ANSWER KEYS AND AUDIO SCRIPTS 30. 31. 32. 33. 34. 35.
What is the main topic of this lecture? What does the speaker indicate about the song “Old Hundred”? Which of these is the best representation of the notational system used for Southern revival hymns? Which of these instruments was typically used to play minstrel songs? Match the song with the correct musical category. What does the speaker say about Stephen Foster?
Questions 36–40 F1: Listen to a discussion involving an assignment in a psychology class: M1: Class, today I’m going to talk about the final project for this class, which is to design and conduct your own psychological experiment. M2: Is this in place of the final exam? M1: No, it’s in addition to it. However, you won’t have to do a research paper in this class— just the final exam and this experiment. It’s not due until the last day of the semester. M3: Professor Hunter, could you tell us a little more about how to go about this? M1: Yes, of course. As you’ll learn from reading Chapter 2, a psychological experiment, like any experiment, begins with . . . anyone know? Tom? M3: With a hypothesis? M1: And what is a hypothesis, Tom? M3: Well, it’s a theory . . . an assumption that you try to prove in your experiment. M1: Good definition. Now, the most basic psychological experiment consists of a number of subjects divided into a control group and an experimental group. What’s the difference between these two groups? Raymond, do you know? M2: Well, I think that, during the experiment, the conditions for the two groups have to be exactly the same except for one factor, right? So the experimental group is exposed to this factor, and the control group isn’t. M1: Uh huh, and we call that factor, whatever it is, the independent variable. If there is some measurable change in the behavior of the experimental group, then the experiment indicates that the independent variable may have been the cause of the change. And that change in behavior is called the dependent variable. Yes, Tom, you have a question? M3: Yeah, okay, suppose I want to do an experiment to prove that students who exercise every day get better grades . . . M1: Okay, that would be your hypothesis then—that daily exercise affects grade performance . . . M3: So I divide up my subjects into two groups . . . M1: Well, you’ll want to figure out a way to randomly divide the subjects into two groups. M2: Why is that? M1: To avoid bias and keep the experiment as objective as possible. If you let the subjects divide themselves into a group, then people with the same interests and inclinations tend to form groups. If you do it yourself, then you may put certain people into certain groups to influence the outcome of the experiment. M2: So, I get one group to agree to exercise every day for an hour or more, say, and I get the other group to agree not to do any special exercise. M1: Good. Let’s draw a simplified diagram of this experiment on the board . . . what would be the independent variable? M3: Exercise, I suppose. M1: Yes, and the dependent variable would be . . . what? M3: Better grades, right? M1: Precisely. This has the potential to be a very interesting experiment. You have a question? M2: Professor, when did you say this project is due? M1: Well, by sometime next week, I’d like you to submit a basic hypothesis and a summary of how you intend to test it. I’ll need to approve that before you go on. Then, by October, you should complete a detailed design for your experiment and recruit subjects if you are going to be working with human subjects. By November, you should complete the experiment itself and start working on an analysis of the data and write up a conclusion. You’ll need to submit a complete report on your experiment by the end of the term.
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