PS370 Research Methods in Psychology Online Exam 7 Answers (Ashworth College)
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<strong>PS370</strong> <strong>Research</strong> <strong>Methods</strong> <strong>in</strong><br />
<strong>Psychology</strong> Onl<strong>in</strong>e <strong>Exam</strong> 7 <strong>Answers</strong><br />
(<strong>Ashworth</strong> <strong>College</strong>)<br />
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<strong>PS370</strong> <strong>Research</strong> <strong>Methods</strong> <strong>in</strong> <strong>Psychology</strong> Onl<strong>in</strong>e <strong>Exam</strong> 7 <strong>Answers</strong> (<strong>Ashworth</strong> <strong>College</strong>)<br />
Question 1 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
The Solomon four-group design was developed <strong>in</strong> an attempt to:<br />
A. control possible <strong>in</strong>teraction effects of the pretest and the manipulation.<br />
B. allow more levels of the <strong>in</strong>dependent variable.<br />
C. allow more groups to be tested at the same time.<br />
D. control possible <strong>in</strong>teraction effects of the pretest and posttest measures.<br />
Question 2 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
The statement "variation is necessary to carry out experiments":<br />
A. is true only <strong>in</strong> experiments <strong>in</strong>volv<strong>in</strong>g human participants.<br />
B. is not true <strong>in</strong> nearly 30% of all experimentation.<br />
C. refers only to the importance of hav<strong>in</strong>g very different participants <strong>in</strong> each group.<br />
D. is always true <strong>in</strong> experiments of any k<strong>in</strong>d.<br />
Question 3 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
The randomized pretest-posttest, control-group design is an improvement over the randomized
posttest-only, control-group design because the:<br />
A. former adds an additional control group.<br />
B. latter employs randomization only at the time of the posttest.<br />
C. former adds a pretreatment measurement of the <strong>in</strong>dependent variable.<br />
D. former adds a pretreatment measurement of the dependent variable.<br />
Question 4 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
History, maturation, and regression to the mean can be controlled by <strong>in</strong>clud<strong>in</strong>g proper:<br />
A. control groups. B. experimental groups. C. factorials. D. <strong>in</strong>strumentation.<br />
Question 5 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
The most important method for decreas<strong>in</strong>g the error term is to:<br />
A. decrease the sample size.<br />
B. hold the <strong>in</strong>dependent variable constant.<br />
C. <strong>in</strong>crease the number of dependent variables.<br />
D. <strong>in</strong>crease sample size.<br />
Question 6 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
If the p-value for an F-test is less than the alpha level chosen <strong>in</strong> the experimental design phase,<br />
you should __________ significant difference between groups.<br />
A. reject the null hypothesis and conclude that there is a<br />
B. reject the null hypothesis and conclude that there is no<br />
C. accept the null hypothesis and conclude that there is a<br />
D. accept the null hypothesis and conclude that there is no<br />
Question 7 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
The chief disadvantage of the t-test is that it:<br />
A. evaluates only the variance and not the means.<br />
B. is difficult to apply.<br />
C. can only be used when there are three or more groups.<br />
D. can only compare two groups at a time.<br />
Question 8 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
In order to support the hypothesis that the <strong>in</strong>dependent variable has <strong>in</strong>fluenced the dependent<br />
variable, __________ is necessary.<br />
A. a significantly high with<strong>in</strong>-groups variation<br />
B. careful reduction of all variation
C. a significantly high between-groups variation<br />
D. a sample size of at least 30<br />
Question 9 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
In order for us to study causal relationships among variables, it is necessary for:<br />
A. the <strong>in</strong>dependent variable to demonstrate variation.<br />
B. the dependent variable to be a constant.<br />
C. the <strong>in</strong>dependent variable to demonstrate that it is randomly distributed.<br />
D. there to be extraneous variation.<br />
Question 10 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
A researcher wants to look at the effects of "stress endurance treatment" on self-esteem <strong>in</strong> cancer<br />
patients. The researcher has 50 cancer patients attend "stress endurance treatment" sessions once<br />
a week. At the end of the 8-week treatment, participants are measured on self-esteem. This is an<br />
example of a(n) __________ design.<br />
A. ex post facto B. ad hoc C. s<strong>in</strong>gle-group, posttest-only D. longitud<strong>in</strong>al<br />
Question 11 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
Statistical tests CANNOT tell us whether:<br />
A. the comb<strong>in</strong>ation of experimental and extraneous variance is large enough to differentiate the<br />
groups.<br />
B. there is a significant difference between groups.<br />
C. there is a reliable difference between groups.<br />
D. the observed difference is due to experimental or extraneous variables.<br />
Question 12 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
The ANOVA procedure depends on calculations of:<br />
A. the size of the difference between the means of the two groups.<br />
B. both the variability with<strong>in</strong>-groups and the variability between-groups.<br />
C. levels of the <strong>in</strong>dependent variable.<br />
D. prelim<strong>in</strong>ary t-tests.<br />
Question 13 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
In experiments, we hope to f<strong>in</strong>d<br />
A. between-groups variance. B. a reduction <strong>in</strong> sampl<strong>in</strong>g error.<br />
C. with<strong>in</strong>-groups variance. D. an <strong>in</strong>crease <strong>in</strong> sampl<strong>in</strong>g error.<br />
Question 14 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts
Which of the follow<strong>in</strong>g is most closely associated with the concept of "sampl<strong>in</strong>g error"?<br />
A. Operational def<strong>in</strong>itions <strong>in</strong> experimentation<br />
B. Differences between males and females on the dependent measure<br />
C. Electronic hardware failures dur<strong>in</strong>g sampl<strong>in</strong>g<br />
D. Natural variability among the means<br />
Question 15 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
If error variance were to occur <strong>in</strong> an experiment:<br />
A. the mean of the groups would be <strong>in</strong>creased.<br />
B. the mean of the groups would be decreased.<br />
C. participants would be affected systematically.<br />
D. participants would be affected at random.<br />
Question 16 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
One of the chief weaknesses of an ex post facto procedure is that:<br />
A. it is only valid <strong>in</strong> research on children.<br />
B. no dependent variable can be manipulated.<br />
C. the researcher is unable to elim<strong>in</strong>ate rival hypotheses.<br />
D. there are no confound<strong>in</strong>g variables.<br />
Question 17 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
In order to test the effects of the 1988 heat wave on worker productivity, 48 mach<strong>in</strong>ists were<br />
randomly assigned to two groups of 24 mach<strong>in</strong>ists each. Each group was tested at a different<br />
room temperature (cool and hot) us<strong>in</strong>g dependent measures of number of parts produced and<br />
accuracy. What type of design does this study represent?<br />
A. A s<strong>in</strong>gle-group, pretest-posttest design<br />
B. A Solomon four-group design<br />
C. A multilevel, completely randomized, between-subjects design<br />
D. A randomized, posttest-only, control-group design<br />
Question 18 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
An experimenter hopes to f<strong>in</strong>d that the predicted variation:<br />
A. leads to accept<strong>in</strong>g the null hypothesis.<br />
B. reduces the difference between-groups.<br />
C. <strong>in</strong>creases the with<strong>in</strong>-groups variation.<br />
D. is due to the experimental manipulation.<br />
Question 19 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
Dr. Schmo is do<strong>in</strong>g a study exam<strong>in</strong><strong>in</strong>g the effects of fear on midterm grades <strong>in</strong> a psychology
course. He sets up three conditions (high fear, moderate fear, no fear). An appropriate<br />
manipulation check would be to:<br />
A. give a test of fear to participants and compare the three groups.<br />
B. give an alternative psychology midterm.<br />
C. compare test scores between three groups.<br />
D. None of the above<br />
Question 20 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
Whenever the F-ratio is near 1.00, it means that:<br />
A. a mistake has been made <strong>in</strong> the computation.<br />
B. there are large systematic effects present.<br />
C. the experimental manipulation probably had the predicted effects.<br />
D. the between-groups variation is no larger than would be expected by chance alone.<br />
Part 2 of 2<br />
-<br />
35.0/ 50.0 Po<strong>in</strong>ts<br />
Question 21 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
Match<strong>in</strong>g several variables simultaneously:<br />
A. can lead to egregious errors when analyz<strong>in</strong>g the data set.<br />
B. is commonly done when the researcher has only a few participants to work with.<br />
C. is usually not a workable solution.<br />
D. is easy and is far superior to a with<strong>in</strong>-subjects design.<br />
Question 22 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
Which of the follow<strong>in</strong>g is a potential confound<strong>in</strong>g factor <strong>in</strong> with<strong>in</strong>-subjects designs but NOT <strong>in</strong> a<br />
between-subjects design?<br />
A. Regression to the mean<br />
B. Sequence effects<br />
C. Attrition<br />
D. History<br />
Question 23 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
Compared with between-subjects designs, with<strong>in</strong>-subjects designs are:<br />
A. more sensitive to effects of the <strong>in</strong>dependent variable.<br />
B. less sensitive to sequence effects.<br />
C. more sensitive to 4-way ANOVAs.
D. less sensitive to participant needs.<br />
Question 24 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
S<strong>in</strong>gle-subject designs are sometimes preferable to between-subjects group comparison designs<br />
because:<br />
A. <strong>in</strong>dependent variables cannot be manipulated <strong>in</strong> between-subjects group comparison designs.<br />
B. s<strong>in</strong>gle-subject designs have greater external validity.<br />
C. important <strong>in</strong>formation about the way <strong>in</strong>dividuals perform is lost when summariz<strong>in</strong>g group<br />
<strong>in</strong>formation.<br />
D. None of the above (s<strong>in</strong>gle-subject designs are never preferable to between-subjects designs)<br />
Question 25 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
Why could correlated-groups designs be considered to be experiments?<br />
A. They maximize error variance.<br />
B. They always use score data.<br />
C. They randomly assign all participants to conditions.<br />
D. They meet the requirement of equivalence of groups.<br />
Question 26 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
A Lat<strong>in</strong> square design is a more formalized design for use <strong>in</strong>:<br />
A. with<strong>in</strong>-subjects experiments on eye color and visual acuity.<br />
B. between-subjects designs.<br />
C. with<strong>in</strong>-subjects experiments with three or more conditions.<br />
D. with<strong>in</strong>-subjects experiments with no more than three conditions.<br />
Question 27 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
In terms of the F-test, the value of F is <strong>in</strong>creased by __________ variance.<br />
A. <strong>in</strong>creas<strong>in</strong>g experimental variance and/or decreas<strong>in</strong>g error<br />
B. decreas<strong>in</strong>g experimental variance and/or <strong>in</strong>creas<strong>in</strong>g error<br />
C. <strong>in</strong>creas<strong>in</strong>g error<br />
D. decreas<strong>in</strong>g error variance and/or decreas<strong>in</strong>g experimental<br />
Question 28 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
What is the major strength of the with<strong>in</strong>-subjects design?<br />
A. More participants can be used <strong>in</strong> a s<strong>in</strong>gle study.<br />
B. Interactive effects can be identified.<br />
C. Carry-over effects are elim<strong>in</strong>ated.<br />
D. It guarantees that the participants <strong>in</strong> the various conditions are equivalent at the start of the<br />
study.<br />
Question 29 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts
The s<strong>in</strong>gle-group, pretest-posttest design, although it is considered a(n) __________ design, is<br />
a(n) __________ design.<br />
A. with<strong>in</strong>-subjects; non-experimental<br />
B. between-subjects; non-experimental<br />
C. with<strong>in</strong>-subjects; experimental<br />
D. low-constra<strong>in</strong>t; experimental<br />
Question 30 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
S<strong>in</strong>gle-subject designs are often used <strong>in</strong> research on:<br />
A. behavior modification.<br />
B. stereotyp<strong>in</strong>g and prejudice.<br />
C. development of teach<strong>in</strong>g methods.<br />
D. the side effects of psychotropic medications.<br />
Question 31 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
The s<strong>in</strong>gle-subject, randomized, time-series design is essentially an <strong>in</strong>terrupted time-series<br />
design with one ref<strong>in</strong>ement. What is that ref<strong>in</strong>ement?<br />
A. The experimenter is kept bl<strong>in</strong>d as to the manipulation.<br />
B. The participant designs and self-adm<strong>in</strong>isters the manipulation.<br />
C. The assignment of the manipulation <strong>in</strong> the time-series is randomized.<br />
D. The assignment of participants to conditions is randomized.<br />
Question 32 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
S<strong>in</strong>gle-subject designs are weak <strong>in</strong> __________ validity.<br />
A. external B. statistical C. <strong>in</strong>ternal D. construct<br />
Question 33 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
It is important <strong>in</strong> a matched-subjects design for researchers to assign each matched set of<br />
participants randomly to the conditions primarily because:<br />
A. all of the critical variables should have been identified by consult<strong>in</strong>g published studies.<br />
B. of the requirements to keep researchers bl<strong>in</strong>d as to condition.<br />
C. of the requirements to keep participants bl<strong>in</strong>d as to condition.<br />
D. random assignment with<strong>in</strong> sets can control for unidentified confound<strong>in</strong>g variables.<br />
Question 34 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
In a study of the effectiveness of an experimental drug on sleep apnea, researchers are expect<strong>in</strong>g<br />
the drug to have long-last<strong>in</strong>g beneficial effects on their participants. In this case, what type of<br />
correlated-groups design should they use?<br />
A. A with<strong>in</strong>-subjects design<br />
B. A matched-subjects design
C. A simple repeated-measures design<br />
D. A matched-conditions design<br />
Question 35 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
In ABA designs, the effects of the <strong>in</strong>dependent variable on the dependent variable are<br />
demonstrated if the:<br />
A. level of the dependent variable stays the same <strong>in</strong> spite of any manipulation.<br />
B. behavior changes <strong>in</strong> the predicted direction whenever the conditions are reversed.<br />
C. level of the dependent variable changes even though there is no <strong>in</strong>dependent variable be<strong>in</strong>g<br />
manipulated.<br />
D. time graph shows some fluctuations.<br />
Question 36 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
A good way to control for carry-over effects <strong>in</strong> with<strong>in</strong>-subjects experiments, provided that there<br />
are not too many experimental conditions, is:<br />
A. positive practice.<br />
B. us<strong>in</strong>g a matched-subjects design.<br />
C. debrief<strong>in</strong>g participants.<br />
D. counterbalanc<strong>in</strong>g.<br />
Question 37 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
Which of the follow<strong>in</strong>g is NOT a characteristic of a with<strong>in</strong>-subjects design?<br />
A. Each participant is tested under each experimental condition.<br />
B. The scores <strong>in</strong> each condition are correlated with each other.<br />
C. Each participant is measured only once on the dependent variable.<br />
D. The critical comparison is the difference between correlated groups on the dependent<br />
variable.<br />
Question 38 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
In with<strong>in</strong>-subjects designs, each participant:<br />
A. is measured at least five times.<br />
B. serves as his or her own control.<br />
C. is measured only once.<br />
D. is randomly assigned to one of two conditions.<br />
Question 39 of 40<br />
0.0/ 2.5 Po<strong>in</strong>ts<br />
In an ABA reversal design, the term "reversal" refers to:<br />
A. the sequential reversal of levels of treatment.<br />
B. revers<strong>in</strong>g the order of presentation of stimuli.
C. controll<strong>in</strong>g for sequence effects.<br />
D. switch<strong>in</strong>g the <strong>in</strong>dependent variable with the dependent variable.<br />
Question 40 of 40<br />
2.5/ 2.5 Po<strong>in</strong>ts<br />
A researcher is us<strong>in</strong>g a with<strong>in</strong>-subjects design. After condition two (there are a total of three<br />
conditions) the researcher notices that the participants are look<strong>in</strong>g bored and restless. After the<br />
third condition, the researcher records a fall<strong>in</strong>g off of performance. This is a(n) __________<br />
effect.<br />
A. positive practice B. negative practice C. participant D. order<strong>in</strong>g