TEST BANK for The Process of Research in Psychology 4th Edition by McBride Dawn ISBN-13 978154432349

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 1: PSYCHOLOGICAL RESEARCH: THE WHYS AND HOWS OF THE SCIENTIFIC METHOD

Multiple Choice 1. The empiricism canon of the scientific method states that new knowledge is gained from ______. a. authority figures b. observations c. intuition d. logic Ans: B KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Empiricism Difficulty Level: Easy 2. The parsimony canon of the scientific method states that ______. a. the simplest explanation of a phenomenon is most likely to be correct b. observation is the best way of gaining new knowledge c. phenomena have observable causes d. explanations of phenomena should be able to be falsified if they are incorrect Ans: A KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Parsimony Difficulty Level: Easy 3. The determinism canon of the scientific method states that ______. a. the simplest explanation of a phenomenon is most likely to be correct b. observation is the best way of gaining new knowledge c. phenomena have observable causes d. explanations of phenomena should be able to be falsified if they are incorrect Ans: C KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Determinism Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 4. The testability canon of the scientific method states that ______. a. the simplest explanation of a phenomenon is most likely to be correct b. observation is the best way of gaining new knowledge c. phenomena have observable causes d. explanations of phenomena should be able to be falsified if they are incorrect Ans: D KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Testability Difficulty Level: Easy 5. External validity is typically more important for ______ research than for ______ research. a. scientific; non-scientific b. non-scientific; scientific c. basic; applied d. applied; basic Ans: D KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Basic and Applied Research Difficulty Level: Easy 6. External validity is ______. a. a type of research conducted in psychology b. the degree to which a study’s results can be generalized to individuals and situations outside of the study c. the degree to which a study provides a good test of a causal prediction d. the degree to which the study accurately predicts results Ans: B KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Basic and Applied Research Difficulty Level: Easy 7. The scientific method involves gaining new knowledge through ______. a. deduction B intuition c. authority d. observation Ans: D KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Easy 8. Deciding that it must be raining because the weather person said it would rain today is an example of the ______ method of knowing? a. intuition b. authority c. observation d. deduction Ans: B KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Why Psychologists Conduct Research Difficulty Level: Medium 9. Deciding it must be raining because you look out the window and see rain falling is an example of the ______ method of knowing? a. intuition b. authority c. observation d. deduction Ans: C KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Why Psychologists Conduct Research Difficulty Level: Medium 10. Deciding it must be raining because you felt it would rain today is an example of the ______ method of knowing? a. intuition b. authority c. observation d. deduction Ans: A KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Why Psychologists Conduct Research Difficulty Level: Medium 11. Deciding it must be raining because you hear thunder is an example of the ______ method of knowing? a. intuition

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. authority c. observation d. deduction Ans: D KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Why Psychologists Conduct Research Difficulty Level: Medium 12. A psychologist investigating the research question “Which neurotransmitters affect depressive behaviors?” is most likely conducting ______ research. a. basic b. applied c. external d. internal Ans: A KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Basic and Applied Research Difficulty Level: Medium 13. A psychologist investigating the research question “Which type of therapy most effectively reduces depressive behaviors?” is most likely conducting ______ research. a. basic b. applied c. external d. internal Ans: B KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Basic and Applied Research Difficulty Level: Medium 14. ______ research investigates fundamental aspects of behavior, whereas ______ research investigates solutions for real-world problems. a. Internal; external b. External; internal c. Basic; applied d. Applied; basic Ans: C KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Basic and Applied Research Difficulty Level: Easy 15. A study that investigates behavior as it naturally occurs in individuals would have a high degree of ______. a. basic research b. applied research c. external validity d. internal validity Ans: C KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Basic and Applied Research Difficulty Level: Medium 16. One reason that Freud’s theories of personality have not been more influential in the field of psychology is that ______. a. the theories do not specify causes for behavior b. the theories are not the simplest explanations for behavior c. the theories are too unusual d. the theories are difficult to falsify Ans: D KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Testability Difficulty Level: Easy 17. The method of gaining knowledge that is most likely to yield accurate information is ______. a. intuition b. authority c. observation d. deduction Ans: C KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Easy 18. Relying on the works of Plato and Aristotle for knowledge about the world is an example of ______ method of knowing. a. intuition b. authority

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. observation d. deduction Ans: B KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Why Psychologists Conduct Research Difficulty Level: Easy 19. Seeking only evidence that supports our beliefs and ignoring evidence that contradicts those beliefs is ______. a. belief bias b. confirmation bias c. evidence bias d. contradictory bias Ans: B KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Testability Difficulty Level: Easy 20. ______ was an influential scientist who used observations to understand the world. a. Galileo b. Freud c. Richards d. Matson Ans: A KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Empiricism Difficulty Level: Easy 21. The ______ canon helps scientists test their ideas more easily, because it is easier to develop a study that might falsify a simple explanation than to develop a study that might falsify a more complex explanation. a. determinism b. parsimony c. testability d. empiricism Ans: B KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Parsimony

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 22. Early neuroscientists (e.g., Santiago Ramón y Cajal, Meyers, 2007) conducted ______ research studies to understand how neurons function. a. complex b. basic c. confirmation d. applied Ans: B KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Knowledge Answer Location: Basic and Applied Research Difficulty Level: Easy 23. When we ask people to complete a survey we are using ______ to learn about behavior. a. determinism b. parsimony c. testability d. empiricism Ans: D KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Application Answer Location: Empiricism Difficulty Level: Hard 24. The ______ provide(s) a general “how to” guide for psychologists designing research studies, because they help us conduct good tests of our explanations of the causes of behaviors and further our understanding of why certain behaviors occur. a. canons of science b. canons of phenomena c. guide to science d. guide to knowledge Ans: A KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Knowledge Answer Location: Testability Difficulty Level: Easy 25. Knowledge gained in ______ studies can also help basic researchers refine their theories about how behavior works. a. complex b. basic

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. confirmation d. applied Ans: D KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Basic and Applied Research Difficulty Level: Medium 26. When one encounters reports of research in the media, asking questions to ascertain credibility would not include ______. a. Who were the research subjects? b. Was an appropriate sample tested? c. Was an appropriate method used to investigate the question? d. What is the gender of the researcher(s)?

Ans: D KEY: Learning Objective: 1.1: Understand that knowledge of research in psychology has value beyond careers in research REF: Cognitive Domain: Knowledge Answer Location: Why Should I Care About Research if I Don’t Want to Do Research in My Career?

Difficulty Level: Easy 27. A psychologist investigating the research question “How much information can we store in short-term memory?” is most likely conducting ______ research. a. basic b. applied c. external d. internal Ans: A KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Basic and Applied Research Difficulty Level: Medium 28. A psychologist investigating the research question “What type of work environment increases productivity of employees?” is most likely conducting ______ research. a. basic b. applied c. external d. internal Ans: B KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Basic and Applied Research Difficulty Level: Medium 29. Applications of ______ research may not be obvious when it is initially conducted. a. basic b. applied c. external d. internal Ans: A KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Knowledge Answer Location: Basic and Applied Research Difficulty Level: Easy 30. “I want to know if my phone is on. I decide that it is because my phone is always on.” is an example of ______. a. intuition b. authority c. observation d. deduction Ans: D KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Medium 31. “I want to know which direction I am facing. The Sun is setting to my right, and I know the Sun sets in the west, so I know that west is the direction where the Sun is setting.” is an example of ______. a. intuition b. authority c. observation d. deduction Ans: D KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Medium 32. “I want to know what my pancreas does. I know that my pancreas produces hormones important for digestion because that is what my high school biology teacher told me.” is an example of ______. a. intuition

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. authority c. observation d. deduction Ans: B KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Medium 33. “I want to know how much sleep on average Americans get per night. I determine this by conducting a survey of Americans to learn that most Americans get an average of 6 to 8 hours of sleep per night” is an example of ______. a. intuition b. authority c. observation d. deduction Ans: C KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Medium 34. ______ is not a method of empiricism used to learn about behavior. a. Observing people in their normal environment b. Asking people to complete a survey c. Relying on common sense d. Asking people to come into a lab and complete a task on a computer Ans: C KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Empiricism Difficulty Level: Medium 35. A reporter who is writing an article on an important issue may only interview experts that support their views on the issue. This is an example of ______. a. belief bias b. confirmation bias c. evidence bias d. contradictory bias Ans: B KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Testability Difficulty Level: Medium 36. ______ factors can cause us to observe a particular behavior when we observe it only once and affects our result conclusions. a. Confirmatory b. Confounding c. Chance d. Conflicting Ans: C KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Empiricism Difficulty Level: Medium 37. Human factors professionals use research to help understand the best way to ______. a. replicate work procedures b. define safety policy c. design products and interfaces d. understand employee morale Ans: C KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Why Should I Care About Research if I Don’t Want to Do Research in My Career?

Difficulty Level: Medium 38. Relying on common sense as a means of knowing about the world is referred to as the ______ method of knowing. a. intuition b. authority c. deduction d. observation Ans: A KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Why Psychologists Conduct Research Difficulty Level: Medium 39. Watson is collecting data to study “Does sleeplessness cause anxiety?”. This is an example of the ______ facet of the scientific method. a. empiricism

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. determinism c. parsimony d. testability Ans: B KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: How Psychologists Use The Scientific Method Difficulty Level: Medium

True/False 1. Observation is really what sets scientific fields apart from other fields of study.

Ans: T KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Using Science to Understand and Explain Behavior Difficulty Level: Easy 2. As you encounter descriptions of psychological research, you may find that not all research fits neatly into basic or applied categories.

Ans: T KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Basic and Applied Research Difficulty Level: Medium 3. Some behaviors, such as mental processes, can be directly observed.

Ans: F KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Using Science to Understand and Explain Behavior Difficulty Level: Easy 4. Research is the foundation of the field of psychology.

Ans: T KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Using Science to Understand and Explain Behavior Difficulty Level: Easy 5. The applications of basic research may not be obvious when it is initially conducted.

Ans: T

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Comprehension Answer Location: Basic and Applied Research Difficulty Level: Medium 6. There are six primary facets or canons (i.e., rules or principles that guide a field of study) that define the scientific method.

Ans: F KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Knowledge Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Easy 7. Relying on an authority to learn about behavior gives researchers a more accurate understanding of the causes of behaviors than other methods of gaining knowledge.

Ans: F KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Why Psychologists Conduct Research Difficulty Level: Easy 8. The only goal of psychological research is to be able to explain behavior by understanding the causes of different types of behavior.

Ans: F KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Determinism Difficulty Level: Medium 9. It takes many studies conducted in many different contexts that produce results consistent with an explanation of behavior to support it.

Ans: T KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Testability Difficulty Level: Easy 10. The goal of applied research is to understand the most fundamental processes of behavior and how they operate.

Ans: F

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Basic and Applied Research Difficulty Level: Medium 11. One lab observation is enough to be sure about the knowledge we are gaining.

Ans: F KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Empiricism Difficulty Level: Easy 12. It takes only a few studies with results inconsistent with an explanation of behavior to falsify it.

Ans: T KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Testability Difficulty Level: Medium 13. Making choices leads people to think more analytically study by Savani, Stephens, and Markus (2017) is an example of basic research.

Ans: T KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Basic and Applied Research Difficulty Level: Medium 14. Assuming a link between two things means one caused the other is a common pitfall in behavioral research.

Ans: T KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Common Pitfalls and How to Avoid Them Difficulty Level: Medium

Essay 1. What are the four canons of the scientific method? Explain how each canon is used in scientific research.

Ans: Answers vary Empiricism--observations are made to learn about behavior.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Determinism--observable phenomena are assumed to have observable causes--thus, determinism is used in psychological research to test causal explanations about behavior.

Parsimony--simpler explanations are tested before more complex explanations are pursued because simpler explanations are easier to test.

Testability--studies are designed in such a way to allow explanations to be falsified in order to avoid the positive test bias.

KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Knowledge Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Easy 2. Explain why the scientific method is not used to determine if an afterlife exists after death.

Ans: Answers vary The existence of an afterlife is difficult to test in such a way that it can be falsified, because its nature is defined as something that is unobservable to living individuals.

KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Application Answer Location: Testability Difficulty Level: Hard 3. What is the difference between basic and applied research? In what ways do these types of research interact in the field of psychology?

Ans: Answers vary Basic research examines fundamental elements of behavior--applied research is conducted to solve a real-world problem--basic research allows theories of behavior to be developed that allow applied researchers to use the theories to develop solutions to problems that they can test. The results from applied research then give feedback to basic researchers to determine if the theories can be applied to real-world behaviors.

KEY: Learning Objective: 1.3: Evaluate research in terms of the basic–applied distinction REF: Cognitive Domain: Analysis Answer Location: Basic and Applied Research Difficulty Level: Medium 4. How do the goals of basic and applied research differ? Provide an example of a research question for each type of research.

Ans: Answers vary Basic research examines fundamental elements of behavior--applied research is conducted to solve a real-world problem--examples will vary.

KEY: Learning Objective: 1.1: Understand that knowledge of research in psychology has value beyond careers in research REF: Cognitive Domain: Analysis

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Basic and Applied Research Difficulty Level: Medium 5. What is external validity?

Ans: Answers vary External validity is the degree to which results of a study can be generalized to individuals and behaviors outside of the study.

KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Knowledge Answer Location: Basic and Applied Research Difficulty Level: Easy 6. How is falsifiability used in psychological science? Define and explain.

Ans: Answers vary Falsification of explanations of behavior advances psychological science much more than supporting explanations (Platt, 1964). Whenever researchers can show that an accepted explanation is not supported, it changes the direction of investigation in an area of research and moves psychological science forward in gaining new knowledge about behavior. Making predictions about the results they will find in their studies helps researchers contribute to the testability of their observations. With clear predictions made before a study is conducted, researchers can design good tests of their ideas about behavior and help them avoid falling prey to the confirmation bias in believing the results are consistent with their ideas regardless of how they turn out.

KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Testability Difficulty Level: Medium 7. For behaviors, such as mental processes, that cannot be directly observed (e.g., thoughts or memories) how do psychologists use empiricism for inferring information about these behaviors?

Ans: Answers vary Psychologists have developed techniques for inferring information about mental processes through observation of specific behaviors that are affected by the mental processes. Psychologists then attempt to understand mental processes through observation of these behaviors and the investigation of the factors that influence those behaviors. That is what this book (and the course you are taking) is all about-understanding the methods psychologists use to observe, measure, and study behavior and mental processes.

KEY: Learning Objective: 1.2: Understand what it means to learn about behavior through observation REF: Cognitive Domain: Comprehension Answer Location: Using Science to Understand and Explain Behavior Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 2: HYPOTHESIS DEVELOPMENT: WHERE RESEARCH QUESTIONS COME FROM

Multiple Choice 1. “Are women who are pregnant depressed?” is an example of a ______ research question. a. predictive b. causal c. descriptive d. non-empirical Ans: C KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Comprehension Answer Location: Developing a Research Question Difficulty Level: Medium 2. “Does lack of sleep cause depression?” is an example of a ______ research question. a. predictive b. causal c. descriptive d. non-empirical Ans: B KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Comprehension Answer Location: Developing a Research Question Difficulty Level: Medium 3. A theory ______. a. is an explanation of a behavior b. is the same as a prediction c. cannot be tested with the scientific method d. cannot explain behavior Ans: A KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Knowledge Answer Location: Developing a Research Question Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

4. Of the following resources, ______ likely cannot help a researcher conduct a literature review. a. PsycINFO b. reading book chapters c. reading journal articles d. typing your topic into Google Ans: D KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: Other Sources Difficulty Level: Easy 5. A literature review is ______. a. the same as a journal article b. only conducted with books c. a detailed review of past research in a topic area d. never conducted using PsycINFO Ans: C KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: Using the Literature Review to Make Hypotheses Difficulty Level: Easy 6. A way to get the most up-to-date information on research being conducted in an area of psychology is to ______. a. read journal articles b. read book chapters c. attend a conference d. do a web search Ans: C KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: Other Sources Difficulty Level: Easy 7. A search in PsycINFO will not yield results if a(n) ______ is used as the search criteria. a. topic of the article b. author of the article c. word in the abstract or title of the article d. book title Ans: D

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: What You Find in a Literature Review Difficulty Level: Easy 8. An abstract of a journal article that adheres to APA guidelines ______. a. can be as long as you want it to be b. can include extra information about the study that you forgot to include in the body of the paper c. must include a description of every result found in the study d. is typically no more than 150 words Ans: D KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Knowledge Answer Location: Structure of an Empirical Journal Article Difficulty Level: Easy 9. According to APA guidelines, the participants section is a subsection of the ______ section. a. reference b. results c. method d. introduction Ans: C KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Knowledge Answer Location: Structure of an Empirical Journal Article Difficulty Level: Easy 10. In the ______ section of a published journal article one will find graphs or tables of the summary data. a. results b. hypotheses c. participants d. abstract Ans: A KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Knowledge Answer Location: Structure of an Empirical Journal Article Difficulty Level: Easy 11. Theory-driven hypotheses rely on ______ reasoning, whereas data-driven hypotheses rely on ______ reasoning. a. descriptive; causal b. causal; descriptive

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. deductive; inductive d. inductive; deductive Ans: C KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Knowledge Answer Location: Theory-Driven Hypotheses Difficulty Level: Easy 12. If a researcher makes a hypothesis for a study based on results that were reported in previous studies, they are making a ______ hypothesis. a. theory-driven b. data-driven c. causal d. descriptive Ans: B KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Knowledge Answer Location: Data-Driven Hypotheses Difficulty Level: Easy 13. Research questions for psychological studies ______. a. should be important for understanding behavior in a particular area b. should be answerable using intuition c. should be questions already answered in previous studies d. should never be descriptive Ans: A KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Knowledge Answer Location: Developing a Research Question Difficulty Level: Easy 14. The ______ section of an APA style article should provide enough information about the way the study was conducted to allow researchers to replicate the study if they wish. a. introduction b. method c. references d. discussion Ans: B KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Knowledge Answer Location: Structure of an Empirical Journal Article Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 15. An APA style article has the section ordered as ______. a. abstract, introduction, method, results, discussion b. introduction, method, discussion, abstract c. results, method, discussion, references d. references, abstract, discussion, results Ans: A KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Knowledge Answer Location: Structure of an Empirical Journal Article Difficulty Level: Easy 16. A good database to use to find journal articles in the area of biological psychology is ______. a. ERIC b. PsycINFO c. PubMed d. Google Ans: C KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: PubMed and ERIC Difficulty Level: Easy 17. Predicting that a dog should breathe because all mammals breathe, and all dogs are mammals is an example of ______ reasoning. a. inductive b. deductive c. causal d. descriptive Ans: B KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Comprehension Answer Location: Theory-Driven Hypotheses Difficulty Level: Medium 18. Predicting that all dogs can run because one dog was seen running is an example of ______ reasoning. a. inductive b. deductive c. causal d. descriptive Ans: A KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Comprehension Answer Location: Data-Driven Hypotheses Difficulty Level: Medium 19. Choosing a research question is the ______ step in the research process. a. first b. second c. third d. fourth Ans: A KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Knowledge Answer Location: Developing a Research Question Difficulty Level: Easy 20. Explanations of behavior that need to be tested are called ______. a. results b. findings c. theories d. descriptions Ans: C KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Knowledge Answer Location: Developing a Research Question Difficulty Level: Easy 21. A research question that asks about the presence of behavior, how frequently it is exhibited, or whether there is a relationship between different behaviors is a ______ research question. a. descriptive b. causal c. fundamental d. vital Ans: A KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Knowledge Answer Location: Descriptive and Causal Hypotheses Difficulty Level: Easy 22. A research question that asks what causes specific behaviors to occur is a(n) ______ research question. a. descriptive b. causal

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. fundamental d. applied Ans: B KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Knowledge Answer Location: Descriptive and Causal Hypotheses Difficulty Level: Easy 23. A hypothesis for a study that is a fact-based framework for describing a behavioral phenomenon of interest is a ______ hypothesis. a. theory-driven b. data-driven c. causal d. descriptive Ans: A KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Knowledge Answer Location: Theory-Driven Hypotheses Difficulty Level: Easy 24. “Is anxiety in college students caused by a lack of confidence in their abilities?” is an example of a ______ research question. a. predictive b. causal c. descriptive d. non-empirical Ans: B KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Comprehension Answer Location: Developing a Research Question Difficulty Level: Medium 25. “How does an authority figure influence behavior?” is a research question from the ______ area of psychological research. a. cognitive b. social c. industrial-organizational d. biological Ans: B KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Comprehension Answer Location: Developing a Research Question

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Medium 26. “What types of people benefit most from cognitive behavioral therapy?” is a research question from the ______ area of psychological research. a. cognitive b. social c. clinical d. industrial-organizational Ans: C KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Comprehension Answer Location: Developing a Research Question Difficulty Level: Medium 27. “What types of memory decline as people age?” is a research question from the ______ of psychological research. a. cognitive b. social c. clinical d. biological Ans: A KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Comprehension Answer Location: Developing a Research Question Difficulty Level: Medium 28. “How does work environment affect job stress?” is a research question from ______ area of psychological research? a. industrial-organizational b. social c. clinical d. biological Ans: A KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Comprehension Answer Location: Developing a Research Question Difficulty Level: Medium 29. If you are conducting a literature review on topics such as standardized testing, you may want to search for articles in ______. a. ERIC b. PsycINFO c. PubMed

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. Google Ans: A KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: PubMed and ERIC Difficulty Level: Easy 30. “What are the effects of amphetamine on the brain?” is a research question from the ______ area of psychological research. a. cognitive b. social c. clinical d. biological Ans: D KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Comprehension Answer Location: Developing a Research Question Difficulty Level: Medium 31. Articles that have not been peer reviewed are typically ______. a. less reliable sources of information b. more reliable sources of information c. evaluated by experts in the field d. not useful to researchers Ans: A KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Application Answer Location: Other Sources Difficulty Level: Hard 32. Peer review is a process where an article is ______. a. discussed by the author and their peers in a meeting b. posted on a public blog and readers can make comments c. sent by the author via email to their peers to review d. sent to several experts on the general topic of the article for review Ans: D KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Application Answer Location: What Is a Journal Article?

Difficulty Level: Hard

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 33. Popular magazine articles are considered ______ for research information in a literature review. a. primary sources b. secondary sources c. detailed sources d. thorough source Ans: B KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Application Answer Location: What Is a Journal Article?

Difficulty Level: Hard 34. An introduction section does not provide the ______ content of study. a. introduction to the general topic b. design, materials, and procedure c. general problem d. brief description of how the current study addresses the relevant aspect of the research question Ans: B KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Application Answer Location: Structure of an Empirical Journal Article Difficulty Level: Hard 35. Information about the statistical tests that were performed to analyze the data is included in the ______ section of an empirical journal article. a. results b. introduction c. methods d. discussion Ans: A KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Application Answer Location: Structure of an Empirical Journal Article Difficulty Level: Hard 36. “Thirty minutes before bed, will taking a brisk 20-minute walk or doing Yoga facilitate time to fall asleep more?” as a research question is a ______ question. a. behavior b. application c. descriptive d. causal Ans: A KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Application Answer Location: Developing a Research Question Difficulty Level: Hard 37. “What are the causes of alcoholism for veterans who were not in actual combat?” is a research question in the area of ______ psychology. a. social b. industrial-organizational c. clinical d. biological Ans: C KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Application Answer Location: Developing a Research Question Difficulty Level: Hard 38. Interested in conducting a literature search on depression and migraine headache correlation, a good place to start is a keyword search of ______. a. depression AND migraines b. depression OR migraines c. depression d. migraines Ans: A KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Application Answer Location: How to Conduct a Literature Review Difficulty Level: Hard 39. The ______ section is a short paragraph that summarizes the content of the article. a. discussion b. sample c. abstract d. summary Ans: C KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: PsycINFO Difficulty Level: Easy 40. Justification for the present study is generally found in a well-written ______ section of an empirical journal article. a. abstract b. methods

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. introduction d. conclusion Ans: A KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Knowledge Answer Location: Structure of an Empirical Journal Article Difficulty Level: Medium

True/False 1. Research questions are never descriptive.

Ans: F KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Knowledge Answer Location: Developing a Research Question Difficulty Level: Easy 2. Researchers should consider how appropriate their question is for both scientific methods and the specific field of study before moving on to designing a study.

Ans: F KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Knowledge Answer Location: Developing a Research Question Difficulty Level: Easy 3. Conducting a literature review will ensure that a new study will add to the knowledge in an area without duplicating what is already known.

Ans: T KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: Developing a Research Question Difficulty Level: Easy 4. Empirical journal articles are considered secondary sources for research information because they are written by the researchers who conducted the research and details of the study are provided.

Ans: F KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Comprehension Answer Location: What Is a Journal Article?

Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 5. The methods section provides a summary of the data (often in tables or figures) and information about the statistical tests that were performed to analyze the data.

Ans: F KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Knowledge Answer Location: Structure of an Empirical Journal Article Difficulty Level: Easy 6. Theory-driven hypotheses are made from the predictions of a theory.

Ans: T KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Knowledge Answer Location: Using the Literature Review to Make Hypotheses Difficulty Level: Easy 7. A theory-driven hypothesis involves inductive reasoning in that a researcher is taking a general statement about behavior (the theory) and making a specific prediction (the hypothesis) about the study from this general statement.

Ans: F KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Knowledge Answer Location: Data-Driven Hypotheses Difficulty Level: Easy 8. Google Scholar will search the Web for academic journals and books to find articles relevant to a topic or written by a specific author.

Ans: T KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: Other Sources Difficulty Level: Easy 9. An introduction is a short summary of the study that allows readers to decide if the article is relevant to their literature review without reading the entire article.

Ans: F KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: Structure of an Empirical Journal Article Difficulty Level: Easy 10. The review process for book chapters is variable and may not be as rigorous as that for journal articles.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: T KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Knowledge Answer Location: Review Articles and Book Chapters Difficulty Level: Easy 11. Explanations of behavior that need to be tested can guide research questions.

Ans: T KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Knowledge Answer Location: Developing a Research Question Difficulty Level: Medium 12. Taking a specific result from another study and using it to make a more general prediction for the research question of interest is inductive reasoning.

Ans: T KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Knowledge Answer Location: Data-Driven Hypotheses Difficulty Level: Easy 13. If researchers are interested in the causes of behavior, they state a prediction about a particular cause of behavior and are using data-driven theory.

Ans: F KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Knowledge Answer Location: Descriptive and Causal Hypotheses Difficulty Level: Easy

Essay 1. Explain the difference between an empirical journal article and a popular magazine article.

Ans: Answers vary A popular magazine article is written to inform a lay audience about a topic. Research may be described in the article, but it will not be described in detail and may not always accurately represent all aspects of the research studies described. An empirical journal article describes a research study in detail and is written to allow other researchers to be informed about other studies in an area and their findings.

KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Comprehension Answer Location: What Is a Journal Article?

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Medium 2. Explain why a Google search will not provide a good literature review of a topic area in psychology?

Ans: Answers vary Google searches will find information on a topic but will not provide a thorough search for relevant journal articles on a topic area. Searchable databases of psychology journals, such as PsycINFO, are the best way to conduct a literature review.

KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Comprehension Answer Location: Other Sources Difficulty Level: Medium 3. Describe how you would conduct a literature review for the research question “Do symptoms of depression improve with cognitive therapy?”

Ans: Answers vary Should include searching a database such as PsycINFO using keyword or topic words such as “depression” and “cognitive therapy” and combining results from these searches.

KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Application Answer Location: How to Conduct a Literature Review Difficulty Level: Hard 4. Explain the difference between theory-driven and data-driven hypotheses.

Ans: Answers vary Theory-driven hypotheses are made based on predictions made for a study by a theory of behavior in an area of psychology. A theory-driven hypothesis allows a test of the theory and relies on deductive reasoning. Data-driven hypotheses are made from the results of past studies. They rely on inductive reasoning.

KEY: Learning Objective: 2.2: Generate appropriate research questions for a psychological study REF: Cognitive Domain: Application Answer Location: Using the Literature Review to Make Hypotheses Difficulty Level: Hard 5. Explain the difference between descriptive and causal hypotheses.

Ans: Answers vary Descriptive hypotheses are predictions about the results of a study that describes the behavior or the relationship between behaviors. Causal hypotheses are predictions about the results of a study that includes the causes of a behavior.

KEY: Learning Objective: 2.1: Understand the difference between a research question, a hypothesis, and a theory REF: Cognitive Domain: Comprehension

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Descriptive and Causal Hypotheses Difficulty Level: Medium 6. Discuss the purpose of review articles in terms of conducting a literature review.

Ans: Answers vary The purpose of these articles is to organize and summarize research in a particular area of psychology to give researchers a review of the research to date. Accordingly, these sorts of articles can be very useful in a literature review because they allow a researcher to find a lot of information about a topic in a single article. These reviews also provide a list of references that can be helpful in searching for empirical articles about specific studies that may be important for developing a prediction for the researcher’s study.

KEY: Learning Objective: 2.3: Demonstrate how to conduct a literature review for a research question REF: Cognitive Domain: Comprehension Answer Location: Review Articles and Book Chapters Difficulty Level: Hard 7. Detail and discussion of what one should include in the results section of an empirical research article.

Ans: Answers vary The results section provides a summary of the data (often in tables or figures) and information about the statistical tests that were performed to analyze the data. The findings are described in the text with statistical values given as support for the findings described. The specific types of values given depend on the type of tests the researchers conducted. Match the findings to the hypothesized predictions. Tables and figures are typically organized by the most important variables of interest so consider the organization of tables and figures to provide clear understanding of the design of study.

Descriptive KEY: Learning Objective: 2.4: Locate relevant information in an empirical journal article REF: Cognitive Domain: Application Answer Location: Structure of an Empirical Journal Article Difficulty Level: Hard

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 3: ETHICAL GUIDELINES FOR PSYCHOLOGICAL RESEARCH

Multiple Choice 1. Informed consent involves ______. a. keeping participants’ data confidential b. informing participants about what they will experience in a study c. keeping participants’ data anonymous d. debriefing participants after a study is conducted Ans: B KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Nuremberg Code Difficulty Level: Easy 2. About ______% of animal studies in psychology involve primates. a. 5 b. 20 c. 40 d. 50 Ans: A KEY: Learning Objective: 3.4: Compare ethical guidelines for research with human and nonhuman subjects REF: Cognitive Domain: Knowledge Answer Location: Current Ethical Guidelines for Nonhuman Animal Subjects Difficulty Level: Easy 3. Plagiarism can be ______. a. neither intentional nor unintentional b. unintentional c. intentional d. intentional or unintentional Ans: D KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Knowledge Answer Location: Ethics in Reporting Research Difficulty Level: Easy 4. A confederate is someone who ______. a. is part of the study, but acts as if they are a participant

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. oversees a research study c. attempts to sabotage a research study d. has been a participant in at least 10 research studies Ans: A KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Knowledge Answer Location: APA Code Difficulty Level: Easy 5. In Milgram’s (1963) study of obedience, results showed that ______. a. none of the participants were willing to shock the confederate b. most participants quit the study before it concluded c. most of the participants were willing to “shock” the confederate at the highest level d. all of the participants were willing to “shock” the confederate at the highest level Ans: C KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Knowledge Answer Location: APA Code Difficulty Level: Easy 6. In the Zimbardo (1973) prison study, the independent variable was ______. a. being a prisoner b. being a guard c. role assignment (prisoner or guard) d. behavior in the prison environment Ans: C KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Knowledge Answer Location: APA Code Difficulty Level: Easy 7. The Zimbardo (1973) prison study resulted in all but ______ of the following. a. adverse stress reactions from some of the participants assigned to be prisoners b. cruel behavior from some of the participants assigned to be guards c. the study being cut short because of adverse effects on the participants d. the study being extended because of adverse effects on the participants Ans: D KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Knowledge Answer Location: APA Code Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 8. The first APA ethical code was based on ______. a. the Belmont Report b. criticism of the Milgram (1963) study c. criticism of the Zimbardo (1973) study d. the Nuremberg code Ans: D KEY: Learning Objective: 3.2: Understand how ethical guidelines developed REF: Cognitive Domain: Knowledge Answer Location: APA Code Difficulty Level: Easy 9. Debriefing in research is defined as ______. a. having participants read and sign a consent form before they participate b. showing that the benefits of a study outweigh the risks c. fully explaining the purpose of the study (including any deception that may have been involved) and providing an opportunity for participants to ask questions about the study d. telling the participants about the hypothesis of the study before they participate Ans: C KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: APA Code Difficulty Level: Easy 10. A risk-benefit analysis involves ______. a. having participants read and sign a consent form before they participate b. showing that the benefits of a study outweigh the risks c. fully explaining the purpose of the study (including any deception that may have been involved) and providing an opportunity for participants to ask questions about the study d. telling the participants about the hypothesis of the study before they participate Ans: B KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Beneficence Difficulty Level: Easy 11. Adherence to ethical guidelines in psychological studies with humans is currently monitored by ______. a. a review board at each institution where research is conducted (IRB) b. a committee that is part of the federal government c. a group of judges d. just the researchers themselves Ans: A KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: Institutional Review Boards Difficulty Level: Easy 12. An ethical guideline that must be followed when research with human participants is conducted is ______. a. all data must be collected anonymously b. all data collected must be stored by the researcher for at least 20 years c. the benefit of the research must outweigh the risks d. participation in research can be involuntary Ans: C KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Nuremberg Code Difficulty Level: Easy 13. Of the following, ______ would not be a violation of ethical guidelines for conducting research with animal subjects. a. use of chimpanzees b. use of untrained personnel c. release of the animals into the wild at the completion of the study d. animals can be in poor health Ans: A KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Current Ethical Guidelines for Nonhuman Animal Subjects Difficulty Level: Easy 14. Studies with children generally require ______. a. full committee IRB review b. assent from a parent or guardian c. consent from a parent or guardian d. consent from the child Ans: C KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Respect for Persons Difficulty Level: Easy 15. Researchers conducting studies with nonhuman animal subjects are responsible for all but ______. a. housing of the animals during the study b. housing of the animals after the study

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. monitoring the animals’ health during the study d. releasing animals into the wild at the completion of the study Ans: D KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Comprehension Answer Location: Current Ethical Guidelines for Nonhuman Animal Subjects Difficulty Level: Medium 16. Of the following, ______ would violate ethical standards for psychological research. a. keeping participants’ identities confidential b. using another author’s ideas in one’s report without citing that author c. deceiving participants about the purpose of a study d. keeping participants’ identities anonymous Ans: B KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Comprehension Answer Location: Ethics in Reporting Research Difficulty Level: Medium 17. The ______ Act provides specific standards for the acquisition, housing, and care of animals in the United States. a. Animal Protection b. Animal Shelter c. Animal Safety d. Animal Welfare Ans: D KEY: Learning Objective: 3.4: Compare ethical guidelines for research with human and nonhuman subjects REF: Cognitive Domain: Knowledge Answer Location: Care and Housing of the Animals Difficulty Level: Easy 18. The Nuremberg trials were held between ______. a. 1980 and 1986 b. 2002 and 2005 c. 1945 and 1949 d. 1920 and 1925 Ans: C KEY: Learning Objective: 3.2: Understand how ethical guidelines developed REF: Cognitive Domain: Knowledge Answer Location: Nuremberg Code Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 19. As part of the respect for person’s aspect of the Belmont Report, it is recommended that researchers ______. a. reduce risks of harm b. include an informed consent process c. ensure that all groups of individuals can benefit from the research d. conduct a risk-benefit analysis Ans: B KEY: Learning Objective: 3.2: Understand how ethical guidelines developed REF: Cognitive Domain: Knowledge Answer Location: Respect for Persons Difficulty Level: Easy 20. ______ refers to the reduction of risk of harm to the participants as compared with the benefit of the study. a. Beneficence b. Respect for persons c. Justice d. Harm reduction Ans: B KEY: Learning Objective: 3.2: Understand how ethical guidelines developed REF: Cognitive Domain: Knowledge Answer Location: Beneficence Difficulty Level: Easy 21. Fair selection of participants is covered by the ______ principle. a. beneficence b. respect for persons c. justice d. harm reduction Ans: C KEY: Learning Objective: 3.2: Understand how ethical guidelines developed REF: Cognitive Domain: Knowledge Answer Location: Justice Difficulty Level: Easy 22. Informed consent is an important element of the ______ principle. a. beneficence b. respect for persons c. justice d. harm reduction Ans: B KEY: Learning Objective: 3.2: Understand how ethical guidelines developed REF: Cognitive Domain: Knowledge Answer Location: Respect for Persons Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 23. Expedited studies need to be reviewed by only ______ member of the IRB, which speeds the process of review. a. one b. two c. three d. four Ans: A KEY: Learning Objective: 3.2: Understand how ethical guidelines developed REF: Cognitive Domain: Knowledge Answer Location: Expedited Studies Difficulty Level: Easy 24. In many cases, researchers do not fully disclose the purpose of the study to reduce ______ characteristics where the participants may alter their behavior based on their perception of the study’s purpose or hypothesis. a. command b. control c. authority d. demand Ans: D KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Deception and Debriefing Difficulty Level: Easy 25. In 1932, in Tuskegee, Alabama, the U.S. Public Health Service began a research study to investigate the course of ______ in the human male. a. syphilis b. HIV c. chlamydia d. gonorrhea Ans: A KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Ethical Guidelines for Psychological Research Difficulty Level: Easy 26. Forcing participants to participate in research without their consent is ______. a. coaxing b. coercion c. assenting d. debriefing Ans: B

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Nuremberg Code Difficulty Level: Easy 27. The ______ report lists the responsibilities of researchers as they conduct research with human participants and the rights of those participants before, during, and after a study. a. APA b. Zimbardo c. Milgram d. Belmont Ans: D KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Current Ethical Guidelines for Human Participants Research Difficulty Level: Easy 28. The IRB equivalent for research with nonhuman animal subjects is the ______. a. Institutional Animal Care and Use Committee b. Institutional Nonhuman Animal Committee c. Institutional Review Animal Committee d. Institutional Research Animal Committee Ans: A KEY: Learning Objective: 3.4: Compare ethical guidelines for research with human and nonhuman subjects REF: Cognitive Domain: Knowledge Answer Location: Institutional Animal Care and Use Committee Difficulty Level: Easy 29. Animals not bred by the researcher’s institution must be obtained in a manner that follows ______ regulations. a. APCA b. HDA c. USDA d. FDA Ans: C KEY: Learning Objective: 3.4: Compare ethical guidelines for research with human and nonhuman subjects REF: Cognitive Domain: Comprehension Answer Location: Acquisition of the Animals Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 30. Only about ______% of all psychological research involves animal subjects, mostly with bird and rodent subjects. a. 20 b. 8 c. 1 d. 28 Ans: B KEY: Learning Objective: 3.4: Compare ethical guidelines for research with human and nonhuman subjects REF: Cognitive Domain: Knowledge Answer Location: Current Ethical Guidelines for Nonhuman Animal Subjects Difficulty Level: Easy 31. ______ studies have the smallest amount of risk involved. a. Expedited b. Exempt c. Full review d. Limited Ans: B KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Exempt Studies Difficulty Level: Easy 32. ______ studies have the highest amount of risk. a. Expedited b. Exempt c. Full review d. Limited Ans: C KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Full-Review Studies Difficulty Level: Easy 33. ______ studies involve minimal risk. a. Expedited b. Exempt c. Full review d. Limited Ans: A KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Expedited Studies Difficulty Level: Easy 34. Zimbardo had planned for the prison experiment to take place over ______ weeks. a. 2 b. 4 c. 8 d. 10 Ans: A KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: APA Code Difficulty Level: Easy 35. There are ______categories of review by IRBs. a. three b. seven c. nine d. eleven Ans: A KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Knowledge Answer Location: Institutional Review Boards Difficulty Level: Easy 36. Milgram (1963) justified his study by arguing that although the participants were deceived in the study, they did not experience ______ from the study. a. remorse b. long-term harm c. monetary gain d. coercion Ans: B KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: APA Code Difficulty Level: Easy 37. If researchers become aware of unexpected harm to participants, they must take reasonable measures to reduce harm, including ______ if necessary. a. reassignment of participant roles b. termination of the study c. clinical assistance d. debriefing with counselors

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: B KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Comprehension Answer Location: APA Code Difficulty Level: Medium 38. Many IRBs now require researchers (faculty and students) to complete the ______ ethics training modules. a. APA b. CITI c. Animal Welfare Act d. HIPPA Ans: B KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Collaborative Institutional Training Initiative (CITI) Difficulty Level: Easy 39. The APA Code that states “Data should be shared with other researchers to allow verification of results” addresses the ______ research issue. a. ethics in reporting b. coercion c. informed consent d. reduced harm Ans: A KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Current Ethical Guidelines for Human Participants Research Difficulty Level: Easy 40. If a study uses deception, the debriefing process must thoroughly explain the nature of the study and the ______. a. deception used b. IRB approval process c. results of the study d. record of the participant stress Ans: A KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Comprehension Answer Location: Deception and Debriefing Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

True/False 1. Researchers are responsible for ensuring that all participants have a fair chance of receiving potentially beneficial treatments in research.

Ans: T KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Knowledge Answer Location: Justice Difficulty Level: Easy 2. According to ethical guidelines, psychological studies can never involve deception.

Ans: F KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Comprehension Answer Location: Current Ethical Guidelines for Human Participants Research Difficulty Level: Medium 3. The APA code was the first set of guidelines ever developed for research with human participants.

Ans: F KEY: Learning Objective: 3.2: Understand how ethical guidelines developed REF: Cognitive Domain: Knowledge Answer Location: Nuremberg Code Difficulty Level: Easy 4. Researchers must give anesthesia to animals during surgical procedures.

Ans: T KEY: Learning Objective: 3.4: Compare ethical guidelines for research with human and nonhuman subjects REF: Cognitive Domain: Comprehension Answer Location: Procedures Used in the Study Difficulty Level: Medium 5. Researchers must fully inform participants about all aspects of a study before consent is given for participation.

Ans: F KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Comprehension Answer Location: APA Code Difficulty Level: Medium 6. Exempt studies are those studies that have the most amount of risk involved.

Ans: F

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Full-Review Studies Difficulty Level: Easy 7. Studies with the highest amount of risk receive full review by the IRB, meaning that each member of the IRB will review the research proposal.

Ans: T KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Full-Review Studies Difficulty Level: Easy 8. Animals are often used as subjects when study procedures are considered too invasive or difficult to conduct with human participants.

Ans: T KEY: Learning Objective: 3.4: Compare ethical guidelines for research with human and nonhuman subjects REF: Cognitive Domain: Knowledge Answer Location: Current Ethical Guidelines for Nonhuman Animal Subjects Difficulty Level: Easy 9. The APA Ethics Code (APA, 2002) indicates that only trained and experienced personnel may be involved in research with animal subjects.

Ans: T KEY: Learning Objective: 3.2: Understand how ethical guidelines developed REF: Cognitive Domain: Comprehension Answer Location: Personnel Difficulty Level: Medium 10. Animals not bred by the researcher’s institution must be obtained in a manner that follows USDA regulations and local ordinances.

Ans: T KEY: Learning Objective: 3.4: Compare ethical guidelines for research with human and nonhuman subjects REF: Cognitive Domain: Comprehension Answer Location: Acquisition of the Animals Difficulty Level: Medium 11. In Zimbardo’s prison experiment the only difference between the prisoner and guard groups was the role they were assigned to play in the prison experiment.

Ans: T KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Comprehension Answer Location: APA Code Difficulty Level: Medium 12. The Milgram (1963) Obedience Study showed that the presence of an authority figure greatly influences people’s behavior.

Ans: T KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Comprehension Answer Location: APA Code Difficulty Level: Medium 13. The Tuskegee syphilis study participants were all treated with penicillin after the initial study data collection time period.

Ans: F KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Knowledge Answer Location: Ethical Guidelines for Psychological Research Difficulty Level: Easy

Essay 1. Discuss why researchers may choose to use deception and how this is justified for approval.

Ans: Answers vary In many cases, researchers do not fully disclose the purpose of the study to reduce demand characteristics, where the participants may alter their behavior based on their perception of the study’s purpose or hypothesis. The APA Ethics Code (APA, 2017) requires sufficient justification for studies involving deception and a debriefing process in all studies. If a study makes use of deception, the researcher must justify why the deception is necessary and why alternative procedures that do not use deception cannot be employed. The deception cannot be used if it will cause physical or severe psychological harm. Must validate that the participants will not experience harm or discomfort beyond what would occur in daily life.

KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Application Answer Location: Deception and Debriefing Difficulty Level: Hard 2. Discuss the APA Ethics Code (2017) required for acquisition of animals for research study purposes.

Ans: Answers vary Animals not bred by the researcher’s institution must be obtained in a manner that follows USDA regulations and local ordinances. Researchers must ensure that proper

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 care of the animals is maintained during transport to the facility. Animals taken from the wild must be obtained humanely and lawfully. Finally, rules regarding the use of endangered or threatened species must be followed.

KEY: Learning Objective: 3.4: Compare ethical guidelines for research with human and nonhuman subjects REF: Cognitive Domain: Comprehension Answer Location: Acquisition of the Animals Difficulty Level: Medium 3. Explain why ethical guidelines are important for psychological research studies.

Ans: Answers vary Answers should include subjectivity of researchers, past ethical problems in research, or importance of protection of participants and subjects.

KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Comprehension Answer Location: Historical Context for Ethical Guidelines Difficulty Level: Medium 4. Describe three ethical guidelines that researchers must follow when conducting research with human participants.

Ans: Answers vary Answers should include informed consent, confidentiality, right to withdraw, risk-benefit analysis, minimizing unnecessary risks.

KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Comprehension Answer Location: Current Ethical Guidelines for Human Participants Research Difficulty Level: Medium 5. Describe three ethical guidelines that researchers must follow when conducting research with nonhuman animal subjects.

Ans: Answers vary Answers should include justification of study and use of animals, training of personnel, care of animals during and after the study, ethically obtaining the subjects.

KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Comprehension Answer Location: Current Ethical Guidelines for Nonhuman Animal Subjects Difficulty Level: Medium 6. What is the purpose of an institutional review board?

Ans: Answers vary An IRB oversees research conducted at an institution to ensure adherence to ethical guidelines. Research is reviewed before it is conducted for approval by the IRB.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 3.3: Evaluate research studies for their adherence to ethical guidelines REF: Cognitive Domain: Comprehension Answer Location: Institutional Review Boards Difficulty Level: Medium 7. What is plagiarism and provide an example?

Ans: Answers vary Use of someone else’s ideas or words without giving them proper credit.

KEY: Learning Objective: 3.1: Understand the purpose of ethics in psychological research REF: Cognitive Domain: Comprehension Answer Location: Ethics in Reporting Research Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 4: HOW PSYCHOLOGISTS USE THE SCIENTIFIC METHOD: DATA COLLECTION TECHNIQUES AND RESEARCH DESIGNS

Multiple Choice 1. Ruling out alternative explanations for results increases the ______ validity. a. subjective b. objective c. external d. internal Ans: D KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Easy 2. Of the following, ______ is a not a good operational definition for “hunger.” a. number of times someone’s stomach makes an audible rumble in 2 hours b. general feeling of emptiness in one’s stomach c. number of minutes since someone last ate any food d. blood sugar levels Ans: B KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension Answer Location: Data Collection Techniques Difficulty Level: Medium 3. Observing behaviors as they occur in an individual’s natural environment uses the ______ observation technique. a. naturalistic b. survey c. systematic d. archival Ans: A KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Naturalistic Observation Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 4. Videotaping individuals at work to look for off-task behaviors is an example of ______ observation technique. a. naturalistic b. survey c. systematic d. archival Ans: A KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension Answer Location: Naturalistic Observation Difficulty Level: Medium 5. Asking individuals to respond to questions or rate items according to their attitudes or behaviors uses the ______ observation technique. a. naturalistic b. survey c. systematic d. archival Ans: B KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Surveys/Questionnaires Difficulty Level: Easy 6. Asking individuals to rate how often each of 20 items related to depression symptoms occurs in their daily lives is an example of ______ observation technique. a. naturalistic b. survey c. systematic d. archival Ans: B KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension Answer Location: Surveys/Questionnaires Difficulty Level: Medium 7. Asking individuals to complete a task under controlled conditions uses the ______ observation technique. a. naturalistic b. survey c. systematic d. archival Ans: C

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Systematic Observation Difficulty Level: Easy 8. Measuring how quickly individuals can perform a scrambled sentence task is an example of ______ observation technique. a. naturalistic b. survey c. systematic d. archival Ans: C KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension Answer Location: Systematic Observation Difficulty Level: Medium 9. Looking up records of behaviors that have already occurred uses the ______ observation technique. a. naturalistic b. survey c. systematic d. archival Ans: D KEY: Learning Objective: 4.1: Compare different ways to observe behavior in a research study REF: Cognitive Domain: Knowledge Answer Location: Using Archival Data Difficulty Level: Easy 10. Using records of car crashes where individuals were not wearing seatbelts to measure use of seatbelt behavior is an example of ______ observation technique. a. naturalistic b. survey c. systematic d. archival Ans: D KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension Answer Location: Using Archival Data Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 11. The research design that allows researchers to gain a lot of descriptive information about a single individual or institution is a(n) ______. a. experiment b. quasi-experiment c. case study d. correlational study Ans: C KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Case Studies Difficulty Level: Easy 12. Studies of the amnesiac H.M. used the ______ research design. a. experimental b. quasi-experimental c. case study d. correlational Ans: C KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Comprehension Answer Location: Case Studies Difficulty Level: Medium 13. The research design that allows researchers to answer descriptive and predictive questions about the relationship between different measured variables is a(n) ______. a. experiment b. quasi-experiment c. case study d. correlational study Ans: D KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Correlational Studies Difficulty Level: Easy 14. A researcher who examines the relationship between individuals’ tooth flossing frequency and the incidence of heart disease in these individuals is using the ______ research design. a. experimental b. quasi-experimental c. case study d. correlational Ans: D KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Comprehension Answer Location: Correlational Studies

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Medium 15. The research design that allows researchers to answer causal questions about manipulated and measured variables is a(n) ______. a. experiment b. quasi-experiment c. case study d. correlational study Ans: A KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Experiments Difficulty Level: Easy 16. A researcher who examines the causal relationship between amount of exercise (randomly assigned as 30 minutes per day or none) and memory abilities is using the ______ research design. a. experimental b. quasi-experimental c. case study d. correlational Ans: A KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension Answer Location: Experiments Difficulty Level: Medium 17. The research design that allows researchers to compare groups of individuals on a measured variable based on characteristics of the individuals is a(n) ______. a. experiment b. quasi-experiment c. case study d. correlational study Ans: B KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Quasi-Experiments Difficulty Level: Easy 18. A researcher who examines the difference in anxiety level between individuals who smoke and those who do not smoke is using the ______ research design. a. experimental b. quasi-experimental

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. case study d. correlational Ans: B KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension Answer Location: Quasi-Experiments Difficulty Level: Medium 19. A study is conducted to examine the effect of instruction type on test scores.

Participants in the study are asked to complete a simple math test with either time limit instructions (i.e., the participants are told they must complete the test within 3 minutes) or no time limit instructions (i.e., the participants are not given a time limit for the test).

Participants are randomly assigned to one of the instruction types. The independent variable in this study is ______. a. time limit instructions b. no time limit instructions c. instruction type d. not present (i.e., there is no independent variable in this study) Ans: C KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Application Answer Location: Experiments Difficulty Level: Hard 20. For the instruction type study in the above question (19), the dependent variable is ______. a. test scores b. time limit instructions c. instruction type d. there is no dependent variable in this study Ans: A KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Application Answer Location: Experiments Difficulty Level: Hard 21. The degree to which the behavior observed in the study is realistic, would occur naturally, and can be generalized beyond the boundaries of the study to other individuals and situations is ______ validity. a. external b. internal c. subjective d. objective

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: A KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Easy 22. Making sure observers are categorizing behaviors the same way increases ______. a. external validity b. internal validity c. subjective validity d. reliability Ans: D KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Easy 23. A measure of the degree to which different observers rate behaviors in similar ways is called ______. a. inter-rater validity b. inter-rater reliability c. subjective validity d. subjective reliability Ans: B KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: Naturalistic Observation Difficulty Level: Easy 24. When surveys are used, participants are often asked to use a response scale (e.g., 1 to 5 or 1 to 7) or response category (e.g., often, sometimes, not very often, never) that matches how they feel about a behavior or how likely they are to exhibit the behavior.

This is called a(n) ______ response scale. a. closed-ended b. open-ended c. ambiguous d. behavior Ans: A KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Application Answer Location: Surveys/Questionnaires Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

25. Participants who want to portray themselves more positively to the researcher and intentionally respond in a way that achieves that goal biases the results of a survey and is called ______. a. peer pressure b. social appeal c. social pressure d. social desirability Ans: D KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: Surveys/Questionnaires Difficulty Level: Easy 26. Inter-rater reliability is also known as ______. a. inter-observer b. inter-person c. inter-participant d. inter-researcher Ans: A KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: Naturalistic Observation Difficulty Level: Easy 27. Non-numerical participant responses are considered ______. a. quantitative data b. qualitative data c. non-numerical data d. invalid data Ans: B KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Surveys/Questionnaires Difficulty Level: Easy 28. Numerical data is considered to be ______. a. quantitative data b. qualitative data c. non-numerical data d. invalid data Ans: A KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Surveys/Questionnaires Difficulty Level: Easy 29. The primary disadvantage of using surveys to collect data is that ______. a. the observations are considered self-reports b. survey research cannot be published in peer-reviewed journals c. survey research is not considered to be prestigious d. survey research used open-ended questions Ans: A KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Surveys/Questionnaires Difficulty Level: Easy 30. Systematic observations are often collected in a ______. a. laboratory setting b. participant’s homes c. school d. church Ans: A KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Systematic Observation Difficulty Level: Easy 31. The Beck Anxiety Inventory is an example of ______ research. a. experimental b. survey c. case study d. correlational Ans: B KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Surveys/Questionnaires Difficulty Level: Easy 32. Disadvantages of using archival data include all but ______. a. the researcher has no control over the circumstances under which the data are collected b. the researcher has no control on the sampling technique used c. the researcher has no control on the measures used to observe behavior d. few resources are needed Ans: D KEY: Learning Objective: 4.2: Understand the goals of different research designs

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: Using Archival Data Difficulty Level: Easy 33. A ______ relationship indicates that as values on one variable increase, the values on the other variable decrease. a. positive b. negative c. stable d. invalid Ans: B KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Correlational Studies Difficulty Level: Easy 34. A ______ relationship means that the values on the variables change in the same direction (up and down) at the same time. a. positive b. negative c. stable d. invalid Ans: A KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Correlational Studies Difficulty Level: Easy 35. A graph showing the relationship between two dependent variables for a group of individuals is called a ______. a. dependent graph b. relational graph c. scatterplot graph d. plot-scatter graph Ans: C KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Correlational Studies Difficulty Level: Easy 36. The presence of extraneous factors in a study that affect the dependent variable and can decrease the internal validity of the study is the ______ variable problem. a. predicator b. outcome c. third

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. negative Ans: C KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Comprehension Answer Location: Correlational Studies Difficulty Level: Medium 37. A ______ design is an experiment conducted with one or a few participants to better understand the behavior of those individuals. a. case study b. small-n c. limited correlational study d. factorial study Ans: B KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension Answer Location: Case Studies Difficulty Level: Medium 38. ______ indicates that a survey measures the behavior it is designed to measure. a. Deductive reasoning b. Construct validity c. Inter-rater validity d. Cross-tabulation validity Ans: B KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: Validity and Reliability Difficulty Level: Easy

True/False 1. Some of the observation techniques and research designs that psychologists use tend to allow for higher external validity than others.

Ans: T KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Easy 2. To increase the internal validity of a study, a researcher controls for extraneous factors that can affect the observations.

Ans: T

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: How Psychologists Use the Scientific Method Difficulty Level: Easy 3. An operational definition is a definition of a concrete concept that makes it abstract for the purpose of the research study.

Ans: F KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Data Collection Techniques Difficulty Level: Easy 4. Analyzing the data from a closed-ended response scale would also require the development of a coding scheme because the responses are qualitative rather than quantitative.

Ans: F KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Naturalistic Observation Difficulty Level: Easy 5. Using a validated survey typically gives a researcher observations of behavior that are a step ahead of the other techniques discussed because the validity and reliability of a survey will already have been tested and the survey revised (if necessary) to maximize its accuracy.

Ans: T KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Knowledge Answer Location: Surveys/Questionnaires Difficulty Level: Easy 6. The Beck Depression Inventory II and Beck Anxiety Inventory are two commonly used surveys in psychological research on mood.

Ans: T KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Surveys/Questionnaires Difficulty Level: Easy 7. Due to their exploratory nature, case studies never focus on rare or unusual cases.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: F KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Case Studies Difficulty Level: Easy 8. If a predictive relationship is examined, the variable that is used to make the prediction is called the outcome variable, and the variable that is being predicted is called the predictor variable.

Ans: F KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Correlational Studies Difficulty Level: Easy 9. A negative relationship indicates that as values on one variable increase, the values on the other variable decrease.

Ans: T KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Correlational Studies Difficulty Level: Easy 10. In a scatterplot, one variable is placed on the x-axis, and the other variable is placed on the r-axis.

Ans: F KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Correlational Studies Difficulty Level: Easy 11. The third-variable problem is the reason researchers cannot determine causation from correlational studies.

Ans: T KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Correlational Studies Difficulty Level: Easy 12. The primary difference between case studies and small-n designs is the goal of the researcher.

Ans: T KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Knowledge Answer Location: Case Studies

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 13. Archival Analysis is a data collection technique that involves analysis of preexisting data.

Ans: T KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Using Archival Data Difficulty Level: Easy 14. Naturalistic observations have the highest level of external validity amongst the data collection techniques.

Ans: T KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Comprehension Answer Location: Validity and Reliability Difficulty Level: Medium 15. Corporations may also make archival data sets available to researchers who wish to study workplace behaviors such as work productivity.

Ans: T KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Knowledge Answer Location: Using Archival Data Difficulty Level: Easy

Essay 1. Describe what archival data research analysis is briefly. Include an example and explain why this analysis is considered time-consuming.

Ans: Answers vary Sometimes when researchers have questions about behavior, they find that those behaviors they are interested in have already been observed. In other words, the data they wish to analyze to answer their research question already exist. Someone else has collected them. An example is content analysis of what someone has said involve analyzing the transcript of a speech someone gave, a written document, or a recorded statement. In content analysis, a researcher is analyzing a record of what someone has said or written in the past; thus, no interaction takes place between the research participant and the researcher. A coding scheme must be developed by the researcher to determine which behaviors will be considered in the analysis. This type of analysis can be resource intensive and time-consuming.

KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Using Archival Data Difficulty Level: Medium 2. Discuss the goal of case study research and briefly describe what one would look like.

Ans: Answers vary Answer should include the following: The goal of a case study is to gain insight into and understanding of a single individual’s behavior. A case study involves intensive observation of an individual’s naturalistic behavior or set of behaviors. Thus, researchers often use naturalistic observations, interviews, or archival data. Case studies are often exploratory studies, wherein a researcher can learn about a behavior when little is known about it.

KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Comprehension Answer Location: Case Studies Difficulty Level: Medium 3. Describe an experiment that tests the effect of amount of caffeine consumption on work productivity. Be sure to label the independent and dependent variables in the study and include your operational definition for “work productivity.”

Ans: Answers vary Answers should include an independent variable that manipulates the amount of caffeine participants consume with performance on a task that measures work productivity as the dependent variable.

KEY: Learning Objective: 4.3: Connect ways to observe behavior with research designs they can be used with REF: Cognitive Domain: Application Answer Location: Experiments Difficulty Level: Hard 4. What is the difference between an experiment and a quasi-experiment?

Ans: Answers vary The primary difference is that there is no manipulated variable in a quasi-experiment.

Participant groups are typically compared in a quasi-experiment based on preexisting characteristics rather than by random assignment, which is used to create groups in an experiment.

KEY: Learning Objective: 4.1: Compare different ways to observe behavior in a research study REF: Cognitive Domain: Comprehension Answer Location: Experiments Difficulty Level: Medium 5. Explain why use of the naturalistic observation technique is likely to increase the external validity of a study.

Ans: Answers vary

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Naturalistic observations capture behavior as it occurs in an individual’s normal environment without the observer influencing the behaviors exhibited. Thus, the behaviors recorded are likely to generalize to behaviors outside the study (which is the definition of external validity).

KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Comprehension Answer Location: Naturalistic Observation Difficulty Level: Medium 6. Explain why use of the systematic observation technique is likely to increase the internal validity of a study.

Ans: Answers vary Systematic observations are controlled measures of behavior that allow a researcher to rule out some of the possible outside influences (i.e., confounding variables) that could affect behavior measurement in a study. Use of systematic observation in an experiment would further increase the internal validity of a study with the use of a manipulated variable that further controls for confounding variables.

KEY: Learning Objective: 4.4: Evaluate internal and external validity of different research designs REF: Cognitive Domain: Comprehension Answer Location: Systematic Observation Difficulty Level: Medium 7. What aspects of an experiment allow tests of causal relationships between variables in experimental studies?

Ans: Answers vary The primary aspect is the manipulation of a variable (i.e., an independent variable) that helps a researcher control for confounding variables that could provide alternative explanations of a change in the dependent variable. This control of confounding variables rules out many alternative explanations of the results (i.e., the third variable problem) and allows a researcher to conclude more definitively that the independent variable caused the change in the dependent variable.

KEY: Learning Objective: 4.2: Understand the goals of different research designs REF: Cognitive Domain: Comprehension Answer Location: Experiments Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 5: VARIABLES AND MEASUREMENT IN RESEARCH

Multiple Choice 1. If I set my alarm to read 8:10 when it is really 8:00 (i.e., it is 10 minutes fast) and the alarm goes off each day when it reads 8:10, it will be ______ but not ______. a. valid; reliable b. reliable; valid c. accurate; testable d. parsimonious; falsifiable Ans: B KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Comprehension Answer Location: Reliability of Measurements and Response Scales Difficulty Level: Medium 2. Time measured in minutes is an example of a(n) ______ scale. a. interval b. ordinal c. nominal d. ratio Ans: D KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Scales of Measurement Difficulty Level: Easy 3. People in a grocery store are asked to sample three types of energy drinks and then indicate which one they liked best and which they liked least (i.e., they rank ordered the drinks). The dependent variable in this study is measured on a(n) ______ scale. a. interval b. ratio c. ordinal d. nominal Ans: C KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Application Answer Location: Scales of Measurement Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

4. The difference between nominal and ordinal measurement scales is ______. a. nominal scales have numerical response categories and ordinal scales do not b. responses on ordinal scales can be rank ordered and responses on nominal scales cannot be rank ordered c. nominal scales include zero as the lowest possible score and ordinal scales do not d. nominal and ordinal scales are identical Ans: B KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Comprehension Answer Location: Scales of Measurement Difficulty Level: Medium 5. Suppose a psychologist developed a test to measure intelligence, but this test was poorly developed and really only measured how well people perform on standardized tests (in other words, it doesn’t actually measure intelligence). This test would lack ______. a. inter-rater reliability b. test-retest validity c. construct validity d. parsimony Ans: C KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Comprehension Answer Location: Validity and Response Scales Difficulty Level: Medium 6. When different observers of behavior record the behavior in a similar way, the measure is said to have good ______. a. inter-rater reliability b. test-retest validity c. construct validity d. parsimony Ans: A KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Measurements and Response Scales Difficulty Level: Easy 7. An independent variable that includes three different types of treatments is called a(n) ______ variable. a. amount b. bivalent

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. multivalent d. subject Ans: C KEY: Learning Objective: 5.4: Compare different types of independent variables REF: Cognitive Domain: Knowledge Answer Location: Types of Manipulations Difficulty Level: Easy 8. The difference between an independent variable and a quasi-independent variable is that the quasi-independent variable lacks ______. a. random assignment b. parsimony c. validity d. reliability Ans: A KEY: Learning Objective: 5.2: Determine if a research study contains an independent variable REF: Cognitive Domain: Comprehension Answer Location: Quasi-Independent Variables Difficulty Level: Medium 9. A variable that affects the results of the study but is not a variable of interest in the study, is called a(n) ______ variable. a. independent b. dependent c. subject d. confound Ans: D KEY: Learning Objective: 5.3: Distinguish between independent and dependent variables REF: Cognitive Domain: Comprehension Answer Location: Internal Validity Difficulty Level: Medium 10. A solution to experimenter bias is to use a(n) ______ design. a. double-blind b. single-blind c. experimental d. correlational Ans: A KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 11. Measuring intelligence using the score on an IQ test is an example of ______. a. reliability b. an operational definition c. an independent variable d. maturation Ans: B KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Comprehension Answer Location: Dependent Variables Difficulty Level: Medium 12. Temperature measured in Fahrenheit or Celsius is an example of a(n) ______ measurement scale. a. nominal b. ordinal c. interval d. ratio Ans: C KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Scales of Measurement Difficulty Level: Easy 13. Independent variables can be manipulated according to all but ______. a. presence/absence of treatment b. type of treatment c. amount of treatment d. level of treatment Ans: D KEY: Learning Objective: 5.4: Compare different types of independent variables REF: Cognitive Domain: Knowledge Answer Location: Types of Manipulations Difficulty Level: Easy 14. A quasi-independent variable is the same as ______. a. a subject variable b. an independent variable c. a dependent variable d. a confounding variable Ans: A KEY: Learning Objective: 5.3: Distinguish between independent and dependent variables REF: Cognitive Domain: Knowledge Answer Location: Quasi-Independent Variables

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 15. Confounding variables primarily threaten the ______ of a study. a. external validity b. internal validity c. reliability d. third variable Ans: B KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Comprehension Answer Location: Internal Validity Difficulty Level: Medium 16. Getting better on a task in a study with practice can cause a source of bias called ______. a. maturation b. testing effects c. regression toward the mean d. mortality Ans: B KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 17. Suppose that on average, you tend to score about 83% on exams in your courses.

Scoring a 95% on the first exam in a course and 84% on the second exam in that course is an example of ______. a. the Hawthorne effect b. maturation c. regression toward the mean d. attrition Ans: C KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Comprehension Answer Location: Internal Validity Difficulty Level: Medium 18. Suppose that a participant completes a task in a research study faster than he or she would have completed the task outside the study (i.e., in their natural surroundings).

This would be an example of ______. a. regression toward the mean b. maturation

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. a history effect d. the Hawthorne effect Ans: D KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Comprehension Answer Location: External Validity Difficulty Level: Medium 19. Testing effects are particularly problematic for ______ designs. a. quasi-experimental b. within-subjects c. between-subjects d. bivalent Ans: B KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 20. Having different participants in a study experience conditions in different orders is ______. a. counterbalancing b. regression toward the mean c. random assignment d. attrition Ans: A KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 21. The simplest scale of measurement is a ______. a. ordinal scale b. nominal scale c. interval scale d. ratio scale Ans: B KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Scales of Measurement Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 22. ______ validity means that on the surface, a study or scale appears to be intuitively valid. a. Face b. Criterion c. Construct d. Inter-rater Ans: A KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Validity and Response Scales Difficulty Level: Easy 23. An independent variable that includes two levels is called a(n) ______ variable. a. amount b. bivalent c. multivalent d. subject Ans: B KEY: Learning Objective: 5.4: Compare different types of independent variables REF: Cognitive Domain: Knowledge Answer Location: Types of Manipulations Difficulty Level: Easy 24. Nominal scales are considered ______ data. a. quantitative b. bivalent c. multivalent d. qualitative Ans: D KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Scales of Measurement Difficulty Level: Easy 25. In a ______, both the participants and the researchers who interact with the participants do not know which participants are assigned to the different groups. a. double-blind design b. tri-blind design c. multi-blind design d. single-blind design Ans: A KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Internal Validity Difficulty Level: Easy 26. A survey response scale that involves pictorial response categories for participants with low verbal skills is a ______. a. verbal scale b. mute scale c. nonverbal scale d. pictorial scale Ans: C KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Validity and Response Scales Difficulty Level: Easy 27. Presence/absence of variables typically includes ______. a. two levels b. three levels c. four levels d. five levels Ans: A KEY: Learning Objective: 5.4: Compare different types of independent variables REF: Cognitive Domain: Knowledge Answer Location: Types of Manipulations Difficulty Level: Easy 28. A procedure used to hide the group assignment from the participants in a study to prevent their beliefs about the effectiveness of a treatment from affecting the results is ______. a. double-blind design b. tri-blind design c. multi-blind design d. single-blind design Ans: D KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 29. A sugar pill given to the control group in a drug study to allow all groups to believe that they are receiving a treatment is using ______. a. multi-blind design b. confounding factors c. placebo

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. bivalent Ans: C KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 30. In the ______ design each participant experiences all levels of the variable. a. within-subjects b. between-subjects c. across-subjects d. all-subjects Ans: A KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 31. In the ______ design each participant experiences only one level of the independent variable. a. within-subjects b. between-subjects c. across-subjects d. all-subjects Ans: B KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 32. An experiment conducted in the participants’ natural environment is a(n) ______ experiment. a. environment b. natural c. field d. naturalistic Ans: C KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: External Validity Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 33. ______ is a source of bias that can occur in a study due to participants changing their behavior based on their perception of the study and its purpose. a. Demand characteristics b. Perception characteristics c. Bias characteristics d. Study characteristics Ans: A KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: External Validity Difficulty Level: Easy 34. Ways to minimize the Hawthorne effect does not include ______. a. observing the participants unobtrusively b. using deception c. making the participants’ responses in a study anonymous d. telling participants you will be observing them Ans: D KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: External Validity Difficulty Level: Easy 35. How consistent the measurements are is called ______. a. reliability b. validity c. trustworthiness d. generalizability Ans: A KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Dependent Variables Difficulty Level: Easy 36. The best way to minimize regression toward the mean bias effects is to use ______ of the test for within-subjects variables. a. several repetitions b. blind procedure c. repeat surveys d. remove confounds Ans: A KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Comprehension Answer Location: Regression Toward the Mean Difficulty Level: Medium 37. External validity can be reduced by ______ reducing representativeness of the study. a. the Hawthorne effect b. maturation c. regression toward the mean d. attrition Ans: D KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Comprehension Answer Location: Internal Validity Difficulty Level: Medium 38. Any characteristic that can be measured or observed from the participants can be used to create a ______ variable in a study. a. bivalent b. independent c. quasi-independent d. dependent Ans: C KEY: Learning Objective: 5.4: Compare different types of independent variables REF: Cognitive Domain: Knowledge Answer Location: Quasi-Independent Variables Difficulty Level: Easy 39. The best way to design a good causal experiment (or even a good quasiexperiment) is to use ______. a. control for sources of bias b. published inventories c. counterbalancing procedures d. different test for each participant Ans: A KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Comprehension Answer Location: Internal Validity Difficulty Level: Medium

True/False 1. A common interval scale is the Likert scale, where respondents are asked how much they agree or disagree with a statement on a 1 to 5 or a 1 to 7 scale.

Ans: T

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Scales of Measurement Difficulty Level: Easy 2. Amount variables involve a manipulation of the amount of a factor in each level.

Ans: T KEY: Learning Objective: 5.4: Compare different types of independent variables REF: Cognitive Domain: Comprehension Answer Location: Types of Manipulations Difficulty Level: Medium 3. Experimenter bias occurs when in a study a researcher inadvertently treats groups the same due to knowledge of the hypothesis for the study.

Ans: F KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 4. When the effectiveness of a drug is tested, the treatment group typically receives a placebo to equate beliefs of effectiveness of treatment across groups.

Ans: T KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 5. Some examples of common quasi-independent variables used in psychological research include gender, age, personality types (e.g., introverts and extroverts), and ethnicity.

Ans: T KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Quasi-Independent Variables Difficulty Level: Easy 6. A mono-blind design is used to combat effects of subjects’ knowledge of their group assignment.

Ans: F KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 7. Placebo effects can be an issue when multiple testing sessions occur in a study.

Ans: F KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 8. “Regression toward the mean” means that extreme scores are not likely to recur.

Ans: T KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Internal Validity Difficulty Level: Easy 9. If participants behave in a research study the way they would in their everyday lives, then the study has good external validity.

Ans: T KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: External Validity Difficulty Level: Easy 10. Demand characteristics can affect the validity of a study.

Ans: T KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: External Validity Difficulty Level: Easy 11. Comparing scores on a depression questionnaire using different types of drugs or therapies is type variable of the dependent variable.

Ans: T KEY: Learning Objective: 5.4: Compare different types of independent variables REF: Cognitive Domain: Application Answer Location: Types of Manipulations Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 12. High inter-rater reliability means that there is a high rate of agreement in the way the different observers are recording behaviors.

Ans: T KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Measurements and Response Scales Difficulty Level: Easy 13. The Beck Anxiety Inventory questionnaire would have lower validity if used to collect data about anxiety on young children under the age of 4.

Ans: T KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Application Answer Location: Validity and Response Scales Difficulty Level: Medium 14. The ratio scale is defined as an unordered category.

Ans: F KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Scales of Measurement Difficulty Level: Easy 15. The simplest scale of measurement is the ordinal scale.

Ans: F KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale REF: Cognitive Domain: Knowledge Answer Location: Scales of Measurement Difficulty Level: Easy

Essay 1. Discuss what scales of measurement mean and how the scale of measurement affects research design.

Ans: Answers vary Answer should include: How a researcher measures the dependent variable in a study is the scale of measurement and is important. Different types of measures allow different questions to be asked about the behaviors. In addition, some types of measures are more reliable than others. The choice of scale also constrains the types of statistical tests that are used to analyze the data. There are four primary scales of measurement for dependent variables: (1) nominal, (2) ordinal, (3) interval, and (4) ratio.

KEY: Learning Objective: 5.1: Understand the issues involved in choosing operational definitions and response scale

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Comprehension Answer Location: Scales of Measurement Difficulty Level: Medium Use the following study description for questions (2)–(4): A researcher conducted a study to examine the effect of number of tasks on performance accuracy. Participants were randomly assigned one or three tasks to perform simultaneously. Accuracy on the target task (the task performed by both groups) was measured for both groups.

Accuracy was found to be similar for the two groups.

2. What is the independent variable in this study? What are the levels of the independent variable?

Ans: The independent variable is number of tasks assigned with levels of one task or three tasks.

KEY: Learning Objective: 5.3: Distinguish between independent and dependent variables REF: Cognitive Domain: Application Answer Location: Independent Variables Difficulty Level: Hard 3. What is the dependent variable?

Ans: The dependent variable is task performance.

KEY: Learning Objective: 5.3: Distinguish between independent and dependent variables REF: Cognitive Domain: Application Answer Location: Dependent Variables Difficulty Level: Hard 4. Describe two possible sources of bias in this study and explain how each source of bias could have caused the results reported.

Ans: Answers will vary, but some examples are differences in multi-tasking abilities across groups (if there is an effect, the difference in abilities may be masking the effect) and importance given to tasks in the three task group (if participants believe the target task is most important, they may have ignored other tasks masking effect of independent variable).

KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Application Answer Location: Validity and Sources of Bias Difficulty Level: Hard 5. Explain the difference between construct validity and face validity. Please provide examples.

Ans: Construct validity indicates that a survey measures the behavior it is designed to measure. Face validity means that on the surface, a study or scale appears to be intuitively valid.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Comprehension Answer Location: Validity and Response Scales Difficulty Level: Medium 6. Explain how the concepts of validity and reliability differ.

Ans: Validity of a study is how much the study measures or tests what the researcher intends to test. Reliability of scores is how much the scores are consistent, either for an individual participant or across participants.

KEY: Learning Objective: 5.5: Evaluate study design and measures for validity and reliability REF: Cognitive Domain: Comprehension Answer Location: Validity and Response Scales Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 6: SAMPLING

Multiple Choice 1. The ______ is the group of individuals a researcher wants to learn about in a study, whereas the ______ is the group of individuals tested in a study. a. sample; population b. population; sample c. population; sampling error d. sampling error; population Ans: B KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy 2. The difference in scores that occurs when we test a sample drawn out of the population is ______. a. sampling error b. stratified error c. cluster error d. independent error Ans: A KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy Use the following description for questions (3) and (4): An experiment was conducted to test the hypothesis that exercise affects memory in the elderly. Participants aged 60 and older who responded to an ad in the local newspaper were recruited for the study. All the participants were presented with the same study list. Then half of the participants were asked to walk on a treadmill for 20 minutes, while the other half of the participants were asked to complete Sudoku puzzles for 20 minutes. Then all the participants were given a recognition test for the items in the study list. The treadmill exercise group scored significantly lower on the recognition test than the Sudoku puzzle group.

3. The most likely population for this study is ______. a. all Americans b. all people c. all adults over age 60 d. all adults who exercise

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: C KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Application Answer Location: Populations and Samples Difficulty Level: Hard 4. The sampling technique used for this study is ______. a. simple random sample b. quota sample c. volunteer sample d. stratified random sample Ans: C KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Application Answer Location: Volunteer Samples Difficulty Level: Hard 5. The sampling technique that involves choosing individuals from the population at random where each individual has an equal chance of being selected is ______. a. simple random sample b. quota sample c. volunteer sample d. stratified random sample Ans: A KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Simple Random Samples Difficulty Level: Easy 6. The sampling technique that involves choosing individuals from the population at random where the proportions of members of different groups are the same in the population and the sample is ______. a. simple random sample b. cluster sample c. volunteer sample d. stratified random sample Ans: D KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Stratified Random Samples Difficulty Level: Easy 7. The sampling technique that involves choosing individuals from the population such that individuals are chosen from a pre-existing group ______.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 a. simple random sample b. cluster sample c. haphazard sample d. stratified random sample Ans: B KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Cluster Samples Difficulty Level: Easy 8. The sampling technique that involves choosing individuals from the population such that individuals from the population who volunteer are selected ______. a. simple random sample b. quota sample c. haphazard sample d. stratified random sample Ans: C KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Volunteer Samples Difficulty Level: Easy 9. The sampling technique that is likely to create the smallest amount of sampling error ______. a. cluster sample b. simple random sample c. volunteer sample d. stratified random sample Ans: B KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Simple Random Samples Difficulty Level: Easy 10. The sampling technique that is likely to create the largest amount of sampling error ______. a. stratified random sample b. simple random sample c. volunteer sample d. cluster sample Ans: C KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Volunteer Samples

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 11. A description of a cluster sample might be ______. a. people who respond to a mailed survey make up the sample b. all students who sign up for a study make up the sample c. 60% of the population is left handed so 60% of the subjects chosen are also left handed d. subjects are selected from a local preschool class to represent preschoolers who live in the area Ans: D KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Comprehension Answer Location: Cluster Samples Difficulty Level: Medium 12. A quota sample example might be described as ______. a. people who respond to a mailed survey make up the sample b. all students who sign up for a study make up the sample c. 60% of the population is left handed so 60% of the participants chosen are also left handed d. participants are selected from a local preschool class to represent preschoolers who live in the area Ans: C KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Comprehension Answer Location: Quota Samples Difficulty Level: Medium 13. Individuals are selected from a participant pool made up of students at a university who volunteer for the study. This type of sampling is ______. a. simple random sample b. stratified random sample c. haphazard/volunteer sample d. cluster sample Ans: C KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Comprehension Answer Location Volunteer Samples Difficulty Level: Medium 14. Students are selected at random from lists of students at a university organized by class level such that the proportion of individuals at each class level in the population of students matches the proportion selected for the sample. This type of sampling is ______. a. simple random sample b. stratified random sample

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. haphazard/volunteer sample d. cluster sample Ans: B KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Comprehension Answer Location: Stratified Random Samples Difficulty Level: Medium 15. Individuals are selected at random for a study from a list of members of Girl Scout troops to represent the population of girls aged 8–13. This sampling is ______. a. simple random sample b. stratified random sample c. haphazard/volunteer sample d. cluster sample Ans: D KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Comprehension Answer Location: Cluster Samples Difficulty Level: Medium 16. Individuals are selected at random from a list of phone numbers to be called for a survey making the sampling used a ______. a. simple random b. stratified random c. haphazard/volunteer d. cluster Ans: A KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Comprehension Answer Location: Simple Random Samples Difficulty Level: Medium 17. Volunteers are selected from students such that the proportion of students in each age range in the sample matches the proportion in the population, using ______ type of sampling. a. quota sample b. stratified random sample c. haphazard/volunteer sample d. cluster sample Ans: A KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Comprehension Answer Location: Quota Samples Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 18. Convenience samples will likely increase the amount of sampling error in the study, lowering its ______ validity by making a test of the hypotheses less accurate. a. external b. sample c. haphazard d. internal Ans: D KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy 19. The most common type of convenience sample used by psychologists is the ______ sample. a. simple random b. cluster c. haphazard d. stratified random Ans: C KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Volunteer Samples Difficulty Level: Easy 20. The percentage of people out of the total number available who respond to a survey is called the ______. a. response rate b. reply speed c. response speed d. percentage rate Ans: A KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Sampling Difficulty Level: Easy 21. Convenience samples are also called ______. a. volunteer samples b. haphazard samples c. cluster samples d. purposive samples Ans: D

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy 22. The ______ is not a probability sample. a. simple random sample b. stratified random sample c. cluster sample d. haphazard sample Ans: D KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Volunteer Samples Difficulty Level: Easy 23. Unlike a stratified random sample, the ______ sample will make use of convenience sampling techniques such as recruiting participants from a participant sign-up pool or asking students sitting in the library to fill out the survey. a. simple random b. quota c. volunteer d. haphazard Ans: B KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Quota Samples Difficulty Level: Easy 24. The ______ population is the population to which the researcher wishes to generalize the results of the study. a. target b. general c. accessible d. universal Ans: A KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Comparison of Probability and Convenience Sampling Techniques Difficulty Level: Easy 25. ______ participants may be more likely to respond to e-mail contacts, whereas ______ participants may be more likely to respond to phone contacts. a. Younger; older

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. Older; younger c. Male; female d. Female; male Ans: A KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Recruiting Participants Difficulty Level: Easy 26. Probability samples can ______ the amount of sampling error that exists in a study. a. increase b. double c. reduce d. eliminate Ans: C KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Probability Samples Difficulty Level: Easy 27. In a simple random sample, if a population has 100 individuals, the chance of any one individual being selected for the sample is ______. a. 1 in 100 b. 50 in 100 c. 4 in 100 d. 10 in 100 Ans: A KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Simple Random Samples Difficulty Level: Easy 28. Convenience samples make it more difficult to generalize the results of the study to the population, lowering its ______. a. internal validity b. external validity c. power d. probability Ans: B KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Convenience Samples Difficulty Level: Easy 29. Convenience samples likely increase the amount of sampling error in the study, lowering its ______.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 a. internal validity b. external validity c. power d. probability Ans: A KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Convenience Samples Difficulty Level: Easy 30. A sample chosen such that individuals are chosen with a specific probability is ______ sampling. a. convenience b. haphazard c. volunteer d. probability Ans: D KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy 31. A sample chosen such that the probability of an individual being chosen cannot be determined is a ______. a. convenience sample b. haphazard sample c. volunteer sample d. probability sample Ans: A KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy 32. It is important to use a ______ sample when sampling error is likely to be large. a. convenience b. haphazard c. volunteer d. probability Ans: D KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Probability Samples

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 33. Sampling error will ______ whenever observations differ greatly from participant to participant in a sample. a. increase b. slightly decrease c. stay the same d. significantly decrease Ans: A KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Probability Samples Difficulty Level: Easy 34. Simple random samples can be difficult to obtain for ______ populations. a. small b. large c. diverse d. homogenous Ans: B KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Probability Samples Difficulty Level: Easy 35. ______ require access in some way to the entire population to select individuals according to a predetermined probability value. a. Convenience samples b. Haphazard samples c. Volunteer samples d. Probability samples Ans: D KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Convenience Samples Difficulty Level: Easy 36. Study participant recruitment incentives may be influential to certain types of students making the results ______. a. less difficult to generalize b. more difficult to generalize c. more narrow in scope d. less narrow in scope Ans: B KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Comprehension Answer Location: Volunteer Samples Difficulty Level: Medium 37. Kahn and Schlosser (2010) study of doctoral students stratified programs ______ and ______. a. by area; by size b. by age; by area c. by gender; by size d. by age; by gender Ans: A KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Stratified Random Samples Difficulty Level: Easy 38. In convenience samples the probability of an individual being chosen from the population cannot be determined, because individuals are ______. a. not entirely voluntary b. less representative c. not chosen randomly d. more likely to drop out Ans: C KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Comprehension Answer Location: Populations and Samples Difficulty Level: Medium 39. One way to fix the problem of lessened representativeness in cluster sampling is to ______ of clusters in the sampling procedure. a. use another level b. eliminate some c. switch participants d. use larger sizes Ans: A KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Comprehension Answer Location: Cluster Samples Difficulty Level: Medium

True/False 1. Internet samples are typically less representative of the population of interest than samples that are collected face-to-face.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: F KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Using the Internet to Sample Difficulty Level: Easy 2. All sampling error can be removed from a study if the appropriate sampling technique is used.

Ans: F KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy 3. All studies, regardless of sampling technique, are subject to sampling error.

Ans: T KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy 4. External validity of a study should be considered when conclusions are drawn from results collected with a convenience sample.

Ans: T KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Convenience Samples Difficulty Level: Easy 5. It is usually possible to test the entire population in a research study.

Ans: F KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy 6. In convenience samples the probability of an individual being chosen from the population cannot be determined, because individuals are not chosen randomly.

Ans: T KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Knowledge Answer Location: Convenience Samples Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 7. A disadvantage of cluster sampling is that a portion of the population may be missed in the sample, giving the researcher a sample that is not fully representative of the population.

Ans: T KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Cluster Samples Difficulty Level: Easy 8. Volunteer samples are uncommon in psychological research.

Ans: F KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Volunteer Samples Difficulty Level: Easy 9. Quota samples are similar to stratified random samples without the random selection from subsets of the population.

Ans: T KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Quota Samples Difficulty Level: Easy 10. Many researchers have argued that results from psychological studies using volunteer college students for samples are not informative about the behavior in the general population.

Ans: T KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Knowledge Answer Location: Volunteer Samples Difficulty Level: Easy 11. Convenience samples where past participants recommend future participants is acquaintance sampling.

Ans: F KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Snowball Samples Difficulty Level: Easy 12. Important knowledge can still be gained about human behavior from studies where it is unclear how well the results generalize to everyday behaviors and populations.

Ans: T KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Comparison of Probability and Convenience Sampling Techniques Difficulty Level: Easy 13. Stratified random sampling ensures equal probability of being chosen from a large population.

Ans: F KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy 14. Cluster sampling makes it easier to choose members randomly from smaller clusters to better represent the population.

Ans: T KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Knowledge Answer Location: Populations and Samples Difficulty Level: Easy

Essay 1. Discuss the recruiting of study participants and what researchers need to consider.

Ans: Answers vary Two important considerations are how the participants are contacted to let them know about the study and what incentives are offered for their participation. Care should be taken in the contact strategy to have a representative sample and to ensure ease of volunteering and effectiveness of the desired participants. The incentives for participation must be above coercion or elements that would be beyond voluntary participation.

KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Comprehension Answer Location: Recruiting Participants Difficulty Level: Medium 2. Discuss how a research study’s response rate affects the overall study.

Ans: Answers vary Answer should include the rate affects the representativeness of the sample to the target population, the generalization to the large population, and the external and internal validity of the results.

KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Application Answer Location: Sampling Difficulty Level: Hard 3. Describe the difference between a sample and a population and how sampling error occurs.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: Answers vary The population is the group of interest, whereas the sample is the group that is tested in the study. The sample is chosen to represent the population in the study. However, differences can occur between data obtained from a sample and data that would be obtained if the entire population had been tested. This difference in data between the population and sample is sampling error.

KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Application Answer Location: Populations and Samples Difficulty Level: Hard 4. Explain why probability samples are likely to have less sampling error than convenience samples.

Ans: Answers vary Probability samples are chosen such that likelihood of any single individual being selected for the sample is known, because participants are chosen at random from the population or subgroups of the population. Convenience samples are chosen based on who is available and willing to participate in a study. Thus, the probability sample is more likely to represent the population overall and contain less sampling error.

KEY: Learning Objective: 6.2: Understand the differences between probability and convenience samples REF: Cognitive Domain: Application Answer Location: Populations and Samples Difficulty Level: Hard 5. The cable sports channel ESPN often presents results of surveys they conduct by posting questions on their website and asking viewers to respond.

Describe two sources of bias that can increase sampling error for these surveys, assuming the population of interest is all individuals who watch ESPN. Ans: Answers vary Responses in these surveys can be affected by many factors. It may be that only individuals with a strong opinion respond, leaving out a large portion of the population and resulting in a sample that does not represent the population. In addition, not all of those who watch ESPN on TV view their website so non-web users may be underrepresented. Samples are not quota samples so different geographical locations may be overrepresented in the sample.

KEY: Learning Objective: 6.3: Identify sources of bias for a sampling technique REF: Cognitive Domain: Application Answer Location: Populations and Samples Difficulty Level: Hard 6. What are the advantages and disadvantages of using an Internet sample?

Ans: Answers vary Advantages: Samples can be more diverse and representative of the population; larger samples can be obtained with fewer resources and few to no restrictions on time or location of data collection, limited bias from interactions with researchers.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Disadvantages: May miss subgroups of population who are not web savvy or prefer face-to-face participation, stratified and quota samples are difficult to achieve, difficult to monitor participants while they are completing the study (i.e., may be sources of bias the researcher is unaware of).

KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Application Answer Location: Using the Internet to Sample Difficulty Level: Hard 7. Suppose you were conducting a study to evaluate the validity of a new questionnaire.

You need 1,000 individuals to complete the new survey of 10 items and a previously validated survey of 15 items. Explain how you would choose your sample for this study and why.

Ans: Answers will vary, as several options are viable.

KEY: Learning Objective: 6.1: Compare different ways to sample from a population REF: Cognitive Domain: Application Answer Location: Populations and Samples Difficulty Level: Hard

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 7: SUMMARIZING AND INTERPRETING DATA: USING STATISTICS

Multiple Choice 1. The ______ statistics summarize a distribution, while the ______ statistics provide a test of the hypothesis. a. central; variability b. variability; central c. inferential; descriptive d. descriptive; inferential Ans: D KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Descriptive Statistics: Summarizing the Data Difficulty Level: Easy 2. A distribution is a(n) ______. a. descriptive statistic b. inferential statistic c. value that represents a typical score d. set of scores Ans: D KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Descriptive Statistics: Summarizing the Data Difficulty Level: Easy 3. The ______ indicates the most common score in a distribution. a. range b. standard deviation c. mode d. median Ans: C KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 4. The ______ measure of variability indicates the average difference between the scores of a distribution and the mean of a distribution. a. range b. standard deviation c. mode d. median Ans: B KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 5. A(n) ______ hypothesis predicts a directional effect, whereas a(n) ______ hypothesis predicts an effect in either direction. a. one-tailed; two-tailed b. two-tailed; one-tailed c. null; alternative d. alternative; null Ans: A KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Knowledge Answer Location: Hypotheses Difficulty Level: Easy 6. A(n) ______ hypothesis predicts no effect, whereas a(n) ______ hypothesis predicts an effect. a. one-tailed; two-tailed b. two-tailed; one-tailed c. null; alternative d. alternative; null Ans: C KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Knowledge Answer Location: Hypotheses Difficulty Level: Easy 7. In inferential statistics, we look for evidence against the ______. a. alternative hypothesis b. scientific hypothesis c. independent variable hypothesis d. null hypothesis Ans: D KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Knowledge Answer Location: Hypotheses

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 8. In a research study the p value obtained for the inferential statistic is .08. This means that ______. a. there is an 8% chance of obtaining these data when the null hypothesis is false b. there is an 8% chance of obtaining these data when the null hypothesis is true c. there is a 92% chance of obtaining these data when the null hypothesis is true d. there is a 92% chance of obtaining these data when the null hypothesis is false Ans: B KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Comprehension Answer Location: Significance Testing Difficulty Level: Medium 9. As researchers, we usually set alpha at .05 because ______. a. this allows us to remove all error from our statistical test b. this sets our Type I error rate at 5% c. this sets our Type II error rate at 95% d. this sets our Type I error rate at 95% Ans: B KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Knowledge Answer Location: Significance Testing Difficulty Level: Easy 10. If we reject the null hypothesis when it’s really true, we have made a ______. a. correct decision b. Type I error c. Type II error d. Type I and Type II errors Ans: B KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Knowledge Answer Location: Significance Testing Difficulty Level: Easy 11. If we retain the null hypothesis when it’s really false, we have made a ______. a. correct decision b. Type I error c. Type II error d. Type I and Type II errors Ans: C KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Knowledge Answer Location: Significance Testing Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

12. The decision to reject the null hypothesis in a statistical test is made when ______. a. the researcher cannot conclude that the null is true b. p < alpha c. p > alpha d. the researcher initially sets the alpha level Ans: B KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Knowledge Answer Location: Significance Testing Difficulty Level: Easy 13. If we find that an inferential test for an experiment is significant, this means that ______. a. the condition means significantly differed b. the null hypothesis should be accepted c. the condition means did not differ d. a Type I error has been made Ans: A KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Knowledge Answer Location: Inferential Statistics: Testing Hypotheses Difficulty Level: Easy Use the following description for questions (14)–(16): An experiment was conducted to test the hypothesis that exercise affects memory in the elderly. Subjects aged 60 and older were recruited for the study. All of the subjects were presented with the same study list. Then half of the subjects were asked to walk on a treadmill for 20 minutes, while the other half of the subjects were asked to complete Sudoku puzzles for 20 minutes. Then all subjects were given a recognition test for the items in the study list.

The treadmill exercise group scored significantly lower on the recognition test than the Sudoku puzzle group.

14. The alternative hypothesis in this study is ______. a. one-tailed b. two-tailed c. not testable d. the same as the null hypothesis Ans: B KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Application Answer Location: Hypotheses Difficulty Level: Hard 15. Based on the results reported above and an alpha level of .05, the ______ p value is possible for the test comparing the groups in this study.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 a. .085 b. .85 c. 1.85 d. .008 Ans: D KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Application Answer Location: Significance Testing Difficulty Level: Hard 16. Of the following, ______ cannot explain the results of this study. a. exercise decreases memory abilities b. more subjects with better memory were assigned to the Sudoku group than the exercise group c. subjects in the exercise group paid l attention to the study list than subjects in the Sudoku group d. exercise increases memory abilities Ans: D KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Application Answer Location: Significance Testing Difficulty Level: Hard 17. The calculated average of the scores in a distribution is the ______. a. range b. mean c. mode d. median Ans: B KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 18. The middle score in a distribution, such that half of the scores are above, and half are below that value, is the ______. a. range b. mean c. mode d. median Ans: D KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 19. The most common score in a distribution is the ______. a. range b. mean c. mode d. median Ans: C KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 20. Extreme high or low scores in a distribution are referred to as ______. a. outliers b. extremes c. edges d. limits Ans: A KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 21. The difference between the highest and lowest scores in a distribution is the ______. a. range b. mean c. mode d. median Ans: A KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 22. There are three main categories of descriptive statistics that help researchers summarize data including all but ______. a. graphs/tables b. central tendency c. variability d. hypotheses Ans: D

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Descriptive Statistics: Summarizing the Data Difficulty Level: Easy 23. Three basic measures are commonly used to indicate the central tendency of a distribution including all but ______. a. mean b. correlation c. mode d. median Ans: B KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 24. The ______ is the most commonly reported measure of central tendency. a. mean b. range c. mode d. median Ans: A KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 25. High or low extreme scores pull the ______ toward the top or bottom of the distribution’s range. a. mean b. range c. mode d. median Ans: A KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 26. When a distribution includes several outliers, researchers often report the ______ in addition to or instead of the mean.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 a. distribution b. range c. mode d. median Ans: D KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 27. The measurement of the length of time to complete a task is called ______. a. completion time b. reaction time c. task completion time d. finishing time Ans: B KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 28. The ______ is the most basic measure. a. mean b. range c. standard deviation d. variance Ans: B KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Variability Difficulty Level: Easy 29. The ______ ignores all the scores between the most extreme scores and therefore is a crude measure of variability. a. mean b. range c. standard deviation d. variance Ans: B KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Variability

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 30. The ______ is determined by calculating the difference between each score and the mean, squaring those values, adding them up, and dividing by n−1. a. mean b. range c. standard deviation d. variance Ans: C KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Variability Difficulty Level: Easy 31. The number of scores that can vary in the calculation of a statistic is called the ______. a. mean b. range c. degrees of freedom d. variance Ans: C KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Variability Difficulty Level: Easy 32. A graph of a distribution showing the frequency of each response in the distribution is called a ______. a. frequency distribution b. line graph c. scatterplot d. bar graph Ans: A KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Graphs/Tables Difficulty Level: Easy 33. A graph showing the relationship between two dependent variables for a group of individuals is called a ______. a. frequency distribution b. line graph c. scatterplot

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. bar graph Ans: C KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Graphs/Tables Difficulty Level: Easy 34. A graph of the means for different conditions in a study where each mean is graphed as a point and the points are connected in a line to show differences between mean scores is called a ______. a. frequency distribution b. line graph c. scatterplot d. bar graph Ans: B KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Graphs/Tables Difficulty Level: Easy 35. A graph of the means for different conditions in a study where the bar height represents the size of the mean is called a ______. a. frequency distribution b. line graph c. scatterplot d. bar graph Ans: D KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Graphs/Tables Difficulty Level: Easy 36. For correlational studies with a predictor and outcome, the predictor variable is typically plotted on the ______. a. y-axis b. z-axis c. x-axis d. vertical Ans: C KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Graphs/Tables

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 37. In simple terms the null hypothesis is that a relationship ______ in the study population. a. is weak b. is not significant c. does not exist d. does not merit review Ans: C KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Comprehension Answer Location: Hypotheses Difficulty Level: Medium 38. “In the general population, older individuals have lower memory scores than younger individuals.” is a ______ hypothesis. a. null b. two-tailed c. one-tailed d. untestable Ans: C KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Application Answer Location: Hypotheses Difficulty Level: Medium

True/False 1. A graph of the means for different conditions in a study where the bar length represents the size of the mean is a bar graph.

Ans: F KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Graphs/Tables Difficulty Level: Easy 2. The null hypothesis is the opposite hypothesis to the scientific or alternative hypothesis.

Ans: T KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Knowledge Answer Location: Hypotheses Difficulty Level: Easy 3. Two-tailed hypotheses are typically made only when a researcher has a logical reason to believe that one particular direction of the effect will occur.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: F KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Knowledge Answer Location: Hypotheses Difficulty Level: Easy 4. One way that researchers sometimes estimate the population mean from the sample mean is with a confidence interval.

Ans: T KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Knowledge Answer Location: Hypotheses Difficulty Level: Easy 5. If the p value is more than alpha, the test is said to be significant.

Ans: F KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Knowledge Answer Location: Significance Testing Difficulty Level: Easy 6. The critical region is the most extreme portion of a distribution of statistical values for the null hypothesis determined by the alpha level.

Ans: T KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Knowledge Answer Location: Significance Testing Difficulty Level: Easy 7. A Type II error is an error made in a significance test when the researcher fails to reject the null hypothesis when it is actually false.

Ans: T KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Knowledge Answer Location: Significance Testing Difficulty Level: Easy 8. The distribution of sample means is used to determine how likely it is that any sample mean will occur for a population.

Ans: T KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Hypotheses Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 9. A graph of the means for different conditions in a study where each mean is graphed as a point and the points are connected in a line to show differences between mean scores is a line graph.

Ans: T KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Graphs/Tables Difficulty Level: Easy 10. A Type II error is an error made in a significance test when the researcher rejects the null hypothesis when it is actually true.

Ans: F KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Significance Testing Difficulty Level: Easy 11. For correlational studies with a predictor and outcome, the outcome variable is typically plotted on the x-axis.

Ans: F KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Graphs/Tables Difficulty Level: Easy 12. The basic measures of central tendency of a distribution are: the mean, the median, and the range.

Ans: F KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Comprehension Answer Location: Central Tendency Difficulty Level: Medium 13. Correlation indicates a typical score in the distribution of collected scores.

Ans: F KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Knowledge Answer Location: Central Tendency Difficulty Level: Easy 14. In the distribution of scores, 3, 8, 5, 9, 20, 4, the score “20” is an outlier.

Ans: T

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Application Answer Location: Central Tendency Difficulty Level: Medium 15. The degree of freedom is the most commonly reported measure of central tendency.

Ans: F KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Comprehension Answer Location: Variability Difficulty Level: Medium 16. Reaction-time distributions typically include scores that are clustered around an average score that represents the typical speed of response.

Ans: T KEY: Learning Objective: 7.1: Compare different descriptive statistics to summarize data REF: Cognitive Domain: Comprehension Answer Location: Central Tendency Difficulty Level: Medium

Essay 1. Discuss why it is important to summarize what a study’s data contain before trying to analyze if the sample is representative and our hypothesis supported.

Ans: Answers vary It can be difficult to interpret what data reveal about behavior from just the raw data (i.e., the scores from each participant). Thus, researchers rarely report the raw data they have collected. Instead, researchers typically report descriptive statistics that summarize the set of data (also called a distribution). There are three main categories of descriptive statistics that help researchers summarize data. They are (1) the central tendency of the distribution, (2) the variability in the distribution, and (3) graphs or tables of the central tendency and variability. The central tendency and variability will be useful measures in hypothesis testing.

KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Comprehension Answer Location: Descriptive Statistics: Summarizing the Data Difficulty Level: Medium 2. Explain why it is necessary to set an alpha level of an inferential test.

Ans: Answers vary An alpha must be set to determine how much Type I error (the chance of rejecting the null hypothesis when it is false) can occur in a test. Alpha is the criterion p value for rejecting the null hypothesis, such that it is the highest p value taken as evidence against the null hypothesis.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Comprehension Answer Location: Significance Testing Difficulty Level: Medium 3. What does the p value in an inferential test represent?

Ans: Answers vary The p (probability value) represents the chance of obtaining the data obtained in the study when the null hypothesis is true.

KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Comprehension Answer Location: Significance Testing Difficulty Level: Medium 4. A researcher is conducting a study to test the hypothesis that viewing family photos (as compared with viewing photos of strangers) prompts more autobiographical memories. State the null and alternative hypotheses for this study.

Ans: Answers vary Null: Viewing family photos will result in fewer or the same number of autobiographical memories as viewing photos of strangers in the population.

Alternative: Viewing family photos will result in more autobiographical memories than viewing photos of strangers in the population.

KEY: Learning Objective: 7.2: State null and alternative hypotheses for a study REF: Cognitive Domain: Application Answer Location: Hypotheses Difficulty Level: Hard 5. For the study above, suppose the test to compare the conditions resulted in a p value of .037. What decision should the researcher make in this case?

Ans: Answers vary Decision is to reject the null hypothesis and accept the alternative hypothesis.

KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Application Answer Location: Significance Testing Difficulty Level: Hard 6. Suppose that in reality the null hypothesis is true for this effect. In this case, what type of decision has been made in the above statement (correct, Type I error, or Type II error)?

Ans: Type I error KEY: Learning Objective: 7.3: Interpret a significant result REF: Cognitive Domain: Comprehension Answer Location: Significance Testing Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 8: REPORTING RESEARCH

Multiple Choice 1. APA-style research articles are written for an audience of ______. a. the general public b. doctoral students c. other researchers in psychology and related fields d. undergraduate students Ans: C KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: APA-Style Article Writing Difficulty Level: Easy 2. The APA-style section’s correct order is ______. a. results, discussion, references, abstract b. abstract, introduction, method, results c. method, introduction, discussion, results d. references, abstract, results, method Ans: B KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 3. In an APA-style paper, authors’ names and affiliations should appear ______. a. on the title page b. at the top of the abstract c. at the top of the introduction d. at the end of the paper Ans: A KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 4. The purpose of the abstract does not include ______. a. describing the results of the study

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. briefly explaining the purpose of the study c. briefly describing the method of the study d. detailing the apparatus utilized for the study Ans: D KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 5. A good introduction is not the section to ______. a. introduce the topic of the study b. review past studies that addressed the research questions of the study c. explain how the study will add new knowledge to the field d. state hypotheses, and detail the findings of the study Ans: D KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 6. ______ would be appropriate to include in the method section of an APA-style paper. a. The participants’ names b. The use of number 2 pencils in study c. A description of the instructions given to participants in the study d. The exact amount of time each participant took to complete the study Ans: C KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 7. The results section of a research article would not include ______. a. the alpha level used b. the statistical tests used c. the statistics calculated in the tests d. data description of how participants were recruited Ans: D KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 8. A good discussion section should begin with ______. a. a restatement of the hypotheses b. a review of past results c. the results of the statistical tests (e.g., t, F, and p values) d. the title of the paper Ans: A KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 9. The APA-style reference section’s references should be listed ______. a. in order of appearance in the article b. in alphabetical order by first author’s last name c. by length (shortest reference articles first) d. in any order the author wishes Ans: C KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 10. Research proposals should describe the proposed study in ______. a. past verb tense b. present verb tense c. future verb tense d. whatever tense the author sees fit Ans: C KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Research Proposals Difficulty Level: Easy 11. An example of a correct APA-style citation is ______. a. Smith & Jones (1999) found that … b. Smith and Jones found that … c. Smith and Jones, 1999, found that … d. Smith and Jones (1999) found that …

Ans: D KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: General Formatting Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

12. Limitations of a study are discussed in the ______ section of an APA-style article. a. introduction b. method c. results d. discussion Ans: D KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 13. Figures and tables of summary data from the study are typically presented in the ______ section of an APA-style article. a. introduction b. method c. results d. discussion Ans: C KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 14. The number of participants in a study is described in the ______ section of an APAstyle article. a. introduction b. method c. results d. discussion Ans: B KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 15. The ______ subsection of the method section should contain a chronological description of the participants’ tasks in a study. a. participants b. design c. materials d. procedure Ans: D

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 16. The ______ subsection of the method section should contain a description of any stimuli used in a study. a. participants b. design c. materials d. procedure Ans: C KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 17. The ______ subsection of the method section should contain demographic information about the participants in a study. a. participants b. design c. materials d. procedure Ans: A KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 18. The purpose of the ______ is to include a shortened version of your title that runs along the top of every other page of a published article to identify the article within the journal. a. header b. subtitle c. footer d. running head Ans: D KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 19. The length of the APA style abstract is limited to ______. a. 120 to 150 or fewer words b. 80 to 90 or fewer words c. 40 to 65 or fewer words d. 180 to 210 or fewer words Ans: A KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 20. According to APA style, the entire article should be ______. a. double spaced b. single spaced c. triple spaced d. the manual does not specify Ans: A KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: General Formatting Difficulty Level: Easy 21. For articles with ______ or fewer authors, list all authors the first time you cite the article. a. six b. five c. seven d. eight Ans: B KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Before You Write Difficulty Level: Easy 22. In APA-style formatting, the introduction will begin on the ______ page of your article. a. first b. second c. third d. fourth Ans: C KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 23. The method section begins on the ______. a. next line after your introduction ends b. fourth page of your article c. third page of your article d. fifth page of your article Ans: A KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 24. How participants were assigned to study conditions (e.g., randomly) should be indicated in the ______ section. a. participants b. design c. materials d. procedure Ans: A KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 25. If a source with three or more authors is cited a second time; or more than five authors at any time, include just the last name of the first author and ______ to indicate there are other authors. a. et el. b. al et. c. et al. d. el et.

Ans: C KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Before You Write Difficulty Level: Easy 26. APA style refers to the writing style proposed by the ______. a. American Psychological Association b. American Psychiatric Association c. American Philosophical Association d. American Planning Association Ans: A KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: APA-Style Article Writing Difficulty Level: Easy 27. The running head is no more than ______. a. 20 characters including spaces b. 50 characters including spaces c. 60 characters including spaces d. 70 characters including spaces Ans: B KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 28. The abstract starts on the ______ page of an article. a. second b. fourth c. third d. fifth Ans: A KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 29. The ______ section is not explicitly listed in the APA Publication Manual but often included by researchers. a. participants b. design c. materials d. procedure Ans: B KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 30. The ______ subsection is often included by authors for studies with more complex designs (e.g., experiments) to improve the clarity of the method. a. participants b. design c. materials d. procedure Ans: B KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 31. The discussion section continues where the ______ section ends. a. introduction b. method c. results d. procedure Ans: A KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 32. The following citation has the format error of ______.

Smith, A. (2015). Learning about APA. Journal of Counseling, 18(2), 20-39. a. APA should not be capitalized b. the issue number should not be italicized c. the year should be underlined d. the volume number should not be italicized Ans: B KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 33. ______ is not considered to be an APA-style guideline. a. All numbers in the abstract should be in numerical form b. Must define abbreviations the first time it is used c. The entire article should be single-spaced d. Use words for number less than 10 Ans: C KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: General Formatting Difficulty Level: Easy 34. Claiming another’s work or ideas as one’s own is called ______. a. plagiarism b. ghost writing c. gift authorship d. copying Ans: A KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Before You Write

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 35. An oral presentation begins by ______. a. introducing the main concepts b. stating your hypotheses c. explaining the methods section d. reviewing the results Ans: A KEY: Learning Objective: 8.3: Compare different methods of communicating research findings REF: Cognitive Domain: Knowledge Answer Location: Oral Presentations Difficulty Level: Easy 36. If a researcher includes a direct quote from a source in the article report, the ______ of the quote ______ should also be included. a. date; publication b. page; location c. author; year d. copyright; year Ans: B KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Before You Write Difficulty Level: Easy 37. An example of APA-styled in-text citation is ______. a. The authors (Hamilton and Mayes, 2006) stated … b. Hamilton & Mayes (2006) stated … c. Hamilton and Mayes (2006) stated … d. The authors (2006) stated …

Ans: C KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Application Answer Location: Before You Write Difficulty Level: Medium 38. The APA-styled article’s Abstract section ends with the ______ of the study. a. sample description b. primary conclusion c. date of conclusion d. year of publication Ans: B KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Comprehension

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: APA-Style Article Writing Difficulty Level: Medium 39. The format for statistics according to APA style for the degrees of freedom provided is ______. a. no distinguishing style b. parenthesized c. bolded d. italicized Ans: D KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Application Answer Location: Sections of an APA-Style Article Difficulty Level: Medium 40. For APA-style articles describing multiple-related studies in one article, the ______ and ______ sections are repeated for each study. a. method; results b. introduction; discussion c. participants; method d. methods; references Ans: A KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: APA-Style Article Writing Difficulty Level: Easy

True/False 1. Gender should not be included in the participant description to control for bias.

Ans: F KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Application Answer Location: APA-Style Article Writing Difficulty Level: Medium 2. Statistical values are generally rounded to two decimal places in the Results section of an APA-style article.

Ans: T KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Application Answer Location: Sections of an APA-Style Article Difficulty Level: Medium 3. Citations are only used when quoting from another source.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: F KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Before You Write Difficulty Level: Easy 4. All APA-style research articles should contain a design section.

Ans: F KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 5. One-inch margins are used when formatting pages of an APA-style manuscript.

Ans: T KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: General Formatting Difficulty Level: Easy 6. APA style refers to the writing style proposed by the American Psychological Association.

Ans: T KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: APA-Style Article Writing Difficulty Level: Easy 7. The first page of an APA-style article will be the abstract.

Ans: F KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 8. The running head is typed in all lowercase letters and appears in the header on each page, left margin justified.

Ans: F KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: General Formatting Difficulty Level: Easy 9. In APA-style articles, numbers in the abstract should be typed in numerical form.

Ans: T

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 10. The study hypotheses are stated in the beginning of the introduction section.

Ans: F KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 11. In APA-style research articles humans are typically referred to as “participants” and nonhuman animals as “subjects.”

Ans: T KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Sections of an APA-Style Article Difficulty Level: Easy 12. Proposals are typically written to persuade reviewers that a research project should be conducted.

Ans: T KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Knowledge Answer Location: Research Proposals Difficulty Level: Easy 13. Oral presentations of a study are often given before an APA-style article is written.

Ans: T KEY: Learning Objective: 8.3: Compare different methods of communicating research findings REF: Cognitive Domain: Knowledge Answer Location: Reporting Research Difficulty Level: Easy 14. Each of the main APA-style sections is included as well as visual presentations of stimuli and results in a Poster presentation.

Ans: T KEY: Learning Objective: 8.3: Compare different methods of communicating research findings REF: Cognitive Domain: Comprehension Answer Location: Poster Presentations Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Essay 1. Discuss the purpose of a research proposal and what should be included in a study proposal submission.

Ans: Answers vary Proposals are typically written to convince someone else that a research project should be conducted. The purpose may be to obtain grant funds to conduct the project or to propose a project for a class. To write a research proposal, the standard research APAstyle structure is generally followed, but a few modifications are made to account for the fact that the study has not yet been completed. For example, the Results section typically contains a plan for the analysis of the data and predicted results for the study.

Likewise, the Discussion section contains a discussion of what may be learned in the cases where the hypotheses are supported and not supported. In addition, the details of the study (method details, etc.) are described in the future tense (e.g., “The participants will be recruited from a population of university students”), because the study will take place in the future.

KEY: Learning Objective: 8.3: Compare different methods of communicating research findings REF: Cognitive Domain: Comprehension Answer Location: Research Proposals Difficulty Level: Medium 2. What is the purpose of presenting past studies in the introduction of a research article?

Ans: Answers vary Past studies are presented to let the reader know what has already been learned in past studies about the research question of interest, to justify the current study, and to justify hypotheses made in the current study.

KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Comprehension Answer Location: Sections of an APA-Style Article Difficulty Level: Medium 3. When should citations be used in a research paper?

Ans: Answers vary Citations should be used whenever information from another source is presented, regardless of whether the information is verbatim or summarized.

KEY: Learning Objective: 8.2: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Comprehension Answer Location: Before You Write Difficulty Level: Medium 4. In what ways do research articles differ from oral and poster presentations?

Ans: Answers vary Research articles will contain more details about the study and the results. Oral and poster presentations provide more summary information in most cases with a goal of

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 conveying information clearly in a shorter space of time. Visual presentation of the information is key in oral and poster presentations, whereas, articles rely on clarity of writing.

KEY: Learning Objective: 8.3: Compare different methods of communicating research findings REF: Cognitive Domain: Comprehension Answer Location: Oral Presentations Difficulty Level: Medium 5. Discuss the purpose of the design section and how it should be formatted.

Ans: Answers vary The design subsection is often included by authors for studies with more complex designs (e.g., experiments) to improve the clarity of the method. It describes the variables in your study and how they were measured and manipulated. Be sure to indicate any independent and dependent variables included in your study. Describe levels of any independent variables. In other words, provide operational definitions of the variables in the method section. In many cases, the materials used in the study (e.g., stimuli, questionnaires) are too closely tied to the design to separate them, and the author will combine these two sections.

KEY: Learning Objective: 8.1: Identify the information that belongs in each section of an APA-style paper REF: Cognitive Domain: Comprehension Answer Location: Sections of an APA-Style Article Difficulty Level: Medium 6. Discuss the references section and give an example of an APA-style formatted reference.

Ans: Answers vary The references section provides a complete listing of all the sources cited in the article.

The references are listed in alphabetical order by the last name of the first author. All subsequent authors are listed in the reference in the order in which they appear in the publication. You should also provide the publication year, title of the source, where the source was published, and additional information about the publication source.

Geraerts, E., Bernstein, D. M., Merekelbach, H., Linders, C., Raymaekers, L., & Loftus, E. F. (2008). Lasting false beliefs and their behavioral consequences.

Psychological Science, 19, 749–753.

KEY: Learning Objective: 8.3: Demonstrate scientific writing in APA-style REF: Cognitive Domain: Application Answer Location: Sections of an APA-Style Article Difficulty Level: Hard

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 9: MORE ABOUT USING STATISTICS

Multiple Choice 1. An experiment was conducted to compare participant responses to two different social situations. All participants viewed a scene with two children playing cooperatively and a scene with two children arguing while playing. Participants responded to a questionnaire measuring anxiety after viewing each scene to determine if the type of scene viewed had an effect on anxiety scores. The appropriate statistical test to analyze the data in this study is ______. a. a one-sample t test b. an independent samples t test c. a paired samples t test d. an ANOVA Ans: C KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Comprehension Answer Location: Comparing Two Means With t Tests Difficulty Level: Medium 2. A quasi-experiment was conducted to compare men’s and women’s attitudes about extramarital affairs. Men and women who are married were recruited to complete a survey about their attitudes. The researchers then compared scores on the survey for men and women. The appropriate statistical test to analyze the data in this study is ______. a. a one-sample t test b. an independent samples t test c. a paired/related samples t test d. an ANOVA Ans: B KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Comprehension Answer Location: Comparing Two Means With t Tests Difficulty Level: Medium 3. A developmental psychologist conducted an experiment to examine the effect of type of text used on math performance across age groups. Fifth grade and college students studied age-appropriate math concepts using either a traditional hard copy book text or an e-text available on the web. Performance on a math test of the concepts studied was

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 then measured for all students. The appropriate statistical test to analyze the data in this study is ______. a. a one-sample t test b. an independent samples t test c. a paired/related samples t test d. an ANOVA Ans: D KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Application Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Hard 4. A researcher was interested in the effect of anxiety on intelligence measurement. A group of 100 individuals were placed in an anxiety-provoking situation before being given an IQ test. The scores for this group were then compared to the IQ population mean of 100. The appropriate statistical test to analyze the data in this study is ______. a. a one-sample t test b. an independent samples t test c. a paired/related samples t test d. an ANOVA Ans: A KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Application Answer Location: Comparing Two Means With t Tests Difficulty Level: Medium 5. If a study involves comparing means from a factorial design, the appropriate statistical test is ______. a. a one-sample t test b. an independent samples t test c. a paired/related samples t test d. an ANOVA Ans: D KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Knowledge Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Easy 6. If a study involves comparing two means from a within-subjects design, the appropriate statistical test is ______. a. a one-sample t test b. an independent samples t test c. a paired/related samples t test

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. an ANOVA Ans: C KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct t Tests Difficulty Level: Easy 7. If a study involves comparing two means from a between-subjects design, the appropriate statistical test is ______. a. a one-sample t test b. an independent samples t test c. a paired/related samples t test d. an ANOVA Ans: B KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Comprehension Answer Location: Comparing Two Means With t Tests Difficulty Level: Medium 8. A researcher conducted a correlational study to examine the relationship between high school GPA and extroversion. A group of high school students completed a measure of extroversion. The GPAs for these students were then obtained from their records. The appropriate statistical test to analyze the data in this study is ______. a. a Pearson r test b. an independent samples t test c. a paired/related samples t test d. an ANOVA Ans: A KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Comprehension Answer Location: Looking for Relationships With Pearson r, Chi-Square, and Regression Tests Difficulty Level: Medium 9. If a study involves an examination of the relationship between two variables measured on an interval or ratio scale, the appropriate statistical test is ______. a. a Pearson r test b. an independent samples t test c. a paired/related samples t test d. an ANOVA Ans: A KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: Looking for Relationships With Chi-Square, Pearson r, and Regression Tests Difficulty Level: Easy 10. If a researcher wishes to predict the score on one measured variable from the score on another measured variable, the appropriate statistical test is ______. a. a Pearson r test b. an independent samples t test c. a paired/related samples t test d. a linear regression Ans: D KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Comprehension Answer Location: Looking for Relationships With Chi-Square, Pearson r, and Regression Tests Difficulty Level: Medium 11. A researcher who wants to test the relationship between nominal or ordinal variables should use a(n) ______. a. Pearson r test b. independent samples t test c. paired/related samples t test d. chi-square test Ans: D KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Comprehension Answer Location: Looking for Relationships With Chi-Square, Pearson r, and Regression Tests Difficulty Level: Medium 12. When entering data into SPSS for a within-subjects study, one should always enter ______. a. data for each condition in a different column b. all data in one column c. half the data in one column and the other half in a second column d. one-third of the data in one column and two-thirds in a second column Ans: A KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct ANOVAs Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 13. The most extreme portion of a distribution of statistical values for the null hypothesis determined by the alpha level is called ______. a. the outlier b. the extremes c. the statistical cutoff d. the critical region Ans: D KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: More About Using Statistics Difficulty Level: Easy 14. The hypothesis that an effect or relationship does not exist (or exists in the opposite direction of the alternative hypothesis) in the population is the ______. a. alternative hypothesis b. statistical hypothesis c. null hypothesis d. critical region Ans: C KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: More About Using Statistics Difficulty Level: Easy 15. The hypothesis that an effect or relationship exists (or exists in a specific direction) in the population is the ______. a. alternative hypothesis b. statistical hypothesis c. null hypothesis d. critical region Ans: A KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: More About Using Statistics Difficulty Level: Easy 16. A significant difference between groups or conditions allows researchers to conclude that an effect exists in the population because they are able to reject the ______ in a significant test. a. alternative hypothesis b. statistical hypothesis c. null hypothesis d. critical region Ans: C KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 17. Sample mean differences can be caused by ______. a. the effect b. sampling error c. the effect and sampling error d. neither effect nor sampling errors Ans: C KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 18. The ability of a significance test to detect an effect or relationship when one exists is referred to as ______. a. the effect b. power c. sampling error d. inaccuracy Ans: B KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 19. Variability of the sample indicates the amount of ______ presents because samples with high variability are less likely to be good representations of the population. a. effect b. power c. sampling error d. accuracy Ans: C KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 20. Samples with high variability will typically have a ______ margin of error in the population mean estimate. a. larger b. minute c. smaller d. none of these Ans: A KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 21. The probability level used by researchers to indicate the cutoff probability level (highest value) that will allow them to reject the null hypothesis is called ______. a. the degrees of freedom b. power c. the alpha level d. the null hypothesis Ans: C KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct t Tests Difficulty Level: Easy 22. The number of scores that can vary in the calculation of a statistic is called ______. a. the degrees of freedom b. homogeneity of variance c. multivalent variable d. the null hypothesis Ans: A KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct t Tests Difficulty Level: Easy 23. The ______ is the assumption of between-subjects t tests and ANOVAs that the variance in the scores in the population is equal across groups. a. degrees of freedom b. power c. alpha level d. homogeneity of variances Ans: D KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct t Tests Difficulty Level: Easy 24. A variable that includes three or more levels is called ______. a. the degrees of freedom b. post hoc test c. the alpha level d. multivalent variable Ans: D

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Knowledge Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Easy 25. Additional significance tests conducted to determine which means are significantly different for a main effect are called ______. a. the degrees of freedom b. post hoc tests c. the alpha level d. multivalent variable Ans: B KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Knowledge Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Easy 26. The critical region is the most extreme portion of a distribution of statistical values for the null hypothesis, determined by the alpha level, typically of ______. a. 5% b. 10% c. 15% d. 20% Ans: A KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: More About Using Statistics Difficulty Level: Easy 27. If the p value for the statistic is less than or equal to the alpha level, the null hypothesis is ______. a. accepted b. rejected c. flawed d. small Ans: B KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 28. If the p value is greater than the alpha level, the researcher cannot ______ the null hypothesis. a. accept

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. reject c. understand d. include Ans: B KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 29. There are ______ types of t tests used to compare means. a. two b. three c. four d. five Ans: B KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Knowledge Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Easy 30. The independent samples t test is used when ______ samples of different individuals are compared. a. two b. three c. four d. five Ans: A KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Knowledge Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Easy 31. When each participant experiences all levels of the independent variable, this is called ______ variable. a. between-subjects b. independent subjects c. within-subjects d. dependent Ans: C KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct t Tests Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 32. When each participant experiences only one level of the independent variable, this is ______. a. between subjects b. independent subjects c. within subjects d. dependent Ans: A KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct t Tests Difficulty Level: Easy 33. Analysis of variance (ANOVA) is used to test an effect when more than ______ groups or conditions are being considered. a. two b. one c. four d. five Ans: A KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Knowledge Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Easy 34. The ______ effect tests the effect of one independent variable at each level of another independent variable in an ANOVA. a. main b. primary c. interaction d. independent Ans: C KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Easy 35. The ______ value is less than or equal to alpha in an inferential test, and the null hypothesis can be rejected. a. j b. p c. d e. f Ans: B KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: More About Using Statistics Difficulty Level: Easy 36. Counterbalancing is used to control ______. a. bias b. sample size c. assignment d. levels of a condition Ans: A KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Conduct ANOVAs Difficulty Level: Medium 37. A Bonferroni and Tukey tests are SPSS options for ______ test of mean differences. a. main effects b. interaction effects c. post hoc d. paired-samples Ans: C KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Comprehension Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Medium 38. “One-way ANOVA” test analyzes ______ subject variable(s). a. no b. two c. one d. four Ans: C KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Comprehension Answer Location: Using SPSS to Conduct ANOVAs Difficulty Level: Medium 39. The first question to address about the study design in identifying the correct statistical test is to ______. a. determine if comparing means or testing relationships b. determine the response rate c. determine the sample size d. ask the study principal investigator Ans: A KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: More About Using Statistics Difficulty Level: Easy

True/False 1. Violations of the sphericity assumption can decrease the chance of a Type I error.

Ans: F KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct ANOVAs Difficulty Level: Easy 2. Mauchly’s test is an assumption that pairs of scores in the population have similar variability.

Ans: T KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct ANOVAs Difficulty Level: Easy 3. If the sphericity test is significant in the SPSS repeated measures output, the F statistic needs to be adjusted in order to retain accuracy of the test.

Ans: T KEY: Learning Objective: 9. 3 Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct ANOVAs Difficulty Level: Easy 4. A Type I error is made in a significance test when the researcher rejects the null hypothesis when it is actually true.

Ans: T KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct ANOVAs Difficulty Level: Easy 5. If the output for a statistical test contains a p value that is less than or equal to alpha, the test is significant and the null hypothesis can be rejected.

Ans: T KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: More About Using Statistics Difficulty Level: Easy 6. SPSS will calculate inferential statistics, making it unnecessary that a researcher understands how the statistical tests work.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: F KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Using SPSS to Conduct t Tests Difficulty Level: Easy 7. In experiments and quasi-experiments, hypotheses about effects are often tested by comparing groups (e.g., men and women) or conditions.

Ans: T KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 8. Sample mean differences can be caused by the effect, by sampling error, or both.

Ans: T KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 9. If the p value for the statistic is less than or equal to the alpha level, the null hypothesis is accepted, and the researcher concludes that there is an effect.

Ans: F KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: More About Using Statistics Difficulty Level: Easy 10. Samples with low variability often contain extreme scores that could affect the sample mean, giving a sample mean that is not very similar to the population mean.

Ans: F KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 11. Samples with high variability contain scores that are similar to one another and are more likely to represent the population mean.

Ans: F KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 12. If the p value is greater than the alpha level, the researcher cannot reject the null hypothesis and must conclude that there is no evidence of an effect.

Ans: T KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 13. Statistical tests for effects are based on a ratio of the size of the difference in the sample means and sampling error to allow us to determine what part of the mean difference is due to the effect and which part is due to sampling error.

Ans: T KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Knowledge Answer Location: Comparing Groups or Conditions Difficulty Level: Easy 14. For related samples tests, scores for different conditions go in separate columns; no group codes are needed.

Ans: T KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Knowledge Answer Location: Common Pitfalls and How to Avoid Them Difficulty Level: Easy

Essay 1. Briefly describe how to choose an appropriate statistical test?

Ans: Answers vary Should discuss how a test is chosen based on (1) whether you are comparing means or looking for relationships, (2) what type of measurement scale is used to collect the data, and (3) the design of the study (the number of independent variables, the number of levels of the independent variables, etc.).

KEY: Learning Objective: 9.2: Identify the correct statistical test based for a research study REF: Cognitive Domain: Comprehension Answer Location: Chapter Summary Difficulty Level: Medium 2. Discuss the difference between levels and conditions for a factorial design.

Ans: Answers vary Levels are specific to an independent variable and conditions represent the combinations of levels of different variables in a factorial design. Thus, means for each level that are compared in main effects tests are different from the means for conditions that are considered in an interaction effect.

KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Comprehension

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Common Pitfalls and How to Avoid Them Difficulty Level: Medium 3. Explain what it means for a statistical test to be significant.

Ans: Answers vary A significant test is one for which the probability of obtaining the values calculated when the null hypothesis is true is less than or equal to the alpha level set by the researcher.

When a test is significant, the null hypothesis can be rejected and the alternative hypothesis accepted.

KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Comprehension Answer Location: More About Using Statistics Difficulty Level: Medium 4. What is a Type I error? Please provide an example.

Ans: Answers vary A Type I is error made in a significance test when the researcher rejects the null hypothesis when it is actually true. A relevant example should be included.

KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Application Answer Location: Using SPSS to Conduct ANOVAs Difficulty Level: Medium 5. Discuss analysis of variance including main effects, interaction effects, and post hoc tests.

Ans: Answers vary Analysis of variance (ANOVA) is used to test an effect when more than two groups or conditions are being considered. The average variance is used in the calculation of mean differences and sampling error, which is why the test is called analysis of variance. An F statistic is calculated for each effect tested based on the ratio of average variance between the condition means and the average variance within the conditions.

The calculated F statistic is compared with the distribution of F values when the null hypothesis is true to determine the corresponding p value based on the critical region of the distribution set by the alpha level.

The comparison of means for each level of an independent (or quasi-independent) variable is called the main effect. Thus, an ANOVA will test main effects for each independent variable separately in the analysis. If a main effect is significant in an ANOVA, it indicates that there is a mean difference somewhere among the means tested. But the main effect does not tell you which means are different from one another. You must conduct additional tests, called post hoc tests, to determine which means are different.

An interaction effect is also tested in an ANOVA for all combinations of independent variables. The interaction effect tests the effect of one independent variable at each level of the other variable. In other words, does the independent variable effect depend on the levels of another independent variable? The interaction effect is tested by

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 comparing the difference in condition means across levels of one independent variable for each level of the other independent variable(s).

KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Application Answer Location: Comparing More Than Two Means With ANOVA Difficulty Level: Hard 6. Discuss the Pearson r statistic. What type of relationships does it measure?

Ans: Answers vary The Pearson r statistic tests linear relationships. The values of the statistic range from −1.0 to +1.0. A Pearson r of +1.0 represents a perfect positive relationship. A Pearson r of −1.0 represents a perfect negative relationship. A value of 0 indicates no relationship.

The Pearson r statistic can be used as a descriptive statistic to simply describe the type and degree of relationship for the sample distributions. Values closer to +1.0 and −1.0 are stronger relationships. Values closer to 0 represent weaker relationships. Pearson r can also be used as an inferential statistic to determine if a significant relationship exists between two variables. The test relies on the same principles as the comparison tests described above. The Pearson r value calculated from the sample distributions (based on overlap in scores between the distributions with sampling error removed) is compared with the distribution of possible Pearson r values for samples of that size when there is no relationship in the population. If the sample Pearson r is an extreme score, in the most extreme 5% of the distribution, for example, there is evidence to reject the null hypothesis that there is no relationship (i.e., the test is significant) and accept the alternative hypothesis that there is a relationship (or a specific relationship if a one-tailed test is used).

KEY: Learning Objective: 9.1: Understand how statistics are used to test hypotheses REF: Cognitive Domain: Application Answer Location: Looking for Relationships With Chi-Square, Pearson r, and Regression Tests Difficulty Level: Hard 7. Discuss the sphericity test. What needs to be done if the sphericity test is significant?

Ans: Answers vary Sphericity is an assumption of the repeated measures test. The assumption is that pairs of scores in the population have similar variability. If the sphericity test is significant in the repeated measures output, the F statistic needs to be adjusted in order to retain accuracy of the test. Thus, the “Tests of Within-Subjects Effects” box contains a few different corrections below the “Sphericity Assumed” row. The sphericity-assumed values can be used if the sphericity test is not significant. However, if the sphericity test is significant, a correction should be used because violations of this assumption can increase the chance of a Type I error (Keppel & Wickens, 2004). A common correction used in psychological research is the Greenhouse-Geisser correction.

KEY: Learning Objective: 9.3: Use SPSS to conduct a statistical test REF: Cognitive Domain: Application Answer Location: Using SPSS to Conduct ANOVAs Difficulty Level: Hard

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 10: MORE ABOUT SURVEY RESEARCH

Multiple Choice 1. Of the following research questions, ______ is an example of a predictive research question. a. What percentage of time do Americans feel happy? b. Are depression and cancer recovery rates related? c. Do ACT (or SAT) scores indicate future academic performance? d. What types of personality characteristics are common in children who bully others?

Ans: C KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Application Answer Location: Answering Research Questions With Surveys Difficulty Level: Medium 2. The development and validation of surveys are called ______. a. psychotronics b. psychometrics c. questionnairing d. psychonomics Ans: B KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Creating a Survey Difficulty Level: Easy 3. The ______ response scales provide response categories that respondents choose from. a. open-ended b. closed-ended c. descriptive d. predictive Ans: B KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Types of Survey Response Scales Difficulty Level: Easy 4. The ______ response scales allow respondents to respond to items in any way they wish. a. open-ended

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. closed-ended c. descriptive d. predictive Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Types of Survey Response Scales Difficulty Level: Easy 5. A Likert scale is an example of a(n) ______ response scale. a. predictive b. descriptive c. open-ended d. closed-ended Ans: D KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Types of Survey Response Scales Difficulty Level: Easy 6. A strong, positive relationship between scores on a new survey and scores on a previously validated survey on the same topic indicates good ______. a. criterion-related validity b. test–retest validity c. Cronbach’s alpha d. social desirability Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 7. When individuals provide survey responses that represent them in the most positive way, even if the responses are untrue, this is ______. a. nonresponse bias b. coverage error c. social desirability bias d. testing effects Ans: C KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 8. ______ is not a source of bias in survey data. a. Nonresponse error

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. Coverage error c. Social desirability bias d. High response rate Ans: D KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 9. Cronbach’s alpha is a measure of the ______ of a survey. a. test–retest reliability b. internal consistency c. testing effects d. construct validity Ans: B KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Responses Difficulty Level: Easy 10. A research question that asks what causes specific behaviors to occur is a ______ research question. a. predictive b. descriptive c. causal d. closed-ended Ans: C KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Comprehension Answer Location: Answering Research Questions With Surveys Difficulty Level: Medium 11. A research question that asks if one behavior can be predicted from another behavior to allow predictions of a future behavior occurrence is a ______ research question. a. predictive b. descriptive c. causal d. closed-ended Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Answering Research Questions With Surveys Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 12. A research question that asks about the presence of behavior, how frequently it is exhibited, or whether there is a relationship between different behaviors is a ______ research question. a. predictive b. descriptive c. causal d. closed-ended Ans: B KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Answering Research Questions With Surveys Difficulty Level: Easy 13. Both the Health and Psychosocial Instruments (HAPI) database and the Mental Measurements Yearbook are available through the ______ database. a. EBSCO b. SCOEB c. COEBS d. SBEOC Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Creating a Survey Difficulty Level: Easy 14. When a question on a survey is actually two questions in one this is called a ______ question. a. coercive b. duplicate c. double-barreled d. causal Ans: C KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Writing Survey Questions Difficulty Level: Easy 15. “How do you feel today?” is an example of a(n) ______ question. a. predictive b. descriptive c. open-ended d. closed-ended Ans: C KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Types of Survey Response Scales

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 16. The ______ validity indicates that a survey measures the behavior it is designed to measure. a. criterion-related b. test–retest c. construct d. predictive Ans: C KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Types of Survey Response Scales Difficulty Level: Easy 17. When participants choose not to complete a study, this is ______. a. attrition/mortality b. abrasion c. transience d. nonresponse error Ans: A KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Responses Difficulty Level: Easy 18. The ______ of scores indicates how similar scores on the different items of a survey are to one another. a. test–retest reliability b. internal consistency c. testing effects d. construct validity Ans: B KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Responses Difficulty Level: Easy 19. The ______ is a method of testing scores’ internal consistency that indicates if the scores are similar on different sets of questions on a survey that address similar topics. a. test–retest reliability b. split-half reliability c. testing effects d. construct validity

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: B KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Responses Difficulty Level: Easy 20. The more participants in your sample who are willing to complete the survey, the lower chance there will be of ______ in your study. a. nonresponse error b. coverage error c. social desirability bias d. testing effects Ans: A KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 21. Collecting ______ responses will require a coding scheme to be developed to categorize the different types of responses made. a. predictive b. descriptive c. open-ended d. closed-ended Ans: C KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Types of Survey Response Scales Difficulty Level: Easy 22. A sampling error that occurs when individuals chosen for the sample do not respond to the survey, biasing the sample, is ______. a. nonresponse error b. coverage error c. social desirability bias d. testing effects Ans: A KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 23. A sampling error that occurs when the sample chosen to complete a survey does not provide a good representation of the population is ______. a. nonresponse error b. coverage error c. social desirability bias d. testing effects Ans: B KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 24. The ______ indicates that the scores on a survey will be similar when participants complete the survey more than once. a. test–retest reliability b. internal consistency c. testing effects d. construct validity Ans: A KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Responses Difficulty Level: Easy 25. The ______ occurs when participants are tested more than once in a study with early testing affecting later testing. a. test–retest reliability b. internal consistency c. testing effects d. construct validity Ans: C KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Responses Difficulty Level: Easy 26. “How do Americans currently feel about the economy?” is an example of a ______ type of research question. a. predictive b. descriptive c. causal d. closed-ended Ans: B

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Answering Research Questions With Surveys Difficulty Level: Easy 27. “Can the consumer behaviors of Americans (or others) be predicted from how they currently feel about the economy?” is an example of a ______ type of research question. a. predictive b. descriptive c. causal d. closed-ended Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Answering Research Questions With Surveys Difficulty Level: Easy 28. “Which of a series of treatments causes the largest reduction in depression symptoms?” is an example of a ______ type of research question. a. predictive b. descriptive c. causal d. closed-ended Ans: C KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Answering Research Questions With Surveys Difficulty Level: Easy 29. There are two good sources for standardized questionnaires that may contain the type of survey you are looking for. One of these is called the ______. a. HAPI b. PAPI c. TAPI d. LAPI Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Creating a Survey Difficulty Level: Easy 30. When on the surface, a study or scale appears to be intuitively valid it has ______ validity. a. face b. construct

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. convergent d. predictive Ans: A KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Writing Survey Questions Difficulty Level: Easy 31. A set of statistical techniques used to analyze responses from a survey or questionnaire to group items together by concept is called ______. a. statistical analysis b. item analysis c. survey analysis d. factor analysis Ans: D KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Writing Survey Questions Difficulty Level: Easy 32. A ______ occur(s) when the sampling technique used is not successful in collecting a representative sample. a. nonresponse error b. coverage error c. social desirability bias d. testing effects Ans: B KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 33. A researcher tests the ______ of a survey to determine if the survey can predict other behaviors. a. criterion-related validity b. test–retest validity c. convergent validity d. content validity Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 34. A method of testing scores’ internal consistency that indicates the average correlation between scores on all pairs of items on a survey is called ______. a. internal validity b. test–retest validity c. Cronbach’s alpha d. correlational average Ans: C KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Responses Difficulty Level: Easy 35. One of the most expensive ways to administer a survey is ______. a. mailings b. emails c. phone d. in person Ans: A KEY: Learning Objective: 10.1: Identify advantages and disadvantages of using surveys in research studies REF: Cognitive Domain: Knowledge Answer Location: Survey Administration Difficulty Level: Easy 36. The survey question, “Do you believe that climate change is occurring and that humans are the cause?” can reduce the validity of your survey. Because ______. a. which question is answered cannot be assessed b. both questions are not yes/no questions c. neither question is an opinion question d. belief questions cannot be validated Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Application Answer Location: Writing Survey Questions Difficulty Level: Medium 37. Questions that can bias a respondent toward a particular answer are ______ and should be ______. a. leading questions; avoided b double-barreled questions; limited c. open-ended; located at the end d. loaded; rewritten Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Application

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Writing Survey Questions Difficulty Level: Medium 38. Of the following, ______ was one of Dillman’s (2000) suggested techniques to improve response rates on survey research. a. an incentive b. a complicated format c. a response deadline d. a deceptive introduction to hide the topic Ans: A KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Comprehension Answer Location: Survey Administration Difficulty Level: Medium 39. One of the most important issues to consider in new survey design is how to ______. a. arrange the questions to prevent bias b. determine how many items to include in the survey c. get the survey published d. maximize the validity of the survey scores Ans: D KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: More About Survey Research Difficulty Level: Easy

True/False 1. Internal consistency of scores indicates how similar scores on the different items of a survey are compared to one another.

Ans: T KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Reliability of Responses Difficulty Level: Easy 2. Surveys are the least common data collection techniques used in psychological research.

Ans: F KEY: Learning Objective: 10.1: Identify advantages and disadvantages of using surveys in research studies REF: Cognitive Domain: Knowledge Answer Location: More About Survey Research Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 3. Nonresponse errors are a particular type of coverage error.

Ans: T KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 4. Surveys can be used to answer descriptive research questions.

Ans: T KEY: Learning Objective: 10.1: Identify advantages and disadvantages of using surveys in research studies REF: Cognitive Domain: Knowledge Answer Location: Answering Research Questions With Surveys Difficulty Level: Easy 5. Surveys can be used to answer predictive research questions.

Ans: T KEY: Learning Objective: 10.1: Identify advantages and disadvantages of using surveys in research studies REF: Cognitive Domain: Knowledge Answer Location: Answering Research Questions With Surveys Difficulty Level: Easy 6. Surveys can be used to answer causal research questions.

Ans: T KEY: Learning Objective: 10.1: Identify advantages and disadvantages of using surveys in research studies REF: Cognitive Domain: Knowledge Answer Location: Answering Research Questions With Surveys Difficulty Level: Easy 7. Wording of the questions cannot affect the validity and reliability of the survey results.

Ans: F KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 8. Longer, standardized surveys are often called questionnaires.

Ans: T KEY: Learning Objective: 10.1: Identify advantages and disadvantages of using surveys in research studies REF: Cognitive Domain: Knowledge Answer Location: Answering Research Questions With Surveys Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

9. To ensure that your survey includes the best set of questions, it is a good idea to pilot sets of questions to determine the specific wording that is most easily understood by your participants.

Ans: T KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Writing Survey Questions Difficulty Level: Easy 10. Open-ended responses allow the participants to respond in any way they feel is appropriate for the question.

Ans: T KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Types of Survey Response Scales Difficulty Level: Easy 11. Negative wording occurs when you ask someone to answer a question with a negative statement.

Ans: T KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Writing Survey Questions Difficulty Level: Easy 12. “Do you often get depressed and talk to someone about it?” is a well-constructed survey question.

Ans: F KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Writing Survey Questions Difficulty Level: Easy 13. Coverage errors reduce the face validity of a survey.

Ans: F KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 14. Nonresponse errors occur when individuals chosen for the sample choose not to respond to the survey. Therefore, even when an appropriate sampling technique is used, nonresponse errors can still occur, making the sample less representative.

Ans: T KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy

Essay 1. Discuss the various options for administering surveys. Discuss the advantages and limitations of each option. Examples are good ways to discuss the options.

Ans: Answers vary Answers should contain some discussion points listed here: Surveys can be given in person using a paper form of the survey, by computer, or by oral administration (in person or over the phone). Surveys can be administered by mail (using a mailing list to send a paper copy or web address for the survey) or by phone using a phone list to choose participants. Many of the survey results you hear reported in the media are obtained with phone surveys. Phone surveys are used to collect data from a large number of individuals quickly, especially if they only involve a few short questions. Mailings are expensive due to the large number of surveys that need to be sent out in order to obtain a large enough sample. They also typically require a postagepaid return envelope if a paper survey is to be mailed back to the researcher. In addition, mailed surveys and phone surveys have the disadvantage of low response rates that can create nonresponse errors as described above. Participants can easily ignore a mailing or choose not to answer the phone for numbers they do not recognize.

There may also be issues obtaining representative phone lists, as many individuals now exclusively use a cellular phone or may not have their number listed. Surveys typically require a large number of responses in order for the researcher to be able to generalize the results to a large population, so low response rates are an important issue in using surveys. Surveys administered on the Internet can yield larger and more diverse samples, but they may also restrict the sample to individuals who are comfortable using the Internet or who have Internet access. This can restrict the sample to certain types of individuals (e.g., younger) and may mean the survey results do not generalize to the larger population. Internet surveys also require access to technological support.

KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Comprehension Answer Location: Survey Administration Difficulty Level: Medium 2. An example of a double-barreled question was presented in the McBride text; “Do you believe that climate change is occurring and that humans are the cause?” Discuss why this is not a good survey question and what is meant by double-barreled. Provide a suggested update that is a better survey item for the question example.

Ans: Answers vary Answers should include elements of the following: A is defined as; Double-Barreled Question: including two questions in one survey item.

The example asks two questions and makes assessment of input indeterminant.

Respondents could have different answers to each part of this question (e.g., climate change is occurring, but it is not caused by humans) and their answer might not correspond to both parts of the question.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Analysis Answer Location: Writing Survey Questions Difficulty Level: Medium 3. Explain why “Do you meditate to reduce your anxiety?” is a poorly worded survey item.

Ans: Answers vary This item assumes the respondent gets anxious. If the respondent does not get anxious, it will be unclear how they should respond, particularly if a closed-ended response scale is used.

KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Application Answer Location: Types of Survey Response Scales Difficulty Level: Hard 4. If you had created a new survey, in what ways would you verify its construct validity?

Ans: Answers vary Answer may include testing relationships between scores on the new survey and other operational definitions of the construct tested in the survey (such as other validated questionnaires or behaviors that indicate the construct).

KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Application Answer Location: Validity of Scores From a Survey Difficulty Level: Hard 5. If you had created a new survey, in what ways would you verify its reliability?

Ans: Answers vary Answers may include test–retest validity and Cronbach’s alpha tests.

KEY: Learning Objective: 10.3: Understand how to evaluate surveys for validity and reliability REF: Cognitive Domain: Application Answer Location: Reliability of Responses Difficulty Level: Hard 6. Explain the difference between descriptive, predictive, and causal research questions. Please include examples of each.

Ans: Answers vary Answers should include some of the following points: • Descriptive research question: a research question that asks about the presence of behavior, how frequently it is exhibited, or whether there is a relationship between different behaviors.

• “How do Americans (or people in the United Kingdom or people in Canada, etc.) currently feel about the economy?” is a descriptive question about an attitude that can be answered by administering a survey to Americans (or individuals in another country) with questions about the economy.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 •

Predictive research question: a research question that asks if one behavior can be predicted from another behavior to allow predictions of future behavior.

• “Can Americans’ (or others’) consumer behaviors be predicted from how they currently feel about the economy?” In this case, the goal is to determine if a predictive relationship exists between the attitudes collected from the survey and the consumer behaviors of Americans.

• Causal research question: a research question that asks what causes specific behaviors to occur.

• In some cases, researchers use surveys to test causal relationships in experiments.

For example, suppose a researcher wants to answer the causal research question, “Which of a series of treatments causes the largest reduction in depression symptoms?” This researcher might conduct an experiment to compare the therapies’ effect on scores from a depression questionnaire, such as the Beck Depression Inventory II (BDI-II), where the survey is used to measure the dependent variable of depression symptoms.

KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Comprehension Answer Location: Answering Research Questions With Surveys Difficulty Level: Medium 7. Explain the difference between open- and closed-ended questions. Please include examples of each.

Ans: Answers vary Answers should include some of the following points: • Open-ended responses allow the participants to respond in any way they feel is appropriate for the question. An example of an open-ended question is “How do you feel today?” For this question, participants may respond with a single word describing their current mental state or they may write a longer response that describes several aspects of their current mental state.

• Closed-ended questions provide a set of responses that the participants must choose from. For example, if the question above were followed with choices of “happy,” “sad,” “excited,” “anxious,” and “frustrated,” the question would become closed-ended, because the participants are asked to choose one of the given responses for the question. A Likert rating scale (i.e., rating agreement on a 1 to 5 scale) is another example of a closed-ended response scale.

KEY: Learning Objective: 10.2: Demonstrate construction of a valid survey REF: Cognitive Domain: Comprehension Answer Location: Types of Survey Response Scales Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 11: MORE ABOUT CORRELATIONAL STUDIES

Multiple Choice 1. In a correlational study, the variable that is used to predict the outcome variable is called the ______ variable. a. dependent b. predictor c. confounding d. third Ans: B KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 2. In a correlational study, the variable that is predicted by the predictor variable is called the ______ variable. a. outcome b. dependent c. confounding d. third Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 3. Correlational studies are not well-suited for answering ______ research questions. a. causal b. descriptive c. predictive d. outcome Ans: A KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 4. When a variable that is not of interest in a study may explain the results of a study is a ______. a. high internal validity b. third variable problem c. experimenter bias d. low reliability Ans: B KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 5. Suppose that a researcher found that as introversion (as measured on a standardized questionnaire) of participants goes up, the number of social activities attended per week goes down. This finding represents ______. a. a positive relationship b. a negative relationship c. no relationship d. a flawed study Ans: B KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Application Answer Location: Descriptive Studies Difficulty Level: Medium 6. Suppose that a researcher found that as introversion (as measured on a standardized questionnaire) of participants goes up, number of social activities attended per week goes up. This finding represents ______. a. a positive relationship b. a negative relationship c. no relationship d. a flawed study Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Application Answer Location: Descriptive Studies Difficulty Level: Medium 7. Of the following, the ______ represents the correlational research design. a. two groups of participants (those who are left handed and those who are right handed) are asked to perform a speeded cognitive task to compare performance for the two groups

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. participants take a handedness questionnaire with score indicating the degree of right- and left-handedness to look for a relationship between handedness score and time to complete a cognitive task c. participants are randomly assigned to conditions where a cognitive task is given with speeded or non-speeded instructions to determine if there is an effect of instruction type of task performance Ans: B KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Application Answer Location: More About Correlational Studies Difficulty Level: Medium 8. In ______ studies, researchers examine two or more measures to determine if those measures are related. a. correlational b. descriptive c. predictive d. analytical Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 9. The ______ analyses allow predictions. a. regressions b. t tests c. ANOVAs d. ANCOVAs Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 10. A correlational study ______ provide causal information about the relationship between the measures, it can only describe the relationship between the behaviors. a. can b. cannot c. sometimes d. will always Ans: B

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 11. Most of the research showing a link between smoking and long-term health in humans has involved ______ studies. a. correlational b. descriptive c. predictive d. analytical Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 12. A relationship between variables characterized by an increase in one variable that occurs with an increase in the other variable is called ______. a. a positive relationship b. a negative relationship c. a causal relationship d. a predictive relationship Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Descriptive Studies Difficulty Level: Easy 13. A relationship between variables characterized by an increase in one variable that occurs with a decrease in the other variable is called a ______. a. positive relationship b. negative relationship c. causal relationship d. predictive relationship Ans: B KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Descriptive Studies Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 14. In many studies related to ______, correlational studies are the only options because we cannot subject someone to factors that may negatively harm them for ethical reasons. a. behavior b. health c. weather d. animals Ans: B KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 15. The strong ______ correlations between age and incidence of Alzheimer’s disease found in many studies seem to indicate a 50% likelihood of getting Alzheimer’s disease by age 85. a. positive b. negative c. causal d. predictive Ans: A KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Comprehension Answer Location: More About Correlational Studies Difficulty Level: Medium 16. Important information can be gained from correlational studies about the likelihood of an event based on the relationship with another event, but this relationship may or may not be ______. a. positive b. negative c. causal d. predictive Ans: C KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 17. A research question that asks about the presence of behavior, how frequently it is exhibited, or whether there is a relationship between different behaviors is a ______ research question. a. positive

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. negative c. descriptive d. predictive Ans: C KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 18. A research question that asks if one behavior can be predicted from another behavior to allow predictions of future behavior is a ______ research question. a. positive b. negative c. descriptive d. predictive Ans: D KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 19. Groups of subjects are not compared in a correlational study as they are in ______ experiments. a. quasi b. analytical c. descriptive d. predictive Ans: A KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 20. In correlational research multiple measures are collected from ______ group(s) of subjects to determine if those measures co-vary. a. one b. two c. three d. four Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: More About Correlational Studies Difficulty Level: Easy 21. Whenever a strong relationship exists between variables, prediction of one variable from other variables ______. a. is impossible b. is possible c. cannot be determined d. is rarely possible Ans: B KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 22. Regardless of the type of observational technique used to measure behavior, the goal of any correlational study is to examine relationships between ______ or more measures of behavior. a. one b. two c. three d. four Ans: B KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 23. A causal relationship can be tested using ______. a. correlational research b. experimental research c. diagnostic research d. analytical research Ans: B KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 24. A researcher would like to study the effects of smoking on respiratory functioning.

There are two groups: participants who smoke one pack a day and participants who smoke two. This is a ______ study a. correlational

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. quasi-experimental c. independent variables d. true experimental Ans: B KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Comprehension Answer Location: More About Correlational Studies Difficulty Level: Medium 25. At times, correlational studies are the only options because we cannot subject study participants to factors that may negative impact their health for ______. a. confidentiality reasons b. anonymity reasons c. ethical reasons d. recruitment issues Ans: C KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 26. Researchers typically must rely on correlational studies to learn about factors that influence one’s ______. a. behavior b. health c. weather d. animals Ans: B KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 27. Hypothesized relationships are typically tested using correlational analyses such as ______. a. Pearson r b. Pearson b c. Pearson f d. Pearson t Ans: A KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 28. Correlational studies provide information that allows researchers to determine which variables should be considered when they design tests of ______ relationships. a. normative b. equal c. causal d. descriptive Ans: C KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 29. Most correlational study designs involve ______ data collection techniques. a. experimental measures b. archival records c. natural observation d. survey administration Ans: D KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 30. It is ______ to conduct a study where some participants are assigned to a condition that may be harmful to them. a. unethical b. sometimes ethical c. completely ethical d. sometimes unethical Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 31. Correlation ______ equal(s) causation. a. most of the time b. always c. does not d. typically

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: C KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 32. It is ______ that parental influences have a causal relationship with both the number of hours of TV their children watch and their grades. a. not possible b. possible c. highly improbable d. too hard to tell Ans: B KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 33. Assigning one group of participants to smoke and another group not to smoke is ______. a. unethical b. sometimes ethical c. completely ethical d. sometimes unethical Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 34. Only a(n) ______ study has an independent variable. a. experimental b. positive correlational study c. negative correlational study d. correlational study Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 35. Many ______ studies use surveys to measure behavior.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 a. experimental b. quasi-experimental c. non-experimental d. correlational Ans: D KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 36. For a variable to be an independent variable, it must be ______. a. manipulated b. held constant c. measured by nominal scale d. dichotomous Ans: A KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Comprehension Answer Location: Common Pitfalls and How to Avoid Them Difficulty Level: Medium 37. In a scatter plot of a correlational study data set, each dot represents ______. a. one individual’s data b. one level of a condition c. one variable of interest d. one scale of measure Ans: A KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 38. Unlike experiments, correlational studies cannot control for ______. a. observational techniques b. extraneous/confounding variables c. negative associations d. inconsistent findings Ans: B KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Comprehension Answer Location: Research Questions in Correlational Studies Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

39. Manipulating a variable to test for a causal relationship often times is ______. a. difficult or impossible b. unnecessary or wasteful c. time consuming or costly d. unethical or disallowed Ans: A KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Comprehension Answer Location: More About Correlational Studies Difficulty Level: Medium

True/False 1. Correlational studies can provide good tests of causal research questions.

Ans: F KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 2. Correlation equals causation.

Ans: F KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 3. Correlational studies are used to answer descriptive and predictive research questions.

Ans: T KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Validity of Scores From a Survey Difficulty Level: Easy 4. Correlational studies are designed to examine relationships between measured variables.

Ans: T KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 5. A correlational study showed that men who had one or more servings of tomatoes a week were 60% less likely to get prostate cancer. This means that tomatoes cause the reduction in cancer rates.

Ans: F KEY: Learning Objective: 11.3: Describe relationships shown in scatterplots REF: Cognitive Domain: Comprehension Answer Location: Descriptive Studies Difficulty Level: Medium 6. A researcher may conduct a correlational study with the ultimate goal of predicting one behavior from another behavior.

Ans: T KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 7. Most survey research involves a correlational study.

Ans: T KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 8. Correlational studies never involve naturalistic observations or systematic observations.

Ans: F KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 9. The direction of the cause and effect relationship cannot be determined from a correlational study because none of the variables are manipulated in the study.

Ans: T KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 10. Correlational studies provide information that allows researchers to determine which variables should be considered when they design tests of causal relationships.

Ans: T KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 11. ACT/SAT scores are considered college performance predictor variables.

Ans: T KEY: Learning Objective: 11.3: Describe relationships shown in scatterplots REF: Cognitive Domain: Comprehension Answer Location: Stop and Think Answers Difficulty Level: Medium 12. If two factors simply co-occur, this indicates a causal relationship.

Ans: F KEY: Learning Objective: 11.3: Describe relationships shown in scatterplots REF: Cognitive Domain: Knowledge Answer Location: Research Questions in Correlational Studies Difficulty Level: Easy 13. Pearson r test is used to determine whether a linear relationship exists between two variables measured on an ordinal scale.

Ans: F KEY: Learning Objective: 11.3: Describe relationships shown in scatterplots REF: Cognitive Domain: Comprehension Answer Location: Research Questions in Correlational Studies Difficulty Level: Medium 14. Third-variable problem can decrease the internal validity of the study.

Ans: T KEY: Learning Objective: 11.3: Describe relationships shown in scatterplots REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy 15. A negative relation is shown by a downward slope of the cluster of data points in a graph of the data set.

Ans: T KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Knowledge Answer Location: More About Correlational Studies Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Essay 1. Suppose a study was conducted to examine the relationship between how often people exercise and how happy they are with their lives. Participants in this study were asked to report how many times a week they exercise for 30 minutes or more at a time and to complete a questionnaire with items that measure their quality of life (e.g., How many times in the past week do you remember feeling happy?). A positive relationship is found between the number of times per week people exercise and their quality of life score.

Discuss why we cannot conclude a causal relationship between frequency of exercise and degree of happiness.

Ans: Answers vary Answer should include that causal relationship requires manipulation of an independent variable that was not part of the study. Also, that other variables could be alternate explanation for “more happiness” than just the frequency of exercise citing factors such as age, diet, quality of health, and others.

KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Comprehension Answer Location: Research Questions in Correlational Studies Difficulty Level: Medium 2. Explain the difference between a predictor and an outcome variable.

Ans: Answers vary The predictor variable is a measured variable that can be used to predict a score another measured variable, the outcome variable. This prediction is more accurate if there is a strong relationship between the two variables.

KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Comprehension Answer Location: Research Questions in Correlational Studies Difficulty Level: Medium 3. Explain why correlational studies do not provide the best test of a causal research question.

Ans: Answers vary A variable is not manipulated in a correlational study. Thus, a causal relationship is difficult to test, as many types of causal relationships can cause a correlation between variables.

KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Comprehension Answer Location: More About Correlational Studies Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 4. Explain the difference between a descriptive research question and a predictive research question. Provide an example of each type of research question.

Ans: Answers vary A descriptive research question is one where a researcher is interested in whether a behavior occurs and how often it occurs. In a correlational study, a descriptive research question might be whether a relationship exists between two variables and what type of relationship exists. A predictive research question is one in which a researcher examines whether one variable can be predicted from one or more variables. Examples will vary.

KEY: Learning Objective: 11.2: Identify advantages and limitations of correlational designs REF: Cognitive Domain: Application Answer Location: Research Questions in Correlational Studies Difficulty Level: Hard 5. How are correlational studies different from quasi-experiments?

Ans: Answers vary Answers should include some of these points: Correlational studies measure dependent variables from a single group of subjects to look for relationships between the measures, but do not separate subjects into groups for comparison as is done in quasiexperiments.

KEY: Learning Objective: 11.1: Understand the difference between correlation and causation REF: Cognitive Domain: Comprehension Answer Location: More About Correlational Studies Difficulty Level: Medium 6. Explain what a third-variable problem is and give an example.

Ans: Answers vary • Third-variable problem: The presence of extraneous factors in a study that affect the dependent variable can decrease the internal validity of the study.

For example, suppose researchers find a negative relationship between two dependent (i.e., measured) variables: number of hours of TV watched per week and grades in school for children. They cannot conclude from this result that watching more TV causes lower grades. It is possible that this causal relationship exists between these measures, but it is also possible that having lower grades causes children to watch more TV because they are not spending that time doing homework or studying. Because correlational studies cannot control extraneous variables in the way that experiments can, it is always possible that a third variable is responsible for the relationship between the measures.

KEY: Learning Objective: 11.3: Describe relationships shown in scatterplots REF: Cognitive Domain: Application Answer Location: Research Questions in Correlational Studies Difficulty Level: Hard

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 12: MORE ABOUT ONE-FACTOR EXPERIMENTS

Multiple Choice 1. An experiment is defined by the following statements except for ______. a. the manipulation of a variable b. control of confounding variables c. tests of causal relationships d. the manipulation of a dependent variable Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: More About One-Factor Experiments Difficulty Level: Easy 2. An independent variable is ______. a. a manipulated variable b. a measured variable c. an extraneous variable d. rarely included in an experiment Ans: A KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 3. Participants receive all levels of a(n) ______ variable, but only one level of a(n) ______ variable in an experimental design. a. independent; dependent b. dependent; independent c. within-subjects; between-subjects d. between-subjects; within-subjects Ans: C KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 4. Order effects are particularly problematic for ______ designs, but group differences are a problematic in ______ designs. a. independent; dependent b. dependent; independent c. within-subjects; between-subjects d. between-subjects; within-subjects Ans: C KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 5. ______ can be used to counter order effects. a. Randomization b. Counterbalancing c. Independent variables d. Dependent variables Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Within-Subjects Experiments Difficulty Level: Easy 6. ______ can be used to counter group differences. a. Randomization b. Counterbalancing c. Independent variables d. Dependent variables Ans: A KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 7. In a Latin Square, the number of orders used is equal to the number of ______ in the design. a. independent variables b. dependent variables c. conditions d. confounding variables Ans: C KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: Within-Subjects Experiments Difficulty Level: Easy 8. An experiment conducted with one or a few participants to better understand the behavior of those individuals is called a small ______ design. a. n b. p c. t d. r Ans: A KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: More About One-Factor Experiments Difficulty Level: Easy 9. ______ represents an experiment. a. Two groups of participants (those who are left-handed and those who are righthanded) are asked to perform a speeded cognitive task to compare performance for the two groups b. Participants take a handedness questionnaire with score indicating the degree of right- and left-handedness to look for a relationship between handedness score and time to complete a cognitive task c. Participants are randomly assigned to conditions where a cognitive task is given with speeded or non-speeded instructions to determine if there is an effect of instruction type of task performance d. Participants take an anxiety inventory to look for a relationship between handedness and anxiety level Ans: C KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: More About One-Factor Experiments Difficulty Level: Easy 10. An extraneous factor is also called a(n) ______. a. confounding variable b. confusing variable c. inconsistent variable d. conflicting variable Ans: A KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 11. ______ effects occur when the order in which the participants experience conditions in an experiment affects the results of the study. a. Testing b. Order c. Interaction d. Significant Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 12. A ______ design is a between-subjects experiment that involves sets of participants matched on a specific characteristic with each member of the set randomly assigned to a different level of the independent variable. a. significant b. corresponding c. paired d. matched Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Between-Subjects Experiments Difficulty Level: Easy 13. At minimum, the number of independent variables that must be included in a study in order for it to be classified as an experiment is ______. a. none b. one c. two d. three Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: More About One-Factor Experiments Difficulty Level: Easy 14. ______ effects occur when participants are tested more than once in a study, with early testing affecting later testing. a. Testing b. Order

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. Interaction d. Significant Ans: A KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 15. When different groups of participants receive different orders of the levels of the independent variable, this is called ______. a. randomization b. counterbalancing c. matching d. ordering Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Within-Subjects Experiments Difficulty Level: Easy 16. A manipulation of an ______ variable involves researcher control of the administration of the levels of the variable to the participants. a. independent b. dependent c. causal d. matched Ans: A KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: More About One-Factor Experiments Difficulty Level: Easy 17. When participants are randomly assigned to levels of the independent variable in an experiment to control for individual differences as an extraneous variable, this is called ______. a. chance assignment b. arbitrary assignment c. haphazard assignment d. random assignment Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 18. Manipulation of an independent variable in a study ______ the internal validity of the study. a. can decrease or increase b. does not impact c. increases d. decreases Ans: C KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 19. Without the manipulation of a(n) ______ variable, it is very difficult to rule out other possible factors as causes of a change in the ______ variable. a. dependent; independent b. independent; dependent c. dependent; confounding d. confounding; independent Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 20. The presence of extraneous factors in a study that affect the dependent variable and can decrease the internal validity of the study is called ______. a. a second variable b. a fourth variable c. a sixth variable d. a third variable Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 21. Random assignment is a means of controlling for participant differences across groups and ______ the internal validity of the experiment. a. can decrease or increase b. does not impact

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. increases d. decreases Ans: C KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 22. In the ______ design, subjects’ scores in one condition are compared with their scores in the other condition. a. independent b. dependent c. between-subject d. within-subject Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 23. Random assignment is important for ______ variables in terms of the order in which participants receive the levels of the variable to control for possible order effects of the different levels of the variable. a. independent b. dependent c. between-subject d. within-subject Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 24. Order effects are a particular form of ______ effects. a. exam b. testing c. biased d. grading Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 25. The primary concern with ______ variables is the order in which the participants receive the different levels of the independent variable. a. independent design b. dependent design c. between-subject design d. within-subject design Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Within-Subjects Experiments Difficulty Level: Easy 26. To simplify the counterbalancing, a partial counterbalancing technique, called a ______ square, can be used. a. Spanish b. Latin c. English d. Canadian Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Within-Subjects Experiments Difficulty Level: Easy 27. There are areas of psychology where experiments are used more often than in others including the following except for ______. a. cognitive b. social c. biological d. personality Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Experiment Examples Difficulty Level: Easy 28. Much of the research in the ______ area is focused on understanding factors that influence memory, perception, language processes, and decision-making. a. cognitive b. social c. biological

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. personality Ans: A KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Cognitive Example Difficulty Level: Easy 29. Latin squares can be useful for within-subjects designs where independent variables have ______ level(s). a. one b. zero c. a number of d. minimal Ans: C KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Within-Subjects Experiments Difficulty Level: Easy 30. Counterbalancing is ______ when there are only two conditions that participants experience in an experiment. a. difficult b. easy c. impossible d. pointless Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Within-Subjects Experiments Difficulty Level: Easy 31. In the ______ design, each subject serves as their own comparison. a. independent b. dependent c. between-subject d. within-subject Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 32. In within-subjects manipulations, each participant receives ______ levels of the independent variable. a. just two b. just three c. all d. just four Ans: C KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 33. The manipulation of an independent variable in an experiment allows the researcher to learn about the causal relationship between the independent and ______ variables. a. independent b. dependent c. causal d. matched Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 34. A participant’s gender, personality, and smoking status ______ be independent variables. a. can sometimes b. can never c. can occasionally d. can always Ans: C KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 35. A(n) ______ variable is manipulated such that participants are randomly assigned to levels. a. independent b. dependent c. causal d. matched Ans: A

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 12.1: Identify an independent variable in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About One-Factor Experiments Difficulty Level: Easy 36. One benefit of within-subject designs is that they control for ______. a. carryover effects b. individual differences c. contrast effects d. fatigue effects Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 37. To account for possible confounds, Zula assigns to the control group and experimental group one male with high math scores, and one male with low math scores and the same with female students. This appears that Zula is using ______ to control confounds. a. randomizing b. counterbalancing c. squaring d. matching Ans: D KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Application Answer Location: Between-Subjects Experiments Difficulty Level: Medium 38. Diana has an independent variable with three levels. She uses a Latin-square design to help ensure that the orders in which participants experience the levels of the independent variable occur equally as often across participants. She is ______ the order of treatments. a. randomizing b. counterbalancing c. squaring d. matching Ans: B KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Application Answer Location: Between-Subjects Experiments Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

39. To attempt to equate the groups, participants are assigned to the different experimental treatment groups, they aren’t allowed to choose the group they prefer.

This is an example of ______ to control confounds. a. randomizing b. counterbalancing c. squaring d. matching Ans: A KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Application Answer Location: Between-Subjects Experiments Difficulty Level: Medium

True/False 1. Researchers may (have)used twins to create a matched set of participants based on genetics.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Between-Subjects Experiments Difficulty Level: Medium 2. Experiments are the best research design for answering causal research questions.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 3. All experiments contain at least one independent variable.

Ans: T KEY: Learning Objective: 12.1: Identify an independent variable in an experiment REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 4. Random assignment of participants to levels allows random distribution of participant differences across the levels.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 5. The manipulation of an independent variable in an experiment allows the researcher to learn about the causal relationship between the independent and dependent variables.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 6. Random assignment means that subjects are assigned to groups according to chance, not according to any characteristic they possess or any choice made by the researcher.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Easy 7. The primary concern of between-subjects variables is the order in which the participants receive the different levels of the independent variable.

Ans: F KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Control in Within-Subjects and Between-Subjects Experiments Difficulty Level: Medium 8. The presence of individual differences across groups is the greatest concern for within-subjects experiments.

Ans: F KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Control in Within-Subjects and Between-Subjects Experiments Difficulty Level: Medium 9. Counterbalancing is relatively easy when there are only two conditions that participants will experience in an experiment.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Knowledge Answer Location: Within-Subjects Experiments Difficulty Level: Easy 10. Latin Squares can be useful for within-subjects designs where independent variables have the same number of levels.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Knowledge Answer Location: Within-Subjects Experiments Difficulty Level: Easy 11. In experiments where individual differences are likely to be present and a small sample size is used, random assignment may not be sufficient to control for these differences.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Medium 12. In a research design where participants are randomly assigned to either an all-male confederate group, or a mixed gender confederate group, the study is experimental.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Between-Subjects Experiments Difficulty Level: Medium 13. Random assignment is useful because it removes all possibilities that groups will be biased.

Ans: F KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Medium 14. Between-subjects designs require more participants than within-subjects designs.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Between-Subjects Experiments Difficulty Level: Medium 15. An advantage of within-subjects manipulations is that each participant serves as his or her own comparison.

Ans: T KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Medium

Essay 1. Give an example of a matched design experiment participants grouping.

Ans: Answers vary Answer may include identical twins, different gender of low and high math skills scores, same age, and equivalent vocabulary skills.

KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Between-Subjects Experiments Difficulty Level: Medium 2. What aspects of an experiment allow tests of causal relationships?

Ans: Manipulation of an independent variable and control of extraneous variables.

KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Medium 3. Describe the advantages and disadvantages of a within-subjects experiment.

Ans: Advantages: need fewer subjects, subjects serve as their own control so no group differences.

Disadvantages: must consider order effects, subject commitment is longer.

KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Comprehension Answer Location: Within-Subjects Experiments Difficulty Level: Medium 4. Describe the advantages and disadvantages of a between-subjects experiment.

Ans: Advantages: no order effects, subject commitment is shorter.

Disadvantages: need more subjects, may be group differences.

KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Comprehension Answer Location: Between-Subjects Experiments Difficulty Level: Medium 5. Provide an example of a confounding variable.

Ans: Answers vary.

A confounding variable is an extraneous factor present in a study that may affect the results.

KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Application Answer Location: Learning About Causation Through Manipulation and Control Difficulty Level: Hard 6. Provide an example of a research study with a small-n design.

Ans: Answers vary.

A small-n design is an experiment conducted with one or a few participants to better understand the behavior of those individuals.

KEY: Learning Objective: 12.2: Understand how independent variables allow for tests of causal relationships REF: Cognitive Domain: Application Answer Location: More About One-Factor Experiments Difficulty Level: Hard

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 13: MORE ABOUT MULTI-FACTOR EXPERIMENTS

Multiple Choice 1. In a factorial design, there is/are at least ______ independent variable(s). a. one b. two c. three d. four Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 2. A(n) ______ test is often used to analyze data in a factorial design. a. tb. ANOVA c. FACT d. descriptive Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 3. A test for an interaction effect compares means for ______. a. all the conditions in the experiment b. the levels of one independent variable against the levels of another independent variable c. the levels of one independent variable averaged across the levels of the other independent variables d. the levels of one independent variable against the levels of a dependent variable Ans: C KEY: Learning Objective: 13.2: Identify an interaction in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 4. When the effect of one independent variable depends on the levels of another independent variable, this is called a(n) ______. a. main effect b. interaction effect c. ANOVA d. dependent variable Ans: B KEY: Learning Objective: 13.2: Identify an interaction in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 5. Simple effects tests are used to describe ______. a. main effects b. interaction effects c. nonsignificant results d. marginal means Ans: B KEY: Learning Objective: 13.2: Identify an interaction in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Interactions Difficulty Level: Easy 6. Main effects compare ______ means and interaction effects compare ______ means. a. level; condition b. condition; level c. independent variable; dependent variable d. dependent variable; independent variable Ans: A KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Factorial Designs Difficulty Level: Medium 7. The primary advantages of a ______ design over simpler experiments are that a researcher can be more efficient in testing the effects of multiple independent variables in one experiment and can also examine the effects of the interactions of those independent variables on the dependent variable. a. random b. independent c. factorial d. matched Ans: C KEY: Learning Objective: 13.2: Identify an interaction in an experiment REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: More About Multi-Factor Experiments Difficulty Level: Easy 8. If a ______ is created, an interaction can be seen in nonparallel lines. a. bar graph b. scatterplot c. line graph d. pie graph Ans: C KEY: Learning Objective: 13.2: Identify an interaction in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Design Difficulty Level: Easy 9. Main effects test the separate effects of a(n) ______ on a(n) ______. a. IV; DV b. DV; IV c. DV; DV d. IV; IV Ans: A KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Common Pitfalls and How to Avoid Them Difficulty Level: Easy 10. A graph is often best to examine whether the effects of a(n) ______ depend on the levels of other ______. a. IV; DV b. DV; IV c. DV; DV d. IV; IV Ans: D KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Common Pitfalls and How to Avoid Them Difficulty Level: Easy 11. Some researchers conduct experiments that contain a true independent variable and age as a subject variable, making them ______. a. factorial designs b. quasi-experiments c. placebo experiments d. qualitative studies Ans: A

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Developmental Example Difficulty Level: Easy 12. Researchers were interested in how memory for the location of objects is influenced by the similarity of objects and whether this relationship is the same for different age groups. This type of study is most likely ______. a. cognitive b. developmental c. biological d. social Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Developmental Example Difficulty Level: Medium 13. A study comparing the brain activity and behavioral responses to appetizing food for children and adults is most likely a ______ type of study. a. cognitive b. developmental c. biological d. social Ans: C KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Biological Example Difficulty Level: Medium 14. The Zimbardo (1973) experiment, where a randomly assigned role as a prisoner or guard in a mock prison affected participants’ behavior, is an example of a ______ type of study. a. cognitive b. developmental c. biological d. social Ans: D KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Social Example Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

15. Experiments are ______ in cognitive research. a. very common b. not possible c. not common d. hard to conduct Ans: A KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Cognitive Example Difficulty Level: Easy 16. A study testing effects of suggestive retrieval techniques on false memories for having committed a crime is a ______ type of study. a. cognitive b. developmental c. biological d. social Ans: A KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Cognitive Example Difficulty Level: Medium 17. An experiment or quasi-experiment that includes more than one independent variable is called a ______. a. quasi-experiment b. true experiment c. factorial design d. dependent design Ans: C KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Multi-Factor Experiments Difficulty Level: Easy 18. Testing the combined effects of the ______ variables is the unique feature of factorial designs. a. dependent b. independent c. confounding d. context Ans: B

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 19. Without including multiple ______ variables in a single experiment, we would not be able to detect the different effects a factor might have on behavior in different situations. a. dependent b. independent c. confounding d. context Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 20. An interaction effect occurs when the effect of ______ depends on the levels of ______. a. one dependent variable; an independent variable b. one independent variable; a dependent variable c. one dependent variable; another dependent variable d. one independent variable; another independent variable Ans: D KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 21. The levels of the independent variable are the different conditions that are part of the ______ variable. a. dependent b. independent c. confounding d. context Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 22. An ANOVA is an analysis of variance test used for designs with ______ or more sample means. a. two b. three c. four d. five Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 23. The interaction effect tests the effect of one independent variable for each level of another independent variable to determine how the independent variables interact to affect the ______ variable. a. dependent b. independent c. confounding d. control Ans: A KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 24. To determine the overall means for a level of an independent variable, the researcher ______ the means for the cells in the columns and the rows of a diagram of the factorial design. a. multiplies b. divides c. averages d. subtracts Ans: C KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 25. Main effects are determined by ______ means for the rows and comparing means for the columns in a diagram of the factorial design data. a. dividing b. subtracting c. comparing

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. multiplying Ans: C KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 26. To examine the ______, the researcher must consider the differences between the factorial design diagram’s rows or columns. a. order effect b. main effect c. primary effect d. interaction effect Ans: D KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 27. Graphs are useful in determining the type of interaction that occurred and should be followed up with additional statistical tests to determine exactly where the differences between the conditions in the interaction are in order to best describe ______. a. main effect b. order effect c. interaction effect d. primary effect Ans: C KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Interactions Difficulty Level: Easy 28. A statistical test conducted to characterize an interaction effect when one is found in an ANOVA is called ______ test. a. complex effects b. simple effects c. order effects d. interaction effect Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Interactions

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 29. Interactions between ______ variables can reveal interesting effects of the variables beyond what is seen in the main effects of each variable. a. dependent b. independent c. confounding d. control Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Interactions Difficulty Level: Easy 30. Factorial experiments can provide researchers with ______ information about behavior. a. flawed b. much more c. no d. bogus Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Interactions Difficulty Level: Easy 31. Simple effects tests are statistical tests conducted to characterize a(n) ______ when one is found in an ______. a. interaction effect; ANOVA b. main effect; ANOVA c. interaction effect; ANCOVA d. main effect; ANCOVA Ans: A KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Interactions Difficulty Level: Easy 32. Wesselmann et al. (2009) used the Cyberball exclusion game to evaluate effects of exclusion on emotion in their ______ type of study. a. cognitive b. developmental c. biological

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. social Ans: D KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Social Example Difficulty Level: Medium 33. Many experiments conducted by researchers are factorial designs, meaning they contain more than ______ independent variable. a. one b. two c. three d. four Ans: A KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 34. One advantage of a factorial design is that a researcher can be more efficient in testing the effects of multiple ______ variables in one experiment. a. independent b. dependent c. confounding d. experimental Ans: A KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 35. Testing the combined effects of the independent variables is a unique feature of ______. a. quasi-experimental studies b. factorial designs c. experimental studies d. placebo studies Ans: B KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

36. Silvers et al. (2014) study interested in comparing the brain activity and behavioral responses to foods found that there were ______ of age and trial type of cravings. a. simple effects b. main effects c. interaction effects d. no interaction effects Ans: D KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Biological Example Difficulty Level: Medium 37. Bill is studying how individuals' ability to concentrate is affected by both music type (pop vs. classical) and volume (soft vs. loud). If he finds that music type influences concentration, this will be referred to as ______. a. interaction b. factorial effect c. main effect d. absence of interaction effect Ans: C KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Application Answer Location: Factorial Designs Difficulty Level: Hard 38. In order to evaluate interaction effects, researchers should ______. a. graph the main effects b. compute scores from each independent variable separately c. graph the simple main effects d. graph the integration effects Ans: C KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Common Pitfalls and How to Avoid Them Difficulty Level: Medium 39. The average mean scores for each level of an independent variable is the ______. a. ANOVA test b. interaction effects c. main effects d. marginal means Ans: D

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy

True/False 1. An interaction effect can be tested in all experiments.

Ans: F KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Interactions Difficulty Level: Easy 2. Experiments are very common in cognitive research.

Ans: T KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Cognitive Example Difficulty Level: Easy 3. Hardly any of the experiments conducted by researchers are factorial designs.

Ans: F KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 4. When the effect of one independent variable (e.g., treatment type) depends on the levels of another independent variable (e.g., short or long outing), this is called an interaction effect.

Ans: T KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 5. Graphs are not useful in determining the type of interaction that occurred and should be followed up with additional statistical tests to determine exactly where the differences between the conditions in the interaction are in order to best describe the interaction effect.

Ans: F

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Interactions Difficulty Level: Easy 6. Interactions between independent variables can reveal interesting effects of the variables beyond what is seen in the main effects of each variable.

Ans: T KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: More About Interactions Difficulty Level: Easy 7. The main effect is one type of effect tested in an analysis of variance (ANOVA).

Ans: T KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 8. The primary advantages of a factorial design over simpler experiments are that a researcher can be more efficient in testing the effects of multiple independent variables in one experiment and can also examine the combined effects of those independent variables on the dependent variable.

Ans: T KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 9. Testing the combined effects of the independent variables is the unique feature of factorial designs.

Ans: T KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 10. In factorial designs, the comparison of the mean scores for the levels of one independent variable is the test of the interaction effect of that independent variable.

Ans: F

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Factorial Designs Difficulty Level: Easy 11. The Silvers et al. (2014) examined brain activity using an fMRI scan while participants viewed food in different conditions in their social study.

Ans: F KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Biological Example Difficulty Level: Easy 12. A significant interaction cannot occur unless there also exists at least one main effect.

Ans: F KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Chapter Summary Difficulty Level: Medium 13. In the Bub et al. (2013) study it was hypothesized that knowing what action is appropriate for an object (e.g., holding a mug in your hand) can affect your identification of the object.

Ans: T KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Knowledge Answer Location: Thinking About Research Difficulty Level: Easy

Essay 1. You are tasked with the job of finding out if two proposed changes affect ice cream sales by conducting an experiment to test the effects of proposed changes on consumer preferences. One proposal is to add more chocolate chips to the chocolate chip flavor of the ice cream. The other proposal is to use real vanilla in all the ice cream flavors (currently, the company uses artificial vanilla flavoring). Both proposals cost the company money, so they want you to determine if either proposal increases consumer preference for the ice cream to decide if these additions are worthwhile. What is/are the independent variable(s) in this experiment?

Ans: The experiment includes two independent variables: Chocolate chip ice cream with (1) type of vanilla (artificial or real) manipulated and (2) amount of chips manipulated (current amount or 30% more chips).

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Application Answer Location: More About Interactions Difficulty Level: Hard 2. Describe the interaction effect shown in the graph below.

90 80 Mean Score

70 60 50

Display 1 Display 2

40 30 20 10 0 Task 1

Task 2

Ans: Answers vary.

Answer should include a similar statement.

Display 2 results in a higher score than Display 1 for Task 2, but there is no effect of Display for Task 1.

KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Application Answer Location: More About Interactions Difficulty Level: Hard 3. What is a factorial design? What are the advantages of this design of other experiments?

Ans: Answers vary.

Answer should include similar statements.

• Factorial design: an experiment or quasi-experiment that includes more than one independent variable.

• The primary advantages of a factorial design over simpler experiments are that a researcher can be more efficient in testing the effects of multiple independent variables in one experiment and can also examine the effects of the interactions of those independent variables on the dependent variable. Thus, many experiments conducted by psychologists are factorial designs.

KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 REF: Cognitive Domain: Comprehension Answer Location: Factorial Designs Difficulty Level: Medium 4. What is an interaction effect? Provide an example.

Ans: Answers vary.

Answer should include similar statements.

Interaction effects test the effect of one independent variable at each level of another independent variable in an ANOVA. KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Factorial Designs Difficulty Level: Medium 5. What is a main effect? Provide an example.

Ans: Answers vary.

Answer should include similar statements.

Main effects test of the differences between all means for each level of an independent variable in an ANOVA. KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Factorial Designs Difficulty Level: Medium 6. What are the levels of the independent variable? Provide an example.

Ans: Answers vary.

Answer should include similar statements.

Levels of independent variables are different situations or conditions that participants experience in an experiment because of the manipulation of the independent variable.

KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: Factorial Designs Difficulty Level: Medium 7. What are simple effects tests and when are they used?

Ans: Answers vary.

Answer should include similar statements.

Statistical tests conducted to characterize an interaction effect when one is found in an ANOVA. KEY: Learning Objective: 13.1: Understand that crossing levels of independent variables creates conditions in an experiment REF: Cognitive Domain: Comprehension Answer Location: More About Interactions

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 14: MORE ABOUT QUASI-EXPERIMENTS

Multiple Choice 1. Of the following, ______ might be a reason a researcher would use a quasiexperiment. a. more internally valid than experiments b. easier to design c. age is their variable of interest d. more externally valid than experiments Ans: C KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: More About Quasi-Experiments Difficulty Level: Easy 2. In terms of the way data are analyzed, a quasi-experiment is most like ______ research design. a. experimental b. correlational study c. case study d. phenomenological study Ans: A KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: More About Quasi-Experiments Difficulty Level: Easy 3. Quasi-experiments are not experiments because they lack ______. a. random assignment b. any type of comparison c. a dependent variable d. pre- and posttest Ans: A KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: More About Quasi-Experiments Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 4. An example of a quasi-experiment is ______. a. two groups of participants (those who are left-handed and those who are righthanded) are asked to perform a speeded cognitive task to compare performance for the two groups b. participants take a handedness questionnaire with score indicating the degree of right- and left-handedness to look for a relationship between handedness score and time to complete a cognitive task c. participants are randomly assigned to conditions where a cognitive task is given with speeded or non-speeded instructions to determine if there is an effect of instruction type of task performance d. participants are randomly assigned to two groups Ans: A KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: More About Quasi-Experiments Difficulty Level: Easy 5. Pretest–posttest designs are quasi-experiments when they do not contain a ______. a. confounding variable b. dependent variable c. randomly assigned control group d. independent variable Ans: C KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 6. Of the following, ______ are not considered a source of bias problematic in pretest– posttest designs. a. history effects b. testing effects c. group differences d. placebo effects Ans: D KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 7. ______ would help control for bias in a pretest–posttest design. a. Increasing the amount of time between the pretest and posttest b. Including a control group that does not receive the treatment c. Using fewer subjects

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. Using the posttest scores as the dependent variable Ans: B KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 8. A non-equivalent pretest–posttest design contains a control group that ______. a. has been randomly assigned b. has not been randomly assigned c. does not take the pretest d. does not take the posttest Ans: B KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 9. The Solomon four-group design allows a researcher to measure ______. a. all confounding variables that may be present b. the effect of taking the pretest on the scores on the posttest c. group differences between the control and experimental groups d. the causal effect of the treatment Ans: B KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 10. The Solomon four-group design is a pretest–posttest design where ______. a. the experimental and control groups are randomly assigned b. there are two experimental and control groups, one that takes the pretest and one that does not take the pretest c. a historical event is used at the “treatment” d. the experimental group is randomly assigned Ans: B KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 11. Time series designs are pretest–posttest designs that ______. a. include a randomly assigned control group

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 b. compare a pattern of scores over time before and after the treatment c. include groups that do not take the pretest d. include groups that do not take the posttest Ans: B KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Time Series Designs Difficulty Level: Easy 12. A study was done in Pueblo, CO, to compare the pattern of heart attack rates across the year before and the year after a public smoking ban had been enacted. The researchers who conducted this study used a(n) ______ design. a. equivalent time series b. interrupted time series c. one-group posttest only d. nonequivalent control group Ans: B KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Time Series Designs Difficulty Level: Easy 13. The difference between an interrupted time series design and an equivalent time series design is that the interrupted time series design includes a ______ event, while a noninterrupted time series design includes a ______ treatment. a. psychological; nonpsychological b. nonpsychological; psychological c. naturally occurring; researcher implemented d. researcher implemented; naturally occurring Ans: C KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Time Series Designs Difficulty Level: Easy 14. When participants are randomly assigned to levels of the independent variable in an experiment to control for individual differences as an extraneous variable this is called ______. a. extraneous assignment b. level assignment c. random transfer d. random assignment Ans: D

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: More About Quasi-Experiments Difficulty Level: Easy 15. A ______ is a type of research design where behavior is measured both before and after a treatment or condition is implemented. a. pretest–posttest design b. Solomon four-group design c. quasi-design d. time-series Ans: A KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 16. A time series design where the “treatment” is an independent event, such as a historical event is called a(n) ______. a. equivalent time series b. interrupted time series c. one-group posttest only d. nonequivalent control group Ans: B KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Time Series Designs Difficulty Level: Easy 17. A time series design where the “treatment” is implemented by the researcher is called a(n) ______. a. nonequivalent time series b. noninterrupted time series c. one-group posttest only d. nonequivalent control group Ans: B KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Time Series Designs Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 18. ______ occur when participants are tested more than once in a study with early testing affecting later testing. a. History effects b. Testing effects c. Group differences d. Maturation effects Ans: B KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 19. ______ occur(s) when participants choose not to complete a study. a. Attrition b. Testing effects c. Group differences d. Maturation Ans: A KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 20. In a(n) ______ design, the researcher considers the difference between the pretest and posttest scores across the control and experimental groups. a. nonequivalent time series b. noninterrupted time series c. one-group posttest-only d. nonequivalent groups Ans: D KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 21. ______ can occur when participants score higher or lower than their personal average--the next time they are tested, they are more likely to score near their personal average, making scores unreliable. a. Regression toward the mean b. Deterioration c. Unrealistic scores d. Weakening of the mean Ans: A KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 22. It would be ______ to randomly assign some participants to smoke in order to conduct an experiment because this would force participants to endure something harmful. a. ethical b. unethical c. perfectly fine d. wise Ans: B KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 23. The best way to minimize the effects of maturation is to include a ______ group that does not receive the treatment to allow a comparison of groups that have similar experiences except for the treatment. a. control b. placebo c. experimental d. investigational Ans: A KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 24. ______ are events that occur during the course of a study to all or individual participants that can result in bias. a. History effects b. Testing effects c. Group differences d. Maturation Ans: A KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 25. ______ are natural changes that occur to the participants during the course of a study that can result in bias. a. History effects b. Testing effects c. Group differences

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. Maturation Ans: D KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 26. In the simplest type of pretest–posttest design, a behavior is measured ______. a. once b. twice c. three times d. four times Ans: B KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 27. Attrition is also called ______. a. mortality b. death c. dropouts d. abrasion Ans: A KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 28. Effects of history are ______ to occur in pretest–posttest designs. a. least likely b. most likely c. unlikely d. not known Ans: B KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 29. Due to the focus on patterns of scores over time, traditional data analysis techniques are typically inadequate to test hypotheses for the ______ types of designs. a. pretest–posttest b. pretest c. posttest

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 d. time-series Ans: D KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Time Series Designs Difficulty Level: Easy 30. A high score achieved at posttest may be an extreme score in some cases, and with additional testing, these students may score closer to their original mean, this is known as ______. a. regression toward the mean b. deterioration c. unrealistic scores d. weakening of the mean Ans: A KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 31. The ______ variable allows comparison of groups of participants without manipulation. a. quasi-experiment/subject b. quasi-experiment/participant c. true experiment/subject d. true experiment/participant Ans: A KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: More About Quasi-Experiments Difficulty Level: Easy 32. As with pretest–posttest designs, limitations of time series designs exist due to possible ______ factors that can affect a score pattern change other than the treatment or event of interest. a. independent b. dependent c. extraneous d. control Ans: C KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Time Series Designs

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 33. Participants may become more hopeful about their lives if they know they are being treated for depression. This is an example of ______. a. history effects b. testing effects c. group differences d. maturation effects Ans: B KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 34. Participants may become fatigued or bored with the test after taking it once, exhibiting ______. a. history effects b. testing effects c. group differences d. maturation effects Ans: B KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 35. If participants are randomly assigned to the control group and the treatment group, the study becomes a(n) ______. a. experiment b. quasi-experiment c. qualitative study d. correlational study Ans: A KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 36. When researchers are studying differences between soldiers who have been to Iraq and those who have not, the researchers are studying the effects of ______. a. subject variables b. convenience variables c. experimental variables d. manipulated variables Ans: A

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Application Answer Location: More About Quasi-Experiments Difficulty Level: Medium 37. When participants are selected because they have or have not experienced something unique in the real world (e.g., they have lived in a homeless shelter/not lived in a shelter), researchers call this type of independent variable a(n) ______. a. selected treatment b. experience treatment c. subject treatment d. natural treatment Ans: D KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Application Answer Location: More About Quasi-Experiments Difficulty Level: Medium 38. Using pretests to organize groups can be problematic because scores on posttest measures may be affected not (just) by the treatment but by ______. a. history effects b. regression to the mean c. nonequivalent groups d. individual differences Ans: B KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Comprehension Answer Location: Pretest–Posttest Designs Difficulty Level: Medium 39. The Benenson et al. (2009, Study 1) study examined gender as a subject variable because ______. a. gender cannot be randomly assigned b. gender could not be concluded as tolerance difference c. roommate assignments could not be manipulated d. history effects biased the results Ans: A KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Comprehension Answer Location: More About Quasi-Experiments Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

True/False 1. Quasi-experiments involve comparing groups of non-randomly assigned subjects.

Ans: F KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: More About Quasi-Experiments Difficulty Level: Easy 2. Quasi-experiments are the most useful designs for answering causal research questions.

Ans: F KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 3. Many applied studies that examine realistic behaviors make use of quasi-experiments because random assignment would be difficult or impossible or unethical.

Ans: T KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Types of Quasi-Experiments Difficulty Level: Easy 4. Limitations of time series designs exist due to possible extraneous factors that may affect a score pattern change other than the treatment or event of interest.

Ans: T KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Time Series Designs Difficulty Level: Easy 5. Random assignment of participants is less likely in time-series designs with a researcher-implemented treatment than an independent event examined in an interrupted time series design.

Ans: F KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Time Series Designs Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 6. Research done in educational settings often involves a quasi-experiment, because the researcher cannot affect the classroom students are in or the teacher they have.

Ans: T KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Knowledge Answer Location: Types of Quasi-Experiments Difficulty Level: Easy 7. Effects of history (and other sources of bias that occur over time) are least likely to occur in pretest–posttest designs.

Ans: F KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 8. Attrition results in data being deleted from a study (or a portion of a study).

Ans: T KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 9. Attrition is best handled by inclusion of a control group.

Ans: T KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 10. The researcher compares the scores from the pretest and the posttest, looking for a change based on the treatment or condition occurring in time between the two measurements.

Ans: T KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Pretest–Posttest Designs Difficulty Level: Easy 11. Subject variables are considered experimental variables, while natural treatment variables are considered quasi-independent variables.

Ans: F KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: More About Quasi-Experiments

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 12. Inclusion of a control group spreads the attrition (on average) across the groups and allows the researcher to make group comparisons to test the effect of the independent variable.

Ans: T KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 13. Attrition reduces the validity of the data by making it less generalizable.

Ans: T KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Knowledge Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Easy 14. An interrupted time series design uses a treatment that is an independent event that the researchers can manipulate.

Ans: F KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Comprehension Answer Location: Time Series Designs Difficulty Level: Medium 15. Researchers might choose interrupted-time-series designs when they are interested in the effect of a naturally occurring treatment.

Ans: T KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Comprehension Answer Location: Time Series Designs Difficulty Level: Medium

Essay 1. Discuss the quasi-experiment design of Benenson and Koulnazarian (2008) study to investigate at what age gender differences appear in help-seeking behaviors.

Ans: Answers vary Answers should include some of the following points: These researchers sought to determine if girls ask for help more often than boys at young ages (3 years and 6 years of age). In addition, children were grouped by socioeconomic status to examine differences between children with a low and an uppermiddle socioeconomic status. The children in the study were asked to complete a series of tasks (e.g., drawing objects), and the time they spent on the task before they asked for help was recorded. Overall, girls asked for help after a shorter time with the task than boys. In addition, younger children requested help faster than older children.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Finally, children from the low socioeconomic status group requested help faster than the children from the upper-middle socioeconomic status group. Benenson and Koulnazarian concluded that gender differences in helping behavior may not be due to learned gender roles, because in children as young as 3 years old, girls requested help more quickly than boys.

KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Comprehension Answer Location: More About Quasi-Experiments Difficulty Level: Medium 2. Explain why quasi-experiments are not as useful as experiments in answering causal research questions.

Ans: Answers vary Answer should discuss some of the following points: Because groups are not randomly assigned in quasi-experiments, there is always the possibility that a third variable has caused the group difference. This third variable can obscure the test of the causal research question.

KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Comprehension Answer Location: More About Quasi-Experiments Difficulty Level: Medium 3. Explain the difference between interrupted and non-interrupted time series designs.

Ans: Answers vary Answers should have some of the following points: Interrupted designs involve a naturally occurring event as the “treatment,” whereas noninterrupted time-series designs involve a researcher-implemented treatment.

KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Comprehension Answer Location: Time Series Designs Difficulty Level: Medium 4. Explain how time-series designs are different from other pretest–posttest designs.

Ans: Answers vary Answers should have some of the following points: Because some measures can fluctuate over time, time-series designs compare patterns of scores before and after the “treatment” instead of just comparing single pretest and posttest scores as in other pretest–posttest designs.

KEY: Learning Objective: 14.1: Understand the difference between a true independent and a quasi-independent variable REF: Cognitive Domain: Comprehension Answer Location: Time Series Designs Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

5. Discuss maturation and how it impacts research studies. Please provide examples.

Ans: Answers vary Answers should include some of the following points: • Maturation: natural changes that occur to the participants during the course of a study that can result in bias.

• This can include actual maturation, as in developmental studies where individuals are observed at different ages, or other types of changes that occur to individuals over a period of time.

For example, in the study described above to test several treatments for depression, suppose there are two groups of depressed participants: one group receives a drug therapy for 12 weeks, whereas the other group receives a talk therapy for 12 weeks.

Suppose also that both groups showed the same amount of improvement over the 12-week period in their symptoms of depression. One possible interpretation of these data is that both treatments are equally effective in improving symptoms of depression. However, another possible interpretation of these data is that symptoms of depression improve on their own without treatment (e.g., participants may become more hopeful about their lives if they know they are being treated) and that neither treatment is actually effective.

KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Comprehension Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Medium 6. Discuss history effects and its impact on research studies. Please provide examples.

Ans: Answers vary Answers should have some of the following points: • History effect: events that occur during the course of a study to all or individual participants that can result in bias.

• For example, suppose that during the time the depression study was being conducted, the economy took a turn for the worse and many people were losing their jobs and having difficulty paying bills. In this case, the historical event (the economy declining) could affect the depression levels of participants in the study, making it difficult to detect positive effects of the treatments being tested.

Alternatively, individual participants in the study could experience personal events that affect their level of depression (loss of a loved one, a promotion at work, etc.). Thus, history of the participants (either shared or personal) can affect the data in the study and reduce the internal validity.

KEY: Learning Objective: 14.2: Identify sources of bias in a quasi-experiment REF: Cognitive Domain: Comprehension Answer Location: Sources of Bias in Quasi-Experiments Difficulty Level: Medium

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

Test Bank CHAPTER 15: MORE ABOUT OTHER SPECIALIZED DESIGNS

Multiple Choice 1. In a longitudinal design age is treated as a ______ variable, but age is treated as a ______ variable in a cross-sectional design. a. within-subjects; within- and between-subjects b. within- and between-subjects; between-subjects c. within-subjects; between-subjects d. between-subjects; within-subjects Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 2. A cohort-sequential design handles some of the sources of bias present in other developmental designs by ______. a. manipulating age as an independent variable b. examining age effects both longitudinally and cross-sectionally c. removing all possible cohort/generation effects d. all of these Ans: B KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 3. A developmental psychologist compares standardized math test scores for 2nd, 5th, and 10th graders. The subjects are all tested at the same time, thus, different groups of subjects are tested, each group at a different age. This study utilizes a(n) ______ design. a. longitudinal b. cross-sectional c. cohort-sequential d. experimental Ans: B KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Application Answer Location: Developmental Designs Difficulty Level: Hard

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020

4. A cohort/generation effect may occur when ______. a. people who know each other are subjects in the same study b. a cross-sectional design is conducted c. a time-series design is used d. a Latin Square design is used Ans: B KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 5. A primary disadvantage of a longitudinal design is ______. a. the amount of time it takes to conduct the study b. that cohort/generation effects are likely to be present c. that confounding variables cannot be controlled as well as in cross-sectional designs d. they are nearly impossible to conduct due to attrition Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 6. Cross-sectional designs are more likely to be affected by ______ as a source of bias than are longitudinal designs. a. testing effects b. attrition/mortality c. cohort/generation effects d. order effects Ans: C KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 7. There are three main types of developmental designs that treat the factor of age in a different way including all but ______. a. longitudinal b. cross-sectional c. cohort-sequential d. causal Ans: D KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Easy 8. Ebbinghaus used a ______ design to develop the forgetting law of memory. a. quasi-experimental b. small-n c. covariate d. between-subject Ans: B KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Discrete Trials Designs Difficulty Level: Easy 9. The example of ______ is not a use of a small-n design. a. a researcher wishes to test the effect of a treatment on an individual b. test a mathematical description of behavior c. a behavior that does not differ across individuals very much is examined d. a researcher wishes to test the effect of a treatment on 1,000 participants Ans: D KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Small-n Designs Difficulty Level: Easy 10. A researcher measured behavior before a treatment is implemented to compare with the behavior after the treatment has been implemented, is a ______. a. confounding variable b. baseline measurement c. cohort-sequential design d. quasi-experiment Ans: B KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Baseline Designs Difficulty Level: Easy 11. A researcher measures time on task behavior for a student who has been referred by their teacher. Then the researcher implements a new reward system for the student to determine if the reward system increases time on task behavior. Time on task behavior is then measured a second time without the treatment to determine if the behavior returns to pretreatment levels. This study uses a ______ design. a. A-B-A-B b. discrete trials c. A-B-A d. both A-B-A-B and discrete trials Ans: C

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Baseline Designs Difficulty Level: Easy 12. Developmental designs that treat age as a between-subjects variable are called ______ designs. a. longitudinal b. cross-sectional c. cohort-sequential d. causal Ans: B KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 13. The ______ effects occur when participants’ experience in one condition affects their behavior in another condition of a study. a. testing b. attrition/mortality c. cohort/generation d. carryover Ans: D KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Small-n Designs Difficulty Level: Easy 14. Mathematical description of behavior is often a common goal of ______ designs, which is possible with the large number of measurements collected of basic behaviors. a. discrete trials b. A-B-A c. baseline d. reversal Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Discrete Trials Designs Difficulty Level: Easy 15. A-B-A design is also called ______. a. discrete trials b. reversal design c. baseline d. A-B-A-B design

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: B KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Baseline Designs Difficulty Level: Easy 16. Because there are no group means to present in ______ designs, data are often presented for the individual participants in the study. a. small-n b. between-subjects c. case study d. experimental Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Small-n Designs Difficulty Level: Easy 17. The ______ design is often preferable to either a longitudinal or a cross-sectional design. a. within-subjects b. between-subjects c. cohort-sequential d. causal Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 18. A small-n design that involves baseline measurements of behavior as compared with measures of behavior during the implementation of a treatment is called ______. a. discrete trials b. A-B-A c. baseline d. reversal Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Baseline Designs Difficulty Level: Easy 19. A small-n design that involves a large number of trials completed by one or a few individuals and conducted to describe basic behaviors is called ______. a. discrete trials b. A-B-A

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 c. baseline d. reversal Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Discrete Trials Designs Difficulty Level: Easy 20. ______ may occur in cross-sectional designs due to different experiences that different generations have. a. Testing effects b. Attrition/mortality c. Cohort/generation effects d. Carryover Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 21. The ______ designs compare different age groups of participants, where each participant contributes data for only one age group. a. longitudinal b. cross-sectional c. cohort-sequential d. causal Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 22. ______ can be a source of bias in the study if the participants who drop out are different from the participants who remain. a. Attrition b. Erosion c. Corrosion d. Deterioration Ans: A KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 23. Participants may get tired of being in the study, or they may move and lose contact with the researchers. This is called ______. a. attrition b. erosion c. corrosion d. deterioration Ans: A KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 24. Because the researcher collects data from all age groups at the same time, the study can be completed more quickly with a ______ design. a. longitudinal b. cross-sectional c. cohort-sequential d. causal Ans: B KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 25. If younger and older adults are tested with a survey presented on a computer, it is possible that the older adults may have more difficulty completing the survey because some may lack experience with computers. This is an example of ______. a. testing effects b. attrition/mortality c. cohort/generation effects d. carryover Ans: C KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 26. Whereas a ______ study takes time to complete because researchers must wait for the participants to age, it allows researchers to compare ages quickly with the first testing of the different-aged samples. a. longitudinal b. cross-sectional c. cohort-sequential d. causal

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 27. A psychologist measures a student’s disruptive behavior to determine the behavior rate that currently exists. This is an example of ______. a. baseline measurement b. initial measurement c. behavior measurement d. existing measurement Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Comprehension Answer Location: Small-n Designs Difficulty Level: Easy 28. Small-n designs are sometimes called ______ designs. a. multiple subject b. single subject c. two subject d. limited subject Ans: B KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Comprehension Answer Location: Small-n Designs Difficulty Level: Easy 29. The main disadvantage to ______ is that the results cannot always be generalized to people outside the study. a. small-n b. between-subjects c. case study d. experimental Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Small-n Designs Difficulty Level: Easy 30. ______ can occur for tasks that may affect future performance over time. a. Testing effects b. Attrition/mortality c. Cohort/generation effects d. Carryover effects

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: D KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Knowledge Answer Location: Small-n Designs Difficulty Level: Easy 31. Some of the earliest studies in psychology used ______. a. discrete trials b. A-B-A designs c. baseline designs d. reversal designs Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Discrete Trials Designs Difficulty Level: Easy 32. In A-B-A design, the first A indicates ______. a. the baseline measure of behavior b. the treatment c. the number of participants d. the number of conditions Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Baseline Designs Difficulty Level: Easy 33. The ______ designs are typically used to study very basic behaviors (e.g., sensory processes, learning processes), where the behaviors being measured should be very similar from person to person, and for studies where the goal is to tailor a treatment to a specific person. a. small-n b. between-subjects c. case study d. experimental Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Small-n Designs Difficulty Level: Easy 34. ______ occur when the experiences of one generation (e.g., growing up with or without computers) are very different from those of another generation and affect the way the participants complete the task or measure in the study.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 a. Testing effects b. Attrition/mortality c. Cohort/generation effects d. Carryover effects Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 35. In the ______ design, each participant is tested only once, which reduces the chance of attrition. a. longitudinal b. cross-sectional c. cohort-sequential d. causal Ans: B KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 36. Repeated baseline measurements help improve the ______ of a single-subject study. a. ecological validity b. generalizability c. internal validity d. sample’s representativeness Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Comprehension Answer Location: Discrete Trials Designs Difficulty Level: Medium 37. Dr. Clark observes his client’s sleep difficulties for a period of 2 weeks to establish a baseline. He then institutes an intervention and measures the client’s sleep difficulties for 2 weeks. The intervention is removed for a period of 2 weeks and then implemented again, and measurements are taken. This design is best described as ______. a. A-B b. A-B-A c. A-B-A-B d. A-B-B-A Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Application Answer Location: Baseline Designs

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Hard 38. In longitudinal within-subjects variable design each participant experiences ______ of the independent variable. a. baseline measures b. testing effects c. all levels d. generation effects Ans: C KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Comprehension Answer Location: Baseline Designs Difficulty Level: Medium 39. A basic behavioral processes study such as the way that information is forgotten in memory is an example of ______ design. a. discrete trials b. longitudinal c. small-n d. between-subjects Ans: A KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Discrete Trials Designs Difficulty Level: Easy

True/False 1. Carryover effects can occur for tasks that may affect future performance over time.

Ans: T KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Small-n Designs Difficulty Level: Easy 2. Longitudinal designs allow researchers to examine age effects quickly by testing subjects at different ages all at once.

Ans: F KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 3. The goal of a small-n study is to understand an individual’s behavior, either to better describe the behavior as it occurs for many individuals or in order to change that behavior.

Ans: T

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Small-n Designs Difficulty Level: Easy 4. Some of the earliest studies in psychology used the discrete trials type of small-n design.

Ans: T KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Discrete Trials Designs Difficulty Level: Easy 5. In a longitudinal design, participants are tested at different ages in their lives.

Ans: T KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 6. In a small-n design, a researcher is typically testing a theory about how a behavior works for most individuals or testing a treatment for a problematic behavior of an individual or group of individuals.

Ans: T KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Small-n Designs Difficulty Level: Easy 7. The cross-sectional design solves many of the problems that can occur with longitudinal designs.

Ans: T KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 8. Being tested on the measures early in the study can affect the later testings as participants’ scores may show effects of practice or fatigue.

Ans: T KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 9. An advantage of longitudinal design is attrition.

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Ans: F KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 10. In a longitudinal design, participants are tested at different ages in their lives.

Ans: T KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Knowledge Answer Location: Developmental Designs Difficulty Level: Easy 11. Cohort-sequential designs begin with separate samples of different age groups.

Ans: T KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Comprehension Answer Location: Developmental Designs Difficulty Level: Medium 12. In small-n designs, participants’ experiences in the treatment condition can affect their later behavior in a second baseline condition that follows the treatment condition.

Ans: T KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Comprehension Answer Location: Small-n Designs Difficulty Level: Medium 13. Discrete trials designs tend to achieve stable measures of behavior with high ecological validity.

Ans: F KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Comprehension Answer Location: Developmental Designs Difficulty Level: Medium 14. Using a small number of participants makes it easier for a researcher to control for extraneous factors.

Ans: T KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Comprehension Answer Location: Small-n Designs

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 Difficulty Level: Medium 15. Increasing the length of time between the last baseline measurement and the first intervention measurement is an effective way to decrease the likelihood of history influencing participants’ scores.

Ans: F KEY: Learning Objective: 15.3: Identify different types of small-n designs REF: Cognitive Domain: Comprehension Answer Location: Baseline Designs Difficulty Level: Medium

Essay 1. Explain why small-n designs are also experiments.

Ans: Answers vary.

Answer should include some of the following points: As in experiment design, small-n designs use an independent variable (treatment) that is manipulated to assess if there is an effect on a dependent variable.

KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Comprehension Answer Location: Small-n Designs Difficulty Level: Medium 2. Describe the primary source of bias present in cross-sectional designs.

Ans: Answers vary Answer should include some of the following points: Cross-sectional designs are subject to cohort/generation effects, where subjects of different ages behavior in different ways due to their experiences in the world.

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Comprehension Answer Location: Developmental Designs Difficulty Level: Medium 3. Describe the primary sources of bias present in longitudinal designs.

Ans: Answers vary Answer should include some of the following points: Longitudinal designs are subject to attrition/mortality and testing effects.

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs REF: Cognitive Domain: Comprehension Answer Location: Developmental Designs Difficulty Level: Medium 4. What is discrete trials design and explain how it has been important historically in psychological research.

Ans: Answers vary Answer should include some of the following points:

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 A small-n design involves a large number of trials completed by one or a few individuals and conducted to describe basic behaviors. Some of the earliest studies in psychology used the discrete trials type of small-n design. Early psychologists, such as Weber, Fechner, Ebbinghaus, and Skinner were interested in describing basic behaviors such as sensory stimulation, memory, and conditioning (Barlow & Hersen, 1984). They accomplished this through repeated measurement of these behaviors over an enormous number of trials with a small number of participants. Ebbinghaus, for example, conducted his studies of basic memory processes using himself as his subject. He repeatedly memorized nonsense syllables (FAL, JIV, etc.) to perfection and then measured his memory for these syllables after a period of time had passed. From his work, researchers learned that most of the forgetting that occurs for information is rapid, tapering off with longer delays (Neath & Surprenant, 2003).

KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Comprehension Answer Location: Discrete Trials Designs Difficulty Level: Medium 5. Discuss data analysis in small-n designs.

Ans: Answers vary Answer should include some of the following points: Because there are no group means to present in small-n designs, data are often presented for the individual participants in the study (with no identifying information to protect their confidentiality). Inferential statistics can only be used in baseline designs if a large number of observations are collected for each individual. Inferential statistics are sometimes reported for discrete trials designs for within-subjects variables that are manipulated in these types of designs. It is common, though, for researchers to report mathematical descriptions of behavior in discrete trials designs.

KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Comprehension Answer Location: Data Analysis in Small-n Designs Difficulty Level: Medium 6. Discuss cohort-sequential designs and give an example.

Ans: Answers vary Answer should include some of the following points: In a cohort-sequential design, age is treated as both a between-subjects and withinsubjects factor. Cohort-sequential designs begin with separate samples of different age groups, as in a cross-sectional design. Then these age groups are tested multiple times as they develop to allow participants to be tested at multiple ages, as in a longitudinal design. Chouinard and Roy (2008) conducted a cohort-sequential study to investigate the decline in motivation in math studies in high school students. A sample of 704 students in 7th grade and 625 students in 9th grade completed a scale that measured competency in math skills. All students were attending high schools in the Montreal, Ontario, Canada, area at the time of the study. Repeated administration of the competency scale occurred twice a year for 3 years. Thus, when the study was

McBride, The Process of Research in Psychology 4e SAGE Publishing, 2020 completed, the students who were first tested in 7th grade had completed 9th grade, and the students who were first tested in 9th grade had completed 11th grade.

KEY: Learning Objective: 15.1: Identify different developmental designs REF: Cognitive Domain: Application Answer Location: Developmental Designs Difficulty Level: Hard