 |
| 1 | |
A mixed design includes: |
| | A) | both a single factor and a parametric factor. |
| | B) | both within-subjects and between-subjects factors. |
| | C) | both experimental and correlational factors. |
| | D) | multiple independent and dependent variables. |
|
|
|
| 2 | |
In a nested design, you: |
| | A) | include experimental and correlational variables. |
| | B) | include more than one dependent variable. |
| | C) | have different levels of a within-subjects factor included under the various levels of a between-subjects factor. |
| | D) | have different levels of a between-subjects factor included under the various levels of a within-subjects factor. |
|
|
|
| 3 | |
According to your text, a __________ design would be useful if you had to test large groups of participants at once rather than individually. |
| | A) | mixed |
| | B) | Solomon four-group |
| | C) | combined |
| | D) | nested |
|
|
|
| 4 | |
In an experiment on learning, you have three levels of word list difficulty. Under each level of difficulty, you have two different lists of words. The design being used here is a: |
| | A) | nested design. |
| | B) | quasi-experimental design. |
| | C) | mixed design. |
| | D) | design combining correlational and experimental components. |
|
|
|
| 5 | |
A design that combines correlational and experimental components is used when: |
| | A) | you must economize on research participants. |
| | B) | a within-subjects design becomes impractical. |
| | C) | you want to statistically control the effects of a variable on which participants vary. |
| | D) | Both a and b |
| | E) | None of the above |
|
|
|
| 6 | |
A correlational variable that resembles an independent variable is known as a: |
| | A) | quasi-independent variable. |
| | B) | quasi-experimental variable. |
| | C) | covariate. |
| | D) | pseudoexperimental variable. |
|
|
|
| 7 | |
An advantage of including a quasi-independent variable in an experiment is that it: |
| | A) | allows you to assess the generality of your findings across the levels of the quasi-independent variable. |
| | B) | makes it more difficult to misinterpret your results. |
| | C) | allows you to infer a causal relationship between your quasi-independent variable and dependent variable. |
| | D) | totally eliminates confounding variables from your design. |
|
|
|
| 8 | |
According to the text, the main disadvantage of including a quasi-independent variable in an experiment is that: |
| | A) | it adds complexity to an experiment. |
| | B) | results are often misinterpreted. |
| | C) | it is difficult to quantify quasi-independent variables. |
| | D) | adding a quasi-independent variable adds potential confounding variables to an experiment. |
|
|
|
| 9 | |
In a __________, you make observations prior to and immediately after introducing your independent variable. |
| | A) | nonequivalent time samples design |
| | B) | time-series design |
| | C) | pretest-posttest design |
| | D) | None of the above |
|
|
|
| 10 | |
In the interrupted time-series design, the independent variable is: |
| | A) | a true independent variable created by the experimenter. |
| | B) | limited to participant variables such as age and sex. |
| | C) | statistically controlled to remove its effects on the dependent variable. |
| | D) | often a naturally occurring event and therefore not a true independent variable. |
|
|
|
| 11 | |
A quasi-experimental design in which the independent variable is presented repeatedly is the: |
| | A) | equivalent control groups design. |
| | B) | multiple time-series design. |
| | C) | equivalent time samples design. |
| | D) | nonequivalent control group design. |
|
|
|
| 12 | |
According to your text, an advantage of quasi-experimental designs is that: |
| | A) | they allow you to evaluate the impact of a quasi-independent variable under naturally occurring conditions. |
| | B) | you can statistically control extraneous variables to clarify the relationship between a true independent variable and the dependent variable. |
| | C) | you have a high degree of control over the variables that control behavior. |
| | D) | Both a and b |
| | E) | All of the above |
|
|
|
| 13 | |
A drawback of quasi-experimental research is that: |
| | A) | you can never establish causal relationships. |
| | B) | when you are using naturally occurring events, you have little or no control over when the event will occur. |
| | C) | you cannot control participant characteristics such as age and gender. |
| | D) | Both a and c |
| | E) | All of the above |
|
|
|
| 14 | |
In a nonequivalent control group design: |
| | A) | a covariate is included. |
| | B) | a control group is included that is not exposed to the treatment to which the experimental group is exposed. |
| | C) | only one observation is made before introducing the independent variable. |
| | D) | None of the above |
|
|
|
| 15 | |
According to your text, a disadvantage of the nonequivalent control group design is: |
| | A) | validity may be compromised if groups are not equivalent before the study. |
| | B) | that if groups are selected based on extreme scores, any differences may reflect regression to the mean. |
| | C) | that the design has very low external validity. |
| | D) | All of the above |
| | E) | Both a and b only |
|
|
|
| 16 | |
Pretest-posttest designs are used to: |
| | A) | test a participant's ability to perform on multiple tests. |
| | B) | make sure a research procedure works (by pretesting it) before actually conducting a study. |
| | C) | evaluate performance only in classroom situations. |
| | D) | evaluate the effects of some change in the environment on subsequent performance. |
|
|
|
| 17 | |
According to your text, the pretest-posttest design differs from quasi-experimental designs in that: |
| | A) | quasi-experimental designs are more powerful than pretest-posttest designs. |
| | B) | it is not possible to establish causal relationships in a pretest-posttest design, whereas it is possible in a quasi-experimental design. |
| | C) | the pretest-posttest design is a true experimental design resembling a within-subjects design. |
| | D) | you have less control over extraneous variables with the pretest-posttest design than with the quasi-experimental design. |
|
|
|
| 18 | |
A problem you need to be concerned with specifically when using a pretest-posttest design (as opposed to other designs) is: |
| | A) | the possible effects of the pretest itself on subsequent performance. |
| | B) | the validity of the dependent variable. |
| | C) | the effect of the posttest on subsequent performance. |
| | D) | the range of the independent variable. |
|
|
|
| 19 | |
A pretest-posttest design that allows you to test for possible sensitizing effects of a pretest is the: |
| | A) | nonequivalent control group design. |
| | B) | Solomon four-group design. |
| | C) | Latin square design. |
| | D) | multiple pretest design. |
|
|
|
| 20 | |
A developmental design that involves measuring different-aged participants at about the same time is the ________ design. |
| | A) | cross-sectional |
| | B) | longitudinal |
| | C) | cohort-generational |
| | D) | cohort-sequential |
|
|
|
| 21 | |
In a cross-sectional design testing memory over the lifespan, _________ may preclude drawing clear conclusions based on the observations made. |
| | A) | subject mortality |
| | B) | a cross-generation problem |
| | C) | a generation effect |
| | D) | a multiple testing effect |
|
|
|
| 22 | |
A developmental design that involves measuring the same participants over some period of time is the _________ design. |
| | A) | cross-sectional |
| | B) | quasi-developmental |
| | C) | experimental-developmental |
| | D) | longitudinal |
|
|
|
| 23 | |
Cross-generation effects, subject mortality, and multiple testing effects are problems for which developmental design? |
| | A) | the cross-sectional design |
| | B) | the longitudinal design |
| | C) | the cohort-sequential design |
| | D) | All of the above |
|
|
|
| 24 | |
According to your text, an advantage of the longitudinal design is that: |
| | A) | it eliminates generation effects completely. |
| | B) | data can be collected quickly and inexpensively. |
| | C) | you can see developmental changes in behavior clearly. |
| | D) | Both b and c |
| | E) | All of the above |
|
|
|
| 25 | |
The cohort-sequential design allows you to: |
| | A) | test for the presence of generation effects. |
| | B) | eliminate generation effects. |
| | C) | reduce multiple testing effects. |
| | D) | draw causal inferences from a developmental design. |
|
|
.