a 2 x 4 x 3 factorial design using a fully independent groups design with 10 participants per group, what is the number of participants?

A. 30 B. 90 C. 20 D. 240

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

11. A researcher manipulates a defendant's appearance (attractive, average, or unattractive) and gender (male or female) to study how these variables affect judgments of criminal behaviour. How many interactions are possible in this design?

A. 1 B. 2 C. 3 D. 6

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

12. You have designed an experiment manipulating room temperature (cold, warm, or hot); noise level (quiet or loud); and room colour (pink, blue, or black). How many main effects are possible?

A. 1 B. 2 C. 3 D. 8

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

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13. You have designed an experiment manipulating age of an applicant (young, middle, old); gender (male, female); and type of job applied for (blue collar, white collar). What type of design does this experiment represent?

A. 3 x 2 B. 3 x 2 x 3 C. 3 x 2 x 2 D. 2 x 2 x 2

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

14. A researcher is interested in variables that may affect an individual's driving ability. He has people drive a course in wet, dry, or icy conditions. In addition, he has them drive a vehicle with or without power steering, and with an automatic or a manual transmission. This design is an example of a factorial.

A. 2 x 2 B. 3 x 2 C. 3 x 2 x 2 D. 2 x 2 x 2

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

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15. A researcher examines the physical attractiveness of a driver involved in an automobile accident (unattractive, average, or attractive) and the severity of damage caused ($500, $1500, or $2500) on judgments of responsibility assigned to the driver. Which of the following represents the design?

A. 2 x 2 B. 2 x 3 C. 3 x 3 D. 1 x 3

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-11 Beyond Two Levels per Independent Variable

16. A researcher is interested in variables that may affect an individual's driving ability. He has people drive a course in wet, dry, or icy conditions. In addition, he has them drive a vehicle with or without power steering, and with an automatic or a manual transmission. In this design, there are possible main effects and possible interactions.

A. 2; 2 B. 3; 4 C. 3; 12 D. 2; 3

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

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17. You have designed an experiment manipulating weight of an individual (normal, over); age (young, middle, old); and gender (male, female). How many interactions are possible?

A. 2 B. 3 C. 4 D. 18

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

18. A study involves a 3 x 4 x 2 factorial design. How many independent variables are being studied?

A. 24 B. 9 C. 4 D. 3

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-09 Assignment Procedures and Sample Size

19. In a study examining the effect of room illumination (low, medium, high) and room temperature (cold, warm, hot) on test performance, how many main effects are possible?

A. 2 B. 3 C. 6 D. 9

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

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20. In a study examining the effect of room illumination (low, medium, high) and room temperature (cold, warm, hot) on test performance, how many interactions are possible?

A. 1 B. 2 C. 6 D. 9

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

21. A researcher examined judgments of responsibility for an automobile accident by manipulating the type of injuries received (none, mild, or severe) and the time of the accident (7 a.m., 12 p.m., 6 p.m., or 3 a.m.). How many main effects are possible in this study?

A. 2 B. 4 C. 7 D. 12

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

22. A 4 x 3 factorial design would have how many conditions?

A. 3 B. 4 C. 7 D. 12

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Easy Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-10 Increasing the Complexity of Factorial Designs

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23. In a 2 x 2 x 2 design, how many possible results can be evaluated?

A. 3 B. 6 C. 7 D. 8

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

24. You design an experiment that manipulates the following variables: method of presenting material (visual, auditory); difficulty of material (easy, difficult); and amount of material (low, moderate, high). For a completely independent groups design with 10 participants per group, how many participants will you need?

A. 80 B. 120 C. 70 D. 60

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-12 Beyond Two Independent Variables

25. In a 4 x 3 factorial design, for a completely independent groups design with 10 participants per group, how many participants will you need?

A. 120 B. 30 C. 70 D. 60

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-10 Increasing the Complexity of Factorial Designs

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26. Which of the following is the simplest factorial design?

A. 1 x 1 B. 2 x 1 C. 1 x 2 D. 2 x 2

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-10 Increasing the Complexity of Factorial Designs

27. A 4 x 5 factorial design would have how many conditions?

A. 4 B. 5 C. 9 D. 20

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Easy Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-10 Increasing the Complexity of Factorial Designs

28. If you have male and female participants drive a course under dry or wet road conditions, what kind of research design do you have?

A. A repeated measures B. A mixed factorial C. A 1 x 2 factorial D. An IV x PV design

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

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29. Which statement is true of a factorial design?

A. It eliminates the possibility of a confound.

B. All levels of each independent variable are combined with all levels of the other independent variable(s).

C. A control group is unnecessary.

D. It is always better for detecting curvilinear relationships than are simple designs.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-01 Define a factorial design and discuss reasons why a researcher would use this design.

Topic: 11-02 An Experiment with More Than One Independent Variable: Factorial Designs

30. Participants were asked to read a poem that was written by a male or female author who they were told was a college English major or an English professor. The participants rated the poem written by the professor as being of higher quality than the poem written by the student.

From these results, one can conclude there was A. a main effect of gender.

B. a main effect of authorship.

C. a main effect of quality.

D. an interaction between gender and authorship.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

31. An IV x PV design A. allows the manipulation of a participant variable.

B. allows the researcher to investigate how different types of individuals respond to the same manipulated variable.

C. allows measurement of the participant variable.

D. allows the researcher to investigate interactions between two different variables each manipulated by the researcher.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

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32. Dr. Parker finds that judgments of responsibility for an automobile accident is greater for male drivers if the outcome is severe than if it is mild. However, for female drivers, ratings are the same irrespective of the outcome. These findings suggest A. a main effect of gender.

B. a main effect of outcome.

C. an interaction between gender and responsibility.

D. an interaction between gender and outcome.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-03 Interpret a graph depicting results from a 2 x 2 experimental design. Use this graph to estimate whether there is one main effect, two main effects, and/or an interaction effect.

Topic: 11-05 Depicting Possible Outcomes of a 2  2 Factorial Design Using Tables and Graphs

33. A researcher finds that for female applicants, the likelihood of being hired for a job increases as their work experience increases. However, for male applicants, the likelihood of being hired decreases as their work experience increases. This finding would suggest A. a main effect of gender.

B. a main effect of work experience.

C. an interaction between gender and work experience.

D. gender and work experience have no effect on likelihood of being hired for a job.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

34. When analyzing a 2 x 2 factorial design, you test for significance of A. two main effects.

B. one main effect and an interaction.

C. an interaction.

D. two main effects and an interaction.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 11-03 Interpret a graph depicting results from a 2 x 2 experimental design. Use this graph to estimate whether there is one main effect, two main effects, and/or an interaction effect.

Topic: 11-05 Depicting Possible Outcomes of a 2  2 Factorial Design Using Tables and Graphs

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35. With , the results are analyzed as if you had separate experiments at each level of the other independent variable, while examines the effect of an independent variable irrespective of the levels of the other independent variable.

A. a main effect; a simple main effect B. an interaction; a main effect C. an interaction; a simple main effect D. a simple main effect; a main effect

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-04 Discuss the role of simple main effects in interpreting interactions.

Topic: 11-06 Breaking Down Interactions into Simple Main Effects

36. An interaction occurs whenever A. the manipulation check indicates a manipulation failure.

B. the effect of one independent variable changes across levels of a second independent variable.

C. both independent variables have an effect.

D. the dependent variable is effectively manipulated in a factorial design.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

37. In a factorial design, a main effect is the effect of each of the separate _ themselves.

A. independent B. dependent C. correlated D. situational

_ variables by

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

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38. In order to ascertain whether there is an interaction between two variables, a researcher must use a(n) design.

A. interaction B. multiple correlation C. factorial D. independent groups

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-01 Define a factorial design and discuss reasons why a researcher would use this design.

Topic: 11-02 An Experiment with More Than One Independent Variable: Factorial Designs

39. The likelihood to be hired for a management versus non-management job will vary depending upon whether the applicant is a male or a female. The moderator variable is the A. likelihood to be hired.

B. type of job.

C. gender of the applicant.

D. salary for the job.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-04 Interactions Illuminate Moderator Variables

40. A factorial design involves A. manipulating two or more independent variables.

B. an inability to specify the overall effect of an independent variable.

C. having multiple dependent measures.

D. manipulating two or more dependent variables.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-01 Define a factorial design and discuss reasons why a researcher would use this design.

Topic: 11-02 An Experiment with More Than One Independent Variable: Factorial Designs

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41. If a researcher believes a linear relationship may exist between two variables, she will need to A. manipulate two or more independent variables.

B. have a stronger manipulation than for a linear relationship.

C. include more than two levels of the independent variable.

D. measure more than one dependent variable.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-01 Define a factorial design and discuss reasons why a researcher would use this design.

Topic: 11-01 An Independent Variable with More Than Two Levels

42. Individuals with work experience and those without work experience are given identical resumes of a male or female applicant and asked to indicate the likelihood that they would hire the individual. The PV in this design is A. the gender of the applicant.

B. the gender of the participant.

C. individuals with or without work experience.

D. the hiring likelihood.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

43. Interactions are often discussed in terms of a moderator variable. A moderator variable A. is a misleading variable.

B. is a variable with only a moderate effect on the interaction.

C. influences the relationship between two other variables.

D. balances the effect between variables.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-04 Interactions Illuminate Moderator Variables

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44. A researcher conducts an experiment in which half of the participants read a story designed to reduce prejudice (story group), whereas the other half of the participants read material unrelated to prejudice (control group). After reading the material, half of the participants describe a minority group while alone, and the other half describes a minority group in the presence of their peers. The dependent variable is the number of positive statements made about the minority group. The mean number of positive statements in the four conditions was:

Alone Control Story

Peer 1 5

2 1

Although the final conclusions would be based on statistical significance tests, these results indicate a(n) A. main effect of the control versus story variable.

B. main effect of the alone versus peer group variable.

C. interaction.

D. interaction, as well as a main effect of both the control versus story variable and the alone versus peer group variable.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

45. In a factorial design, the effect of a moderating variable is revealed as a(n) A. main effect.

B. simple main effect.

C. Interaction between two other variables.

D. participant variable (PV).

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-04 Interactions Illuminate Moderator Variables

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46. A researcher believes that driving performance during daytime versus nighttime will vary depending upon whether the road is dry or wet. In this study, road condition would be a(n) A. participant variable.

B. dependent variable.

C. interaction.

D. moderator variable.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-04 Interactions Illuminate Moderator Variables

47. In a factorial design, which variable influences the nature of the relationship between two other variables?

A. Dependent variable B. Moderator C. Interactional D. Multiplying

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-04 Interactions Illuminate Moderator Variables

48. A researcher has second-grade boys and girls view aggressive or non-aggressive cartoons.

After viewing the cartoons, the children are observed playing in a room that contains a variety of toys. The number of aggressive acts displayed by the children is measured. This research design would be an example of a(n) design.

A. mixed factorial B. repeated measures C. IV x PV D. interaction

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

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49. A 2 x 2 factorial design was used to study the effects of participant gender and style of persuasion on attitude change using 40 individuals. This is an example of a(n) design.

A. IV x PV B. repeated measures C. Latin Square D. Solomon four-group

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

50. Mary found an interaction between a defendant's gender (male or female) and their appearance (attractive or unattractive) on judgments of criminal behaviour. She analyzes the difference between judgments for unattractive defendants who are male or female. She then performs the same analysis for attractive males and females. Mary has examined the A. main effect of appearance.

B. simple main effect of appearance.

C. main effect of gender.

D. simple main effect of gender.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-04 Discuss the role of simple main effects in interpreting interactions.

Topic: 11-06 Breaking Down Interactions into Simple Main Effects

51. A researcher states that "anxiety decreased performance irrespective of the participants' motivation levels." This statement tells you that there was a(n) A. main effect of anxiety.

B. interaction between anxiety and motivation.

C. main effect of motivation.

D. Type I error.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-11 Beyond Two Levels per Independent Variable

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52. A researcher designs a study where participants are randomly assigned to one of two conditions. Each participant is then measured under two different circumstances. This is an example of a(n) design.

A. independent groups B. repeated measures C. mixed factorial D. IV x PV

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-09 Assignment Procedures and Sample Size

53. In order to find a curvilinear relationship, the researcher needs to use A. factorial designs.

B. three or more levels of the independent variable.

C. more than one dependent variable.

D. mixed design.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-01 Define a factorial design and discuss reasons why a researcher would use this design.

Topic: 11-01 An Independent Variable with More Than Two Levels

54. An IV x PV design has A. two manipulated variables.

B. two non-manipulated variables.

C. one manipulated and one non-manipulated variable.

D. one manipulated and one measured variable.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

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55. In a 2 x 2 mixed factorial design, there are(is) A. three independent variables.

B. two possible interaction effect.

C. one set of independent groups and one set of repeated measures.

D. six conditions.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 11-06 Compare the assignment of participants in an independent groups design, a repeated measures design, and a mixed factorial design.

Topic: 11-09 Assignment Procedures and Sample Size

56. Which one of the following is a possible outcome for a 2 x 2 factorial design?

A. Two significant main effects and two significant interaction effects B. One significant main effect, one non-significant main effect, and two significant interaction effects C. One significant main effect, one non-significant main effect, and one significant interaction effect D. Two significant main effects and two non-significant interaction effects

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 11-03 Interpret a graph depicting results from a 2 x 2 experimental design. Use this graph to estimate whether there is one main effect, two main effects, and/or an interaction effect.

Topic: 11-05 Depicting Possible Outcomes of a 2  2 Factorial Design Using Tables and Graphs

57. In a factorial design, a main effect is the A. effect of one independent variable at one level of another independent variable.

B. effect of one independent variable averaged over the levels of the other independent variable(s).

C. only effect of interest.

D. independent variable with the biggest effect on the dependent variable.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

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58. In a factorial design, a factor is the A. independent variable B. dependent variable C. experimental group D. control group

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-02 An Experiment with More Than One Independent Variable: Factorial Designs

59. The main reason to use a 2 x 2 factorial design instead of two separate experiments (with one IV per experiment) is to A. find the main effects of each independent variable.

B. find an interaction between the independent variables.

C. save time.

D. There is no good reason to use a 2 x 2 design if you can conduct separate experiments instead.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 11-03 Interpret a graph depicting results from a 2 x 2 experimental design. Use this graph to estimate whether there is one main effect, two main effects, and/or an interaction effect.

Topic: 11-05 Depicting Possible Outcomes of a 2  2 Factorial Design Using Tables and Graphs

60. In analyzing the interaction between age and gender, Reba finds a difference in hiring likelihood between young and old applicants when they are females. However, she finds no difference between young and old applicants when they are males. Based on the findings, Reba has examined the A. main effect of age.

B. main effect of gender.

C. simple main effect of age.

D. simple main effect of gender.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-04 Discuss the role of simple main effects in interpreting interactions.

Topic: 11-06 Breaking Down Interactions into Simple Main Effects

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61. In an IV x PV research design, the participant variables A. are manipulated by the researcher B. are randomly assigned by the researcher C. are controlled by the researcher D. cannot be randomly assigned or controlled

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

62. In an IV x PV research design, which of the following would not be a participant variable?

A. age B. education C. ethnic group D. clinical diagnostic category

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

63. An educational researcher examines the effect of speaker credibility on attitude change in university and community college students. The PV in this design is A. speaker credibility.

B. type of student.

C. the educational researcher.

D. the attitude change.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 11-05 Describe an independent variable by participant variable (IV  PV) design.

Topic: 11-08 Factorial Designs with Manipulated and Non-manipulated Variables

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64. John is studying punishment assigned to male or female drivers who cause minor or serious injuries to a victim in an automobile accident. He predicts that male drivers will receive harsher punishments than female drivers only when the injuries caused are severe.

However, when the injuries are mild, he predicts no difference in assigned punishment between male and female drivers. The moderator variable in this design is A. the gender of the driver.

B. the type of injuries received.

C. the gender of the victim.

D. the severity of the punishment.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-04 Interactions Illuminate Moderator Variables

65. A simple main effect analysis examines A. the overall effect of one independent variable.

B. the mean differences at each level of the independent variable.

C. the overall effect of the interaction.

D. the simplest main effect.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-04 Discuss the role of simple main effects in interpreting interactions.

Topic: 11-06 Breaking Down Interactions into Simple Main Effects

66. A researcher finds that for male applicants, the likelihood of being hired for a job increases as their work experience increases. However, for female applicants, the likelihood of being hired is not influenced by the amount of work experience. Which of the following is correct?

A. There is an interaction between gender and work experience for male applicants.

B. There is no interaction between gender and work experience for female applicants.

C. There is an interaction between gender and work experience.

D. There is an interaction between gender and work experience for female applicants.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 11-02 Describe what information is provided by main effects and interaction effects in a factorial design.

Topic: 11-03 Interpreting Factorial Designs

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67. If the means from a 2 x 2 study are displayed in a graph and the lines on the graph are perfectly parallel, then what can you conclude?

A. There is no main effect for either of the two factors B. There is a main effect for both of the two factors C. There is no interaction between factors D. There is an interaction between factors

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 11-03 Interpret a graph depicting results from a 2 x 2 experimental design. Use this graph to estimate whether there is one main effect, two main effects, and/or an interaction effect.

Topic: 11-05 Depicting Possible Outcomes of a 2  2 Factorial Design Using Tables and Graphs

68. A 2 x 2 interaction factorial design will have _ interaction(s).

A. 2; 2 B. 2; 4 C. 4; 2 D. 2; 1

main effect(s), and

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 11-03 Interpret a graph depicting results from a 2 x 2 experimental design. Use this graph to estimate whether there is one main effect, two main effects, and/or an interaction effect.

Topic: 11-05 Depicting Possible Outcomes of a 2  2 Factorial Design Using Tables and Graphs

69. Which of the following is not true of a 2 x 2 interaction factorial design?

A. There may be 2 significant main effects and 2 significant interactions.

B. There may be 1 significant main effect, 1 non-significant main effect, and 1 significant interaction.

C. There may be 2 non-significant main effects and 1 significant interaction.

D. There may be 2 significant main effects and 1 significant interaction.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 11-03 Interpret a graph depicting results from a 2 x 2 experimental design. Use this graph to estimate whether there is one main effect, two main effects, and/or an interaction effect.

Topic: 11-05 Depicting Possible Outcomes of a 2  2 Factorial Design Using Tables and Graphs

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70. A problem with designing an experiment with only two levels of the independent variable is A. only one dependent variable can be used with this design.

B. it will only indicate a linear relationship between the independent variable and the dependent variable.

C. this design is more susceptible to confounds than other designs.

D. the results cannot be generalized.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 11-01 Define a factorial design and discuss reasons why a researcher would use this design.

Topic: 11-01 An Independent Variable with More Than Two Levels

Chapter 12 Descriptive Statistics: Describing Variables and the Relations among Them

Multiple Choice Questions 1. Dr. Greentree finds the r2 value between days of sunlight (X) and plant growth (Y) to be +.48. Dr. Greentree can conclude A. 48% of plants will grow on sunny days.

B. plants will grow 48% taller on sunny days.

C. 48% of the variability in plant growth can be accounted for by the number of days of sunlight.

D. plants will grow 48% less on cloudy days.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-10 Interpreting the Pearson r Correlation Coefficient

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2. The finding that "the more classes a person takes, the more money they spend on textbooks" illustrates relationship.

A. a positive B. a negative C. a curvilinear D. no

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-10 Interpreting the Pearson r Correlation Coefficient

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3. Henry finds that for automobile owners, as the price of gasoline increases, the amount of miles they drive in a week decreases. This finding would suggest relationship.

A. a positive B. a negative C. a curvilinear D. no

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Easy Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-10 Interpreting the Pearson r Correlation Coefficient

4. In a perfect positive relationship between two variables A. knowing an individual's score on one variable will allow us to predict exactly what his or her score will be on the other variable.

B. the correlation coefficient would range between -1.0 and +1.0.

C. all of the scores on one variable will be the same as the scores on the other variable.

D. the graphic representation would be a flat line.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-11 Scatterplots

5. In a , a separate and distinct received each possible score.

A. polygon; bar B. bar graph; line C. bar graph; bar D. polygon; pie slice

is drawn to represent the number of people who

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-03 Graphing Frequency Distributions

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6. Which of the following is NOT true of the standard deviation? It A. indicates the average deviation of scores from the mean.

B. is the square of the variance.

C. becomes larger the further the scores are from the mean.

D. is appropriate only for interval and ratio scale variables.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

7. Structural equation models (SEM) A. are developed after the data are analyzed and interpreted.

B. are expected patterns of relationships among numerous different variables.

C. can only be used to explain results of laboratory experiments.

D. can only be used to explain results of field experiments.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-07 Discuss how a partial correlation addresses the third-variable problem.

Topic: 12-19 Advanced Modelling Techniques

8. Which of the following is least correct regarding the effect size? The effect size A. refers to the strength of association between the variables.

B. provides a scale of values that is consistent across all types of studies.

C. can only range from -1.0 to + 1.0.

D. can indicate small, medium, and large effects.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-13 Correlation Coefficients as Effect Sizes

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9. Ratio scales A. have arbitrary zero points.

B. have an absolute zero point.

C. cannot be used in behavioural research.

D. are used to measure personality traits.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

10. Which one of the following is NOT one of the three basic ways of describing results discussed in your text?

A. Compare group percentages.

B. Compare group means.

C. Compare group assignments.

D. Correlate scores of individuals on two variables.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-03 Graphing Frequency Distributions

11. In a survey examining the number of 3rd versus 6th grade students who buy their lunch at school, the most appropriate description of the results would be to A. compare group percentages.

B. correlate scores.

C. compare group means.

D. compare lunches.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-03 Graphing Frequency Distributions

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12. John finds the Pearson r correlation coefficient between variable A and variable B to be 0.00. Before concluding there is no relationship between the variables, John should A. use a different set of participants.

B. restrict the range from which he samples.

C. construct a scatterplot of the data.

D. calculate the effect size for the relationship.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-11 Scatterplots

13. In studying the effect of temperature on ice cream cone sales, a researcher could record the number of ice cream cones sold on cold versus hot days. The researcher would be most interested in A. comparing group performance.

B. comparing group means.

C. correlating scores.

D. comparing the type of ice cream sold.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-03 Graphing Frequency Distributions

14. Which one of the following would be an appropriate measure of central tendency to summarize ordinal data?

A. Mean B. Median C. Correlation D. Mode

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

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15. An ordinal scale of measurement lacks which one of the following properties of a scale?

A. Equal orders B. Unequal orders C. Equal intervals D. Unequal intervals

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

16. A teacher writes the results of a test on the board: 7 students received As, 10 students received Bs, 18 students received Cs, 4 students received Ds, and 1 student received an F. In statistical terms, this is a A. measure of central tendency.

B. measure of variability.

C. frequency distribution.

D. correlation table.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-03 Graphing Frequency Distributions

17. Restricting the range of a variable A. increases B. decreases C. has no effect on D. changes the direction of

the effect on the correlation coefficient.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-12 Important Considerations

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18. Brewster measures the height and age of four and five-year-olds. To his surprise, he finds no correlation between height and age. What is most likely responsible for his results?

A. Age and height are not related.

B. A curvilinear relationship exists between the variables.

C. He has restricted the range of the variables.

D. There is too much variability in the sample to accurately calculate a correlation coefficient.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-12 Important Considerations

19. When a line graph is employed to represent the number of subjects who received each possible score on a variable, this graph is called a frequency .

A. model B. polygon C. histogram D. bar graph

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-03 Graphing Frequency Distributions

20. In graphically depicting frequency distributions, are used to display categorical variables while are used to display quantitative variables.

A. polygons; bar graphs B. bar graphs; histograms C. histograms; pie charts D. pie charts; bar graphs

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-03 Graphing Frequency Distributions

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21. In a normal distribution, the majority of the scores cluster around the A. mean B. median C. mode D. standard deviation

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-03 Graphing Frequency Distributions

22. What term explains scores that are unusual, unexpected, impossible, or very different from the scores of other participants?

A. variance B. positively skewed C. negatively skewed D. outliers

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-03 Graphing Frequency Distributions

23. Any set of scores may be described by measures of A. chance variance; error variance B. central tendency; variability C. independent variables; dependent variables D. probability; significance

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

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24. After establishing that there is a reasonably high correlation between two variables, a researcher can utilize a regression equation to make predictions about the _ variable from the variable.

A. predictor; criterion B. criterion; predictor C. independent; dependent D. dependent; independent

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-06 Describe how regression equations and multiple correlations are used to make predictions.

Topic: 12-15 The Regression Equation

25. What is the difference between an interval and a ratio scale? A ratio scale interval scale does not.

A. uses equal intervals B. has an absolute zero C. indicates order D. gives numerical information

while an

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

26. Mean, mode, variance, and standard deviation are all examples of what type of statistics?

A. Measures of central tendency B. Measures of dispersion C. Inferential statistics D. Descriptive statistics

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

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27. Which one of the following scales of measurement lacks numeric properties?

A. Nominal B. Ordinal C. Interval D. Ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

28. Researchers studying the effectiveness of a diet on heart disease separated the study's participants into two groups, those with Type A personalities and those with Type B personalities. What scale characterizes the personality variable?

A. Nominal B. Ordinal C. Interval D. Ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

29. A host of a home repair program rates the difficulty of various home improvement projects. He assigns the level of difficulty by using hammers: 3 for very difficult, 2 for moderate, and 1 for easy. This measure is an example of a(n) scale.

A. nominal B. ordinal C. interval D. ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

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30. At the beginning of the season, a sports writer gives her prediction of teams that will finish in the top three places in the eastern, central, and western divisions. Her prediction would be an example of using which type of measurement scale?

A. Nominal B. Ordinal C. Interval D. Ratio

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

31. The standard deviation would be an appropriate measure of variability only if the variable is measured on a(n) _ scale.

A. nominal B. ordinal C. continuous D. scatterplot

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

32. The correlation coefficient A. indicates the amount of spread in the distribution of scores.

B. is a measure of central tendency.

C. is a measure of variability.

D. is a statistic that describes how strongly variables are related to one another.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-09 Describing Relationships among Continuous Variables: Correlating Two Variables

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33. A common trick when bar graphs are used to mislead readers A. is to exaggerate the distance between points on the x axis B. is to exaggerate the distance between points on the y axis.

C. is to use bright colours for the variable they want exaggerated.

D. is to minimize the distance between points on the y axis.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-03 Identify ways to describe and graph relationships involving nominal variables.

Topic: 12-07 Graphing Nominal Data

34. Why would a researcher employ structural equation modelling (SEM)?

A. It is the only appropriate statistical techniques to use when a third variable is present.

B. It allows a researcher to test how well data fit a theoretical model that describes the relationship among variables.

C. It allows the researcher to partial out the influence of a third variable.

D. It is a more impressive statistical technique than correlation or regression.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-07 Discuss how a partial correlation addresses the third-variable problem.

Topic: 12-19 Advanced Modelling Techniques

35. Multiple correlation is a technique for A. increasing accuracy of prediction.

B. multiplying correlation coefficients.

C. making measures more reliable.

D. determining causal relationships between variables.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-06 Describe how regression equations and multiple correlations are used to make predictions.

Topic: 12-16 Multiple Correlation and Multiple Regression

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36. An automobile repair shop reports that half of the automobiles they repair have a resale value below $8000. In this example, the $8000 represents which measure of central tendency?

A. Mean B. Mode C. Median D. Standard deviation

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

37. A teacher writes the results of a test on the board: 10 students received As, 14 students received Bs, 18 students received Cs, 2 students received Ds, and 1 student received an F. The grade of C would represent which measure of central tendency?

A. Mean B. Mode C. Median D. Standard deviation

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Medium Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

38. Which one of the following is NOT a measure of central tendency?

A. Mean B. Median C. standard deviation D. Mode

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

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39. A researcher finds that out of 400 pet owners surveyed, 250 own only a dog, 125 own only a cat, and 25 own only a bird. Which measure of central tendency is the most appropriate for this data?

A. Mean B. Median C. Mode D. Standard deviation

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

40. Which one of the following would be an appropriate measure of central tendency to summarize interval data?

A. Mean only B. Median only C. Mode only D. Mean, median, or mode would be appropriate.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

41. The measure of central tendency that reflects the most frequent score is the A. mean.

B. median.

C. mode.

D. range.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

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42. A(n) allows a researcher to statistically control for the influence of a third variable.

A. criterion assessment B. effect size C. multiple correlation D. partial correlation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-07 Discuss how a partial correlation addresses the third-variable problem.

Topic: 12-18 Partial Correlation and the Third-Variable Problem

43. The Pearson product-moment correlation coefficient (r) is unable to detect A. curvilinear relationships.

B. positive linear relationships.

C. negative linear relationships.

D. instances of no relationship.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-12 Important Considerations

44. Variables using interval and ratio are referred to as A. continuous variables B. discontinuous variables C. averaged variables D. discrete variables

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

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45. What is the next step for researchers after data is collected?

A. Send a copy of the data to the IRB. B. Share the data with the participants.

C. Explore each variable separately.

D. Explore each statistic separately.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-02 Describing Each Variable

46. What variable is the researcher using when all freshmen from Introductory Psychology courses are asked "How satisfied are you with your textbook?" Response options range from 1 (completely dissatisfied) to 5 (completely satisfied).

A. Situational variables B. Participant variables C. Independent variable D. Confounding variables

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-03 Identify ways to describe and graph relationships involving nominal variables.

Topic: 12-03 Graphing Frequency Distributions

47. Jim examines the effect of type of music (jazz, rock, rap) on task performance. Type of music represents which type of measurement scale?

A. Ratio B. Interval C. Ordinal D. Nominal

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

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48. Three celebrity judges rank order the finalists in a talent contest from the most to the least talented. This process would be an example of using which type of measurement scale?

A. Ratio B. Interval C. Ordinal D. Nominal

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

49. A researcher measures the time it takes for subjects to press a button following a signal.

This is a(n) measure.

A. nominal scale B. ratio scale C. ordinal scale D. interval scale

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

50. A researcher obtains a -.87 correlation between job applicants' ages and their likelihood to be hired, but she thinks job skills may be an important influence. She should calculate a(n) A. correlation coefficient between age and hiring likelihood.

B. inter-rater reliability coefficient.

C. partial correlation coefficient.

D. regression equation.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-07 Discuss how a partial correlation addresses the third-variable problem.

Topic: 12-18 Partial Correlation and the Third-Variable Problem

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51. A professional baseball scout uses the batting average, on base percentage, throwing ability, and running speed of amateur baseball players to predict their success as professional baseball players. This strategy would be an example of using a(n) as a predictor of likelihood of success.

A. effect size B. multiple correlation C. practicality assessment D. criterion variable assessment.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-06 Describe how regression equations and multiple correlations are used to make predictions.

Topic: 12-16 Multiple Correlation and Multiple Regression

52. A regression equation is used to A. determine the strength of the relationship between X and Y. B. determine the causal relationship between X and Y. C. predict a score on Y from a known score on X. D. predict the difference between scores on X from the scores on Y.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-06 Describe how regression equations and multiple correlations are used to make predictions.

Topic: 12-15 The Regression Equation

53. After obtaining the correlation between two variables, a researcher calculates a regression equation. This equation can be used to A. predict a person's score on one variable when only the score on a second variable is known.

B. control third variables.

C. predict scores on a third variable of interest.

D. determine effect size.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-06 Describe how regression equations and multiple correlations are used to make predictions.

Topic: 12-15 The Regression Equation

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54. Multiple correlation utilizes many A. interval; ratio B. ratio; interval C. predictor; criterion D. criterion; predictor

variables and one

variable.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-06 Describe how regression equations and multiple correlations are used to make predictions.

Topic: 12-16 Multiple Correlation and Multiple Regression

55. All correlation coefficients A. are positive.

B. are negative.

C. range from -1.00 to +1.00.

D. use interval data.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-10 Interpreting the Pearson r Correlation Coefficient

56. A correlation coefficient indicates the between two variables.

A. nature; shape B. direction; strength C. scatter; strength D. direction; distribution

and

of the relationship

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-10 Interpreting the Pearson r Correlation Coefficient

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57. An interval scale is preferable to an ordinal scale because A. simpler statistics can be used.

B. it rank orders individuals on some characteristic.

C. sophisticated statistics can be used.

D. it allows the measurement of individual differences.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-01 Describe frequency distributions and ways to visualize them.

Topic: 12-01 Revisiting Scales of Measurement

58. Which one of the following statistics indicates how much scores are spread out with respect to the mean?

A. Mean B. Median C. Standard deviation D. Central tendency

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

59. The is a general term that refers to the strength of association between variables.

A. statistical index B. effect size C. standard deviation D. linear degree

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 12-04 Identify and interpret an estimate of effect size comparing two groups.

Topic: 12-08 Describing Effect Size between Two Groups

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60. What statistic signifies how many standard deviations large the difference is in scores between two groups that are studied?

A. Pearson's correlation coefficient B. Spearman's rho C. Squared correlation coefficient D. Cohen's d

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-04 Identify and interpret an estimate of effect size comparing two groups.

Topic: 12-08 Describing Effect Size between Two Groups

61. Which statement is least correct regarding the correlation coefficient?

A. The absolute size of r indicates the strength of the relationship.

B. The values of r can range from -1.0 to +1.0.

C. The correlation coefficient indicates whether there is a positive linear or negative linear relationship.

D. The sign of the correlation coefficient (- or +) indicates the strength of the relationship.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-10 Interpreting the Pearson r Correlation Coefficient

62. Mel finds the relationship between alcohol consumption and reaction time is -.63.

However, the relationship between coffee consumption and reaction time is +.52. Mel can conclude A. the relationship between alcohol consumption and reaction time is weaker than the relationship between coffee consumption and reaction time.

B. the relationship between alcohol consumption and reaction time is stronger than the relationship between coffee consumption and reaction time.

C. the direction of the relationship between alcohol consumption and reaction time is approximately the same as the relationship between coffee consumption and reaction time.

D. that alcohol consumption is directly related to coffee consumption.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-11 Scatterplots

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63. Measures of indicate how scores are spread out in a distribution, while measures of indicate how a sample scores as a whole.

A. error; true score B. probability; significance C. the mode; the median D. variability; central tendency

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 12-02 Interpret measures of central tendency and variability.

Topic: 12-04 Descriptive Statistics

64. A negative value of r means that A. there is no relationship between the two variables.

B. those who score high on one variable tend to score low on the other.

C. those who score high on one variable tend to score high on the other.

D. there was a mistake in calculating the value of r.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-10 Interpreting the Pearson r Correlation Coefficient

65. Which one of the following is not a measure of variability?

A. Standard variance B. Range C. Variance D. Standard deviation

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Topic: 12-04 Descriptive Statistics

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66. In a perfect relationship between two variables, r A. would equal 0.

B. would equal +1.00.

C. would equal -1.00.

D. would equal +1.00, or -1.00.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 12-05 Interpret correlation coefficients and scatterplots to describe relationships among continuous variables.

Topic: 12-10 Interpreting the Pearson r Correlation Coefficient

Chapter 13 Inferential Statistics: Making Inferences about Populations Based on Our Samples

Multiple Choice Questions 1. Which significance level would minimize the probability of a Type I error?

A. .25 B. .10 C. .05 D. .01

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-19 Type I and Type II Errors in the Published Research Literature

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2. The fact that statistically significant results are far more likely to be published than statistically non-significant results is known as .

A. research bias B. researcher bias C. publication bias D. statistical bias

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-19 Type I and Type II Errors in the Published Research Literature

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3. When a study that does not find statistically significant results, and is excluded from metaanalyses, what risk is highlighted?

A. Underestimating the overall effect-size B. Overestimating the overall effect-size C. Overlooking the overall effect-size D. Ignoring the overall effect-size

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-19 Type I and Type II Errors in the Published Research Literature

4. In a multiple-choice question with four alternatives, if the null hypothesis is correct, the probability of a person choosing the correct answer is approximately A. 1 out of 4.

B. 2 out of 4.

C. 3 out of 4.

D. 4 out of 4.

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-06 Probability: The Case of Mind Reading

5. Sandra has developed a program designed to increase reading comprehension scores in 6th graders. She randomly selects three students and has them participate in her program. When she compares the mean score from the students who completed her program to three students who did not participate in the program, she finds no significant difference between their mean scores. What is most likely the reason for the non-significant finding?

A. Too strong of a manipulation B. The use of 6th grade children C. A small sample size D. A true research hypothesis

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-21 Choosing a Sample Size: Power Analysis

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6. Brandon found no significant difference in amount of money spent on entertainment between students who live on versus off campus. Based on this finding, Brandon would A. fail to reject the null.

B. reject the null.

C. accept a Type I error.

D. reject a Type I error.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

7. Which one of the following accurately describes the relationship between concepts?

A. Systematic variance = error variance B. Error variance = between-groups variance C. Between-groups variance = systematic variance D. Systematic variance = within-group variance

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 13-05 Describe the F test, including systematic variance and error variance.

Topic: 13-12 The F Test: Used When Comparing Three or More Group Means

8. Your lab group must choose a significance test to determine if the mean scores of two groups are significantly different. The appropriate test is a(n) A. t test.

B. Mann-Whitney U. C. chi-square.

D. analysis of variance.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-04 Describe when to use the t test, and explain the three basic steps to using it.

Topic: 13-11 The t-Test: Comparing Two Means

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9. Ally has just completed collecting his research data. The step in analyzing the data is .

A. run descriptive statistical tests B. run inferential statistical tests C. input raw data D. interpret the output

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-22 Analyzing Data using statistics software

10. Nita is inputting her research data in Microsoft Excel; she should set up data for each group in separate .

A. rows B. columns C. sheets D. files

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-22 Analyzing Data using statistics software

11. The appropriate statistical test for nominal level data derived from measuring the dependent variable (for two groups) is A. t.

B. Pearson correlation.

C. chi-square.

D. analysis of variance.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-24 Research Studying Two Variables

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12. The appropriate statistical test for interval or ratio level data derived from measuring the dependent variable (for more than two groups) is the A. t-test.

B. Pearson correlation.

C. chi-square.

D. F test (analysis of variance).

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-23 Selecting the Appropriate Statistical Test

13. A student is interested in the effect of environmental condition on task performance. She has participants complete a series of math problems under different temperatures (cold, warm, hot) and noise condition (quiet, noisy). The most appropriate test to analyze the data would be a(n) A. t-test.

B. Pearson r.

C. chi-square.

D. F-test.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 13-05 Describe the F test, including systematic variance and error variance.

Topic: 13-12 The F Test: Used When Comparing Three or More Group Means

14. When a researcher the probability of making a Type I error, she _ probability of making a Type II error.

A. increases; increases B. decreases; increases C. decreases; decreases D. decreases; does not affect

the

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-16 Type I Errors Topic: 13-17 Type II Errors

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15. The expected value of t if the null hypothesis is true would A. equal 1.

B. equal 0.

C. depend on the degrees of freedom.

D. vary depending on the alpha level.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-04 Describe when to use the t test, and explain the three basic steps to using it.

Topic: 13-11 The t-Test: Comparing Two Means

16. The research hypothesis states that the A. independent variable had no effect.

B. independent variable did have an effect.

C. dependent variable had no effect.

D. dependent variable did have an effect.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

17. Non-significant results are problematical because they A. are difficult to interpret.

B. are less important.

C. disprove the theory you are trying to support.

D. are difficult to analyze statistically.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-20 Interpreting Non-significant Results

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18. The null hypothesis A. is used because it is a very precise statement.

B. is rejected when there is a high probability that the obtained results are due to random error.

C. does not allow us to know the probability of the outcome of the study occurring.

D. is statistically significant if it can be accepted.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

19. The desired probability of correctly rejecting the null hypothesis is the A. Type I error.

B. Type II error.

C. effect size of the test.

D. power of the test.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-21 Choosing a Sample Size: Power Analysis

20. is a type of correlation coefficient that indicates the independent variable.

A. T; difference in B. T; magnitude of C. Effect size r; difference in D. Effect size r; magnitude of

the effect of the

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-08 Discuss how effect size and confidence intervals contribute to the validity of conclusion beyond hypothesis tests.

Topic: 13-27 Effect-Size

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21. Error variance is the deviation of A. the individual scores about the group mean.

B. the group means about the grand mean.

C. error variance about the group mean.

D. error variance about the grand mean

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-05 Describe the F test, including systematic variance and error variance.

Topic: 13-12 The F Test: Used When Comparing Three or More Group Means

22. How do you calculate the systematic variance?

A. Find the deviation of the individual scores from the group mean.

B. Find the deviation of the group means from the grand mean.

C. Find the deviation of error variance from the group mean.

D. Find the deviation of error variance from the grand mean.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-05 Describe the F test, including systematic variance and error variance.

Topic: 13-12 The F Test: Used When Comparing Three or More Group Means

23. Juan wants to test the hypothesis that the mean amount of sales dollars will vary between Oak Ridge, Oak Wood, and Oak Park shopping malls. The appropriate statistical test would be the A. Mann-Whitney U. B. t-test.

C. F-test.

D. Pearson r.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-05 Describe the F test, including systematic variance and error variance.

Topic: 13-12 The F Test: Used When Comparing Three or More Group Means

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24. The goal of null-hypothesis significance testing (NHST) is to unlikely.

A. predict B. accept C. reject D. confirm

the null hypothesis as

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-01 Explain the purpose of using inferential statistics to evaluate sample data.

Topic: 13-01 Inferential Statistics: Using Samples to Make Inferences about Populations

25. A statistically significant result is one that has .

A. a low probability of occurring if there is no effect in the population B. a high probability of occurring with significant effect in the population C. a high probability of occurring if there is no effect in the population D. a low probability of with significant effect in the population

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-01 Explain the purpose of using inferential statistics to evaluate sample data.

Topic: 13-01 Inferential Statistics: Using Samples to Make Inferences about Populations

26. Inferential statistics allow us to arrive at conclusions about the data.

A. population; sample B. sample; population C. independent variable; dependent variable D. dependent variable; independent variable

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-01 Explain the purpose of using inferential statistics to evaluate sample data.

Topic: 13-01 Inferential Statistics: Using Samples to Make Inferences about Populations

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on the basis of

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27. A researcher employs inferential statistics to examine the difference in mean scores obtained by fourth grade boys and girls on a standardized math test. Inferential statistics A. summarize and describe the important characteristics of the data.

B. test the research hypothesis.

C. indicate the strength of the relationship between boys and girls math scores.

D. indicate the probability that the difference between means reflect random error.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-01 Explain the purpose of using inferential statistics to evaluate sample data.

Topic: 13-02 Inferential Statistics: Ruling Out Chance

28. When inferential statistics conclude that the difference between the groups studied reflects a real difference in the population, it is described as .

A. random error B. statistically significant C. statistically insignificant D. statistical error

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-01 Explain the purpose of using inferential statistics to evaluate sample data.

Topic: 13-02 Inferential Statistics: Ruling Out Chance

29. Leticia has collected data on the relationship between physical attractiveness and judgments of personality characteristics. In order to determine if the results obtained from the sample are representative of the population, Leticia will need to employ statistics.

A. qualitative B. descriptive C. inferential D. ordinal

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-01 Explain the purpose of using inferential statistics to evaluate sample data.

Topic: 13-01 Inferential Statistics: Using Samples to Make Inferences about Populations

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30. Deacon finds that, on the average, males have higher starting salaries than females. In order to conclude that the differences in starting salaries are true differences and not a result of random error, Deacon would employ the use of statistics.

A. qualitative B. descriptive C. inferential D. ordinal

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-01 Explain the purpose of using inferential statistics to evaluate sample data.

Topic: 13-01 Inferential Statistics: Using Samples to Make Inferences about Populations

31. If Jack proposes that "there is a difference in hiring preferences between veterans and nonveterans," this represents the hypothesis. If he proposes that "there is no difference in hiring preferences between veterans and non-veterans," this represents the hypothesis.

A. null; research B. research; null C. inferential; descriptive D. descriptive; inferential

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

32. The t-test and F-test are used for which type of data?

A. Nominal B. Ordinal C. Interval D. Ratio

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-23 Selecting the Appropriate Statistical Test

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33. Before conducting inferential statistics, Tim selects the probability level required for statistical significance. This level is referred to as the of the test.

A. null hypothesis B. research hypothesis C. intuitive level D. alpha level

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-03 Discuss how a sampling distribution is used to determine statistical significance.

Topic: 13-09 How "Unlikely" Is Enough? Choosing a Significance Level (Alpha)

34. How does sample size affect determinations of statistical significance? The sample, the .

A. larger; greater probability that the variable has an effect B. smaller; greater probability that the variable has an effect C. larger; the more confident you can be in your decision to reject or retain the null hypothesis D. smaller; the more confident you can be in your decision to reject or retain the null hypothesis

the

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-03 Discuss how a sampling distribution is used to determine statistical significance.

Topic: 13-08 Sample Size

35. Which of the following is least correct regarding a Type II error? The probability of making a Type II error is A. influenced by the probability of making a Type I error.

B. influenced by the size of the sample.

C. lessened with a large effect size.

D. equal to your alpha level.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-17 Type II Errors

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36. If we say we have statistically significant results, we mean the results are A. very important.

B. meaningless.

C. likely to be due to chance differences between the groups.

D. likely to be due to true differences between the groups.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-03 Discuss how a sampling distribution is used to determine statistical significance.

Topic: 13-07 Sampling Distributions

37. According to her statistical analysis, an investigator found that significantly more men than women used spanking to discipline their children. Thus, the investigator would A. fail to reject the null hypothesis.

B. reject the null hypothesis.

C. make a Type II error.

D. make a Type I error.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

38. In comparing differences in ratings of responsibility for an automobile accident between male and female drivers, the null hypothesis would be A. men drive better than women.

B. there is no difference in ratings of responsibility between male and female drivers.

C. men are more responsible drivers than women.

D. there is a difference in ratings of responsibility between male and female drivers.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

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39. Rejecting the null hypothesis when it is true is called a rejecting a false null hypothesis is called a error.

A. Type II; Type I B. Type I; Type II C. minor; major D. significant; nonsignificant

error, whereas not

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-18 The Everyday Context of Type I and Type II Errors

40. The the t or F ratio, the more likely the results are A. larger; statistically significant B. smaller; statistically significant C. more correlated; dissimilar D. more correlated; due to errors

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-05 Describe the F test, including systematic variance and error variance.

Topic: 13-12 The F Test: Used When Comparing Three or More Group Means

41. A consumer analyst asks participants to rate the comfort of the ride for two brands of allterrain tires: Trail Cushion and Mud Handler. Trail Cushion was rated more comfortable with a mean of 5.5 than Mud Handler with a mean of 4.3. The Type I error would be to conclude that Trail Cushion was A. more comfortable than Mud Handler when a true difference in comfort exists.

B. no more comfortable than Mud Handler when Trail Cushion is actually more comfortable.

C. no more comfortable than Mud Handler when no difference in comfort exists.

D. more comfortable than Mud Handler when the two tires are identical in comfort.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-16 Type I Errors

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42. A consumer analyst asks participants to rate the comfort of the ride for two brands of allterrain tires: Trail Cushion and Mud Handler. Trail Cushion was rated more comfortable with a mean of 5.5 than Mud Handler with a mean of 4.3. The Type II error would be to conclude that Trail Cushion was A. more comfortable than Mud Handler when a true difference in comfort exists.

B. no more comfortable than Mud Handler when Trail Cushion is actually more comfortable.

C. no more comfortable than Mud Handler when no difference in comfort exists.

D. more comfortable than Mud Handler when the two tires are identical in comfort.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-16 Type I Errors

43. A Type I error is a decision to A. reject the null hypothesis when it is false.

B. reject the null hypothesis when it is true.

C. not reject the null hypothesis when it is true.

D. not reject the null hypothesis when it is false.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-16 Type I Errors

44. A Type II error is a decision to A. reject the null hypothesis when it is false.

B. reject the null hypothesis when it is true.

C. not reject the null hypothesis when it is true.

D. not reject the null hypothesis when it is false.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-17 Type II Errors

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45. A Type I error can be thought of as a A. false negative B. false positive C. chance occurrence D. research error

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-16 Type I Errors

46. A Type II error represents a A. false negative B. false positive C. chance occurrence D. research error

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-17 Type II Errors

47. Dr. Walters finds that students who work less than 10 hours a week have significantly higher test scores than students who work more than 10 hours a week. In order to determine the magnitude of the effect of work hours on test scores, she should calculate a(n) A. critical value.

B. effect size.

C. null calculation.

D. degree of freedom.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-08 Discuss how effect size and confidence intervals contribute to the validity of conclusion beyond hypothesis tests.

Topic: 13-27 Effect-Size

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48. A manipulation check is especially important when A. significant results are obtained.

B. nonsignificant results are obtained.

C. one-tailed tests are used.

D. two-tailed tests are used.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-20 Interpreting Non-significant Results

49. A researcher assesses the length of prison sentence assigned to a physically attractive or unattractive defendant. The researcher believes that attractive defendants will be assigned shorter prison sentences than unattractive defendants. The research hypothesis would be A. there is no difference in the length of prison sentence received by attractive versus unattractive defendants.

B. physically attractive defendants will receive longer prison sentences than physically unattractive defendants.

C. physically attractive defendants will receive shorter prison sentences than physically unattractive defendants.

D. some other variable such as gender is responsible for difference in assigned length of prison sentence.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

50. The statement that the independent variable had no effect is called the hypothesis.

A. null B. research C. practical D. significant

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Topic: 13-04 Null and Research Hypotheses

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51. In testing differences between means, the means are different.

A. null B. research C. practical D. significant

_ hypothesis would suggest the population

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

52. In testing differences between means, the difference is due to _.

A. null; the manipulation B. research; random error C. practical; the manipulation D. null; random error

_ hypothesis would suggest any observed

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

53. Based on her use of inferential statistics, Martha believes that the difference in happiness scores between single versus married women in her study is a true difference. Thus, she would and assume .

A. fail to reject the null; statistical significance B. fail to reject the null; no statistical significance C. reject the null; no statistical significance D. reject the null; statistical significance

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Topic: 13-04 Null and Research Hypotheses

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54. A sampling distribution is a distribution of the kinds of outcomes one expects if the hypothesis is _ .

A. null; true B. null; false C. research; true D. research; FALSE

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-03 Discuss how a sampling distribution is used to determine statistical significance.

Topic: 13-07 Sampling Distributions

55. All statistical techniques rely on consistent with the null hypothesis.

A. Type I error B. Type II error C. sampling distributions D. statistical significance

to determine the probability that the results are

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-03 Discuss how a sampling distribution is used to determine statistical significance.

Topic: 13-07 Sampling Distributions

56. In a binomial distribution, each trial deals with A. one B. two C. four D. unlimited

possible outcomes

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Topic: 13-07 Sampling Distributions

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57. When comparing two group means, the once the means are known.

A. null hypothesis B. research hypothesis C. statistical significance D. degrees of freedom

refers to the number of scores free to vary

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-04 Describe when to use the t test, and explain the three basic steps to using it.

Topic: 13-11 The t-Test: Comparing Two Means

58. What is the difference between descriptive and inferential statistics? Descriptive statistics , while inferential statistics .

A. use ratio data; use nominal data B. use nominal data; use ratio data C. summarize data; determine the probability that results observed in a sample reflects what we would observe in the population.

D. determine the probability that results are due to chance; summarize data

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-01 Explain the purpose of using inferential statistics to evaluate sample data.

Topic: 13-01 Inferential Statistics: Using Samples to Make Inferences about Populations

59. Jay calculates the 95% confidence interval for the difference between means. He finds the interval ranges from 1.85 to 4.08. What might Jay conclude from this finding?

A. 95% of the means have values of 1.85 and 4.08.

B. He is a 95% certain that the interval 1.85 to 4.08 contains the difference between means.

C. The results will not be significant 95% of the time.

D. 95% of the population will be confident in his results.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-08 Discuss how effect size and confidence intervals contribute to the validity of conclusion beyond hypothesis tests.

Topic: 13-28 Confidence Intervals and Statistical Significance

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60. Which of the following is least correct regarding the use of statistical tests?

A. A goal of the test is to allow you to make a decision about whether the obtained results would be repeatable.

B. You are more likely to obtain significant results with smaller sample sizes because they are easier to work with.

C. The significance level selected indicates how confident you want to be when making a decision.

D. You are most likely to obtain significant results when your effect size is large.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 13-08 Discuss how effect size and confidence intervals contribute to the validity of conclusion beyond hypothesis tests.

Topic: 13-28 Confidence Intervals and Statistical Significance

61. The likelihood of the occurrence of some event or outcome is referred to as A. the null hypothesis.

B. the research hypothesis.

C. the significant hypothesis.

D. probability.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-05 Probability and Sampling Distributions

62. In an examination of the strength of relationship between study time and test score, the null hypothesis would be A. the true population correlation is greater than 0.00.

B. the true population correlation is less than 0.00.

C. the true population correlation is equal to 0.00.

D. the true population correlation is 1.00.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

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63. A researcher asked participants to rate the softness of two well-known brands of toilet tissue: Fuzzy and Luvvy. Fuzzy was rated softer than Luvvy with mean ratings of 5.50 and 3.25, respectively. This difference was statistically significant at the.05 probability level. The null hypothesis for the population was that A. Fuzzy is softer than Luvvy.

B. Luvvy is softer than Fuzzy.

C. There is a difference between Fuzzy and Luvvy in softness.

D. There is no difference between the softness of Fuzzy and Luvvy tissues.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

64. The null hypothesis is rejected whenever A. past studies prove it to be wrong.

B. there is a low probability that the obtained results could be due to random error.

C. there is a high probability that the obtained results could be due to random error.

D. the researcher is convinced that the variable is ineffective in causing changes in behaviour.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

65. A researcher interested in the use of discipline practices by males versus females predicted that men would use power-oriented practices more frequently than women. The research hypothesis would be that A. women use power techniques more than men.

B. men use power techniques more than women.

C. there is no difference between men and women in the use of discipline techniques.

D. there is a significant difference between men and women and the use of discipline techniques.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

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66. A researcher was interested in differences in attitudes about marriage between men and women. She predicted that women would have different attitudes about marriage than men.

What would be the null hypothesis?

A. Women have more positive attitudes than men.

B. Men have more positive attitudes than women.

C. There is no difference between men and women in their attitudes toward marriage.

D. Gender and attitude are not related.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 13-02 Distinguish between the null hypothesis and the research hypothesis.

Topic: 13-04 Null and Research Hypotheses

67. Variance within a sample is used as part of the calculation for which of the following statistical tests?

A. Chi-square B. F-test C. T-test D. both F-test and t-test

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 13-05 Describe the F test, including systematic variance and error variance.

Topic: 13-12 The F Test: Used When Comparing Three or More Group Means

68. A researcher is interested in studying whether responses to lowering the legal age for drinking alcohol (for or against) varies by gender (male or female). Which statistical test would be most appropriate for this type of data?

A. Chi-square B. Analysis of variance C. T-test D. Pearson correlation

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-24 Research Studying Two Variables

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69. A researcher wants to determine if cholesterol level is lower for vegetarians versus nonvegetarians. Which statistical test would be most appropriate to analyze the data?

A. Chi-square B. analysis of variance C. t-test D. Pearson correlation

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Medium Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-23 Selecting the Appropriate Statistical Test

70. Which statistical test would be most appropriate to examine the relationship between daily temperature and number of ice cream cones sold during the month of July?

A. Chi-square B. analysis of variance C. t-test D. Pearson correlation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-23 Selecting the Appropriate Statistical Test

71. With three independent variables and a single dependent variable, the most appropriate statistical test to analyze the data would be a(n) A. chi-square.

B. analysis of variance.

C. t-test D. Pearson correlation.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 13-07 Discuss multiple reasons statistically non-significant results may occur.

Topic: 13-23 Selecting the Appropriate Statistical Test

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72. Fred has concluded that there is no difference in driving ability between drivers who have consumed 1 versus 3 cans of beer. However, there really is a difference in ability between the drivers. Fred has made a(n) error.

A. null B. alternative C. Type I D. Type II

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-16 Type I Errors

73. Jenny reports that individuals who follow her diet plan lose more weight than individuals who follow Richard's diet plan. In actuality, there is no difference in weight loss between those on Jenny's versus those on Richard's plan. Jenny's claim illustrates a error.

A. Type IV B. Type III C. Type II D. Type I

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 13-06 Compare and contrast Type I and Type II errors; including elements that influence the probability of making them; and their impact on scientific progress.

Topic: 13-16 Type I Errors

Chapter 14 Generalizing Results

Multiple Choice Questions

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1. The problem of generalizing to other experimenters may be reduced by using A. both male and female experimenters.

B. a field experimental technique.

C. a confederate.

D. male experimenters with female participants and female experimenters with male participants.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

2. A failure to replicate a study may mean that A. the original results represent a Type I error.

B. the experimenter was careless or incompetent.

C. a crucial aspect of the original procedure was omitted in the report.

D. the experimenter may have been careless or the original results represent a Type I error or a critical aspect of the original procedure may have been omitted.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

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3. Conceptual replications often involve changing the way that either the independent variable is manipulated, or the dependent variable is measured. In addition to enhancing external validity of the study, this process also increases the of the measure.

A. internal validity B. face validity C. accuracy D. construct validity

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

4. Henrich et al. (2010) have questioned the external validity of any studies using WEIRD participants. Their criticisms focus on the fact that such participants A. should be avoided, and only 'normal' university students should be selected for participation.

B. by being Western, Educated, Industrialized, Rich, and Democratic, such participants may not represent the humanity as a whole.

C. are overwhelmingly male, so cannot generalize to the general population in North America.

D. are always psychology students who are not representative of students in general.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

5. One way to assess whether pretesting creates a generalization problem is to A. not use a pretest.

B. include pretesting versus no pretesting as a variable in a factorial design.

C. ask participants whether pretests were a problem.

D. use a double-blind technique.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

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6. Which of the following would a researcher be least likely to do when conducting a literature review?

A. Indicate what findings are strongly and weakly supported in the literature.

B. Discuss future directions for research.

C. Calculate an effect size for all of the studies reviewed.

D. Indicate inconsistencies and areas in which research is lacking.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-05 Distinguish between narrative literature reviews and meta-analyses.

Topic: 14-08 Rely on Multiple Studies to Draw Conclusions: Literature Reviews and Meta-Analyses

7. Recruiting undergraduate students for research .

A. allows for generalization, as they are a good representation of the general population B. allows for a study to be conducted smoothly.

C. does not represent humanity more generally D. Is a good learning experience for these students

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-04 Evaluate the strengths and limitations of using convenience samples, and identify ways to find more diverse samples.

Topic: 14-07 Recognize the Limits of Convenience Samples and Seek Diverse Samples

8. Selecting diverse research participants increases A. internal validity B. external validity C. cost of the research project D. duration of the research project

.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-04 Evaluate the strengths and limitations of using convenience samples, and identify ways to find more diverse samples.

Topic: 14-07 Recognize the Limits of Convenience Samples and Seek Diverse Samples

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9. Can findings from animal be successfully applied to humans?

A. Under no circumstances B. No, as animal species are very different from humans C. Findings are inconclusive D. Yes, animal research has successfully formed models for application to humans

Accessibility: Keyboard Navigation Blooms: Apply Difficulty: Hard Learning Objective: 14-04 Evaluate the strengths and limitations of using convenience samples, and identify ways to find more diverse samples.

Topic: 14-07 Recognize the Limits of Convenience Samples and Seek Diverse Samples

10. Pretesting for scores on the dependent variable A. is a good way to be sure that groups are equivalent before they experience the independent variable.

B. allows the experimenter to assess attrition effects.

C. can limit the generalizability of the results.

D. examines group equivalence and can assess attrition effects.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Hard Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

11. In studies that use human participants, the most common population studied is A. older adults.

B. children.

C. university students.

D. psychiatric patients.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

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12. The use of different procedures to replicate a research finding is called a(n) replication.

A. exact B. procedural C. conceptual D. abstract

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

13. When a researcher attempts to replicate precisely the procedures of a study to see whether the same results are obtained, he has conducted which type of replication?

A. Abstract B. Conceptual C. Direct D. Procedural

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

14. The use of only university students, volunteers, or participants from one locale of the study.

A. enhances; internal validity B. weakens; external validity C. enhances; external validity D. weakens; internal validity

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

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15. A researcher replicates a past study manipulating the physical attractiveness of a defendant by using photographs instead of written descriptions. This technique would be an example of replication.

A. procedural B. abstract C. exact D. conceptual

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

16. When the results of a study can be generalized to other subject populations, the study is said to have A. statistical validity.

B. internal validity.

C. external validity.

D. construct validity.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-01 Challenges to Generalizing Results

17. A study examining college students' attitudes toward tuition increases would demonstrate external validity among college students by A. sampling only students enrolled at colleges that have not raised tuition.

B. lowering tuition one semester and raising tuition the next semester.

C. finding a difference in attitudes between students who have experienced tuition increases and students who have not experienced tuition increases.

D. showing the results generalize to college students from other colleges.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

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18. External validity refers to the A. adequacy of the experimental design.

B. the effectiveness of the manipulation of the independent variable.

C. generalizability of the results.

D. practical application of the research findings.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-01 Challenges to Generalizing Results

19. Many studies are dependent on the use of volunteers. Volunteers differ from nonvolunteers in that volunteers tend to be more A. highly educated.

B. social and highly educated.

C. highly educated and in need of approval.

D. social, highly educated and in need of approval.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

20. A researcher decides to conduct a research study in the laboratory as opposed to as a field experiment. This decision can A. impact both internal and external validity.

B. greatly improve external validity of the study.

C. impact neither internal nor external validity.

D. greatly reduce internal validity of the study.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

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21. Research on the results of laboratory and field experiments that examine the same variables suggest A. similar results.

B. dissimilar results.

C. independent variables in field experiments be manipulated differently than laboratory experiments.

D. studies in laboratory experiments cannot be conducted in a natural setting.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

22. Research on the results of laboratory and field experiments found a between the effect-size found in the lab and the field.

A. zero B. negative low C. negative high D. positive high

correlation

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

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23. Dr. Salt found that college students (ages 18-23) performed better on a cognitive task when tested under a low noise condition than a high noise condition. Dr. Aludard wants to repeat the study by adding age as a variable (18-23 and 65-74). Dr. Aludard predicts an interaction between the age and noise variables. Dr. Aludard is questioning the validity of the original study.

A. statistical B. external C. internal D. interactional

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-06 Consider Different Populations

24. is the extent to which the findings may be generalized, while ability to infer that there is a causal relationship.

A. External validity; statistical validity B. Construct validity; external validity C. Internal validity; external validity D. External validity; internal validity

refers to the

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Learning Objective: 14-02 Identify three specific aspects of a study's procedure that may affect the ability to generalize beyond that study Learning Objective: and suggest possible solutions.

Topic: 14-01 Challenges to Generalizing Results Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

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25. In a conceptual replication, the independent variable is manipulated in a the dependent variable is measured in a way from the original study.

A. same; different B. different; same C. same; same D. different; different

way and/or

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

26. Conceptual replications are A. less important than B. more important than C. just as important as D. the same as

exact replications.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

27. Which of the following statements is least likely to be correct regarding results of laboratory and field experiments that examine the same variables?

A. Both tend to produce the same results.

B. The magnitude of the effect of the independent variable on the dependent variable is very similar.

C. Laboratory and field experiments should be considered in isolation.

D. The results tend to be complementary rather than contradictory.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

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28. Randy administered the to an experiment he conducted in a pretest and no pretest condition.

A. Solomon four-group design B. reversal design C. multiple baseline design D. non-equivalent control group design

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

29. A Solomon four-group design A. assesses the effects of the pretest experience.

B. decreases the cost of a simple factorial design.

C. limits the external validity of the study.

D. increases the overall cost of the study.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

30. A is a set of statistical procedures for combining the results from a number of studies in order to provide a general assessment of the relationship between variables.

A. combined assignment B. field experiment C. literature review D. meta-analysis

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 14-05 Distinguish between narrative literature reviews and meta-analyses.

Topic: 14-08 Rely on Multiple Studies to Draw Conclusions: Literature Reviews and Meta-Analyses

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31. Ellen has read a number of studies on the effect of physical attractiveness on judgments of an individual's personality characteristics. She then writes a paper in which she categorizes the findings and draws her conclusions based on her summaries of the studies. Ellen has most likely conducted a(n) A. categorization analysis.

B. meta-analysis.

C. literature review.

D. meta-categorization.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 14-05 Distinguish between narrative literature reviews and meta-analyses.

Topic: 14-08 Rely on Multiple Studies to Draw Conclusions: Literature Reviews and Meta-Analyses

32. Dr. Vasquez used a statistical procedure to analyze the findings of 105 studies that studied the effects of exercise on mood. Dr. Vasquez has probably conducted a(n) A. meta-analysis.

B. analysis of variance.

C. literature review.

D. causal analysis.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 14-05 Distinguish between narrative literature reviews and meta-analyses.

Topic: 14-08 Rely on Multiple Studies to Draw Conclusions: Literature Reviews and Meta-Analyses

33. One of the most important features of A. literature reviews; replications B. meta-analysis; statistical interactions C. literature reviews; meta- analysis D. meta-analysis; effect size

is the focus on

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 14-05 Distinguish between narrative literature reviews and meta-analyses.

Topic: 14-08 Rely on Multiple Studies to Draw Conclusions: Literature Reviews and Meta-Analyses

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

34. An alternative to traditional literature reviews which uses new statistical procedures to draw conclusions about a research area is A. science citation analysis.

B. critical theory.

C. meta-analysis.

D. keyword analysis.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-05 Distinguish between narrative literature reviews and meta-analyses.

Topic: 14-08 Rely on Multiple Studies to Draw Conclusions: Literature Reviews and Meta-Analyses

35. A identifies trends in the literature whereas a conclusions about the research.

A. conceptual replication; narrative literature review B. narrative literature review; meta-analysis C. meta-analysis; narrative literature review D. meta-analysis; conceptual replication

allows statistical, quantitative

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 14-05 Distinguish between narrative literature reviews and meta-analyses.

Topic: 14-08 Rely on Multiple Studies to Draw Conclusions: Literature Reviews and Meta-Analyses

36. What problem is addressed when operational definitions of variables are reconsidered with regards to cultural contexts?

A. content validity B. concurrent validity C. face validity D. construct validity

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

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37. Research conclusions drawn from WEIRD (Western, Educated, Industrialized, Rich, and Democratic) participants A. can be generalized to all of humanity B. can be generalized to democratic societies C. cannot be generalized to all of humanity D. can be generalized to all university populations

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

38. Aidan is part of a research study at his university and was selected to participate in the study because he was willing and available. Participants this way form _ samples.

A. random B. stratified C. convenience D. dedicated student-

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

39. The problem of generalizing to other experimenters is A. only a problem for experiments involving human participants.

B. almost impossible to address through any practical approaches.

C. particularly important when the researcher conducts Internet surveys.

D. the possibility that results are generalizable only to certain types of experimenters.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

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40. When findings are replicated using findings .

A. college students; decreases B. statistical interactions; increases C. pretests; decreases D. multiple methods; increases

, our confidence in the generalizability of the

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

41. A valid criticism of the use of university students in a particular study would include A. good reasons why the study's effects would not be found in other groups.

B. good reasons for changing the procedure to accommodate other variables.

C. references to ways to eliminate the demand characteristics found in the study.

D. good reasons why the university students are representative of the population.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

42. The text stresses the importance of A. pretests B. interactions C. replications D. field experiments

in establishing generalizations.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

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43. Participants in most research studies differ from the general population by several characteristics including age and intelligence. As a result of these differences A. most studies completely lack external validity B. most studies completely lack internal validity C. researchers should only provide qualified generalizations to the general population D. researchers should only provide qualified statements of causality

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

44. In attempting to study police officers' attitudes towards their supervisors, Les surveys 25 police officers from the day shift. In order to ensure the finding has external validity, Les should A. use a larger sample of officers from the day shift.

B. randomly assign officers to work under specific supervisors.

C. sample officers from all shifts in the department.

D. use confounding variables.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

45. In order to determine the effect of a pretest on the dependent measure, one should use a design.

A. before/after B. pretest-posttest C. Solomon four-group D. counterbalanced

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

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46. Robert has reviewed a number of studies that have manipulated the type of injuries a person receives as a result of a drunk driving accident. He then statistically combines the results from all studies to reach a general conclusion of the effect of type of injuries received.

Robert has most likely conducted a A. literature review.

B. meta-analysis.

C. statistical review.

D. causal analysis.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 14-05 Distinguish between narrative literature reviews and meta-analyses.

Topic: 14-08 Rely on Multiple Studies to Draw Conclusions: Literature Reviews and Meta-Analyses

47. If an interaction between gender and room temperature on task performance is found, the results suggest A. males and females respond the same way regardless of temperature.

B. temperature has no effect on task performance.

C. the findings for males cannot be generalized to females.

D. performance is not influenced by gender or temperature.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Hard Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

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Test Bank Methods in Behavioral Research 3rd Canadian Edition by Paul C Cozby, Raymond A. Mar, Scott Bates

48. Sally decides to conduct an exact replication of an experiment she has just read about in a research journal. If Sally does not obtain the same results reported in the original study, what might be responsible for her failure to replicate the results?

A. The replication attempt was flawed.

B. The original author omitted an important aspect of the procedure.

C. The original results represent a Type I error.

D. There are several possible reasons as to why Sally's replication might not yield the same results as the original study.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

49. Ken had female and male participants view an hour of cartoons under one of two environmental conditions: either alone or with other participants. Afterwards, the participants rated how much they enjoyed the time spent watching the cartoons. The mean ratings of enjoyment by the participants in the conditions were:

Alone Females Males

Others 3 4

3 9

What can Ken conclude based on the results of his study?

A. People enjoy viewing cartoons.

B. There is no interaction between gender and environmental condition.

C. The results for females can be generalized to males.

D. The results for females cannot be generalized to males.

Accessibility: Keyboard Navigation Blooms: Analyze Difficulty: Hard Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

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50. The presence of an interaction between gender and age of participants in a study indicates that A. the results of the study are flawed.

B. age is a more important variable than gender.

C. the results for males cannot be generalized to females.

D. there is no relationship between age and gender.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

51. A consumer research firm is hired to determine which brand of laundry soap is most preferred by the consumer. Surveying a sample of housewives, they find the most preferred brand is "White Suds." Which of the following is the greatest threat to external validity in this study?

A. People really don't care about laundry products.

B. Laundry soaps do not differ between manufacturers.

C. The stereotypical assumption that only women do laundry.

D. White Suds is only available in a limited market.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Easy Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

52. Failure to replicate findings shares the same problems as A. non-significant findings; it is difficult to interpret results B. non-significant findings; it won't get published C. Type I errors; the probability of error cannot be determined D. Type II errors; the probability of error cannot be determined

because

.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

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53. Conceptual replications A. help us to generalize beyond single operational definitions of variables.

B. solve the problems of failures to replicate.

C. use different procedures to replicate a research finding.

D. use a variety of procedures to replicate findings, solve replication problems and help with generalization.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

54. An important consideration in the external validity of research is A. assure all participants have the same background.

B. include groups from varying cultures.

C. use only university age participants.

D. employ only one type of experimenter.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Easy Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

55. One way to increase our knowledge of generalization to other subject populations is to A. use only white male sophomores in Los Angeles.

B. use relevant subject variables in the experimental design.

C. use volunteers only.

D. prohibit research on animals.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-02 Identify three specific aspects of a study’s procedure that may affect the ability to generalize beyond that study, and suggest possible solutions.

Topic: 14-03 Can Results Generalize Beyond the Specific Study Situation?

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56. Under which circumstance described below would you conduct a replication?

A. You want to show that a particular set of results will recur using different operational definitions for the independent variables.

B. You want to show that a particular set of results will not recur using a different operational definition for the independent variables.

C. You believe the results as reported and want to convince yourself the effect is real.

D. You have studied other successful replications but want to be certain that you are able to achieve the same results.

Accessibility: Keyboard Navigation Blooms: Understand Difficulty: Medium Learning Objective: 14-03 Discuss the importance of replications, distinguishing the procedures and uses of direct replications and conceptual replications.

Topic: 14-05 Replicate the Study

57. Compared to the general population, university students tend to be A. young and middle to upper class socioeconomic status.

B. young, high in need for peer approval.

C. young and high in cognitive skills.

D. young, high in cognitive skills, and high in need for peer approval.

Accessibility: Keyboard Navigation Blooms: Remember Difficulty: Medium Learning Objective: 14-01 Discuss four challenges to generalizing research results to populations other than the population sampled.

Topic: 14-02 Can Results Generalize to Other Populations?

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