Module 6 Quiz

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Question #1

Why are factorial designs useful in testing theories?

A They allow researchers to explore the construct validity of a theory.

B Results from factorial designs are typically straightforward and easy to interpret.

C They allow researchers to understand the nuances of how variables interact.

D Results from factorial designs are always intuitive.

Question #2

Which of the following things can be done to reduce the effect of individual differences?

A decrease power

B using a matched-groups design

C using a between-groups design

D collecting measurements from diverse groups of people

Question #3

Which of the following things can be done to reduce measurement error?

A using a pretest/posttest design

B increasing unsystematic variance

C using less precise measurements

D using more reliable measurements

Question #4

Which of the following research designs is used to address possible selection effects?

A correlational designs

B matched-groups designs

C pretest/posttest designs

D posttest-only designs

Question #5

Which of the following is true of instrumentation threats?

A They occur only when using mechanical instruments (e.g., blood pressure cuffs, scales).

B They are the same as testing threats.

C They can be avoided with counterbalancing.

D They are problematic only in observational research.

Question #6

Which of the following is true of ceiling and floor effects?

A They cannot be detected by manipulation checks.

B They are problematic only in pretest/posttest designs.

C They don’t affect the results of a study.

D They can be caused by poorly designed dependent variables.

Question #7

Which of the following is an advantage of within-groups designs?

A These designs avoid demand characteristics.

B These designs are always possible.

C These designs rely on fewer participants.

D These designs avoid order effects.

Question #8

Which of the following is a threat to internal validity found in within-groups designs but not in independent-groups designs?

A design confounds

B selection effects

C demand characteristics

D practice effects

Question #9

Which of the following is a reason that researchers typically choose to prioritize internal over external validity?

A They want to be able to generalize results to the population.

B Researchers can seek out more diverse and representative participants.

C Having a confound-free setting allows them to make causal claims.

D Conducting an experiment in the laboratory is more expensive and time consuming.

Question #10

Which of the following can help prevent testing effects?

A employing a pretest-only design

B using a clear coding manual

C establishing reliability of the measure

D using a comparison group

Question #11

Which of the following can be said of the interaction in a study?

A There can be only one type of interaction.

B It can be determined by investigating marginal means.

C It is usually less important than a study’s main effects.

D It can exist even if the main effects are not significant.

Question #12

When interrogating the construct validity of the dependent variable in an experiment, which of the following questions should be asked?

A “How well was this variable explained to participants?”

B “How well was this variable manipulated?”

C “How well was this variable measured?”

D “How well was this variable controlled by the experimenter?”

Question #13

Using a matched-group design is especially important in which of the following cases?

A when you have only a few people in your study

B when you have at least three levels/conditions of the independent variable

C when you have a complex dependent variable

D when you do not have a control group

Question #14

The arithmetic means for each level of an independent variable, averaging over levels of the other independent variable, are called

A marginal means.

B factorial means.

C interaction means.

D estimate means.

Question #15

Testing threats involve ________, whereas instrumentation threats involve ________.

A independent variables; dependent variables

B participants; measurements

C researchers; participants

D within-groups; between groups

Question #16

Researchers conducting an experiment can ensure temporal precedence by doing which of the following?

A having a control group

B establishing covariance

C manipulating the cause before measuring the effect

D running a manipulation check

Question #17

RESEARCH STUDY 10.2: Dr. Dormeur studies sleep and sleep disorders. She is curious as to whether technology exposure before bedtime causes people to fall asleep more slowly. She recruits a sample of 60 middle-aged women from a local church who reported no history of sleep problems. She creates three conditions. All participants come to the sleep lab for three nights in a row and experience all three conditions. In the first condition (A), participants were asked to play an online game (Candy Crush) on an iPad for 10 minutes prior to going to bed. In the second condition (B), participants were asked to read an article using an iPad that discussed tricks and tips for improving one’s score on Candy Crush (which took about 10 minutes). In the third condition (C), participants were asked to read a newspaper article about the inventor of Candy Crush (which took about 10 minutes). With the use of an electroencephalograph (EEG), the researcher measures how long it takes participants to fall asleep.
Dr. Dormeur was concerned that asking participants how long it took them to fall asleep would lead them to suspect that was the purpose of the study. Her decision to measure how long it took participants to go to sleep using the EEG instead of self-report was meant to decrease which of the following?

A counterbalancing effects

B order effects

C demand characteristics

D selection effects

Question #18

RESEARCH STUDY 10.2: Dr. Dormeur studies sleep and sleep disorders. She is curious as to whether technology exposure before bedtime causes people to fall asleep more slowly. She recruits a sample of 60 middle-aged women from a local church who reported no history of sleep problems. She creates three conditions. All participants come to the sleep lab for three nights in a row and experience all three conditions. In the first condition (A), participants were asked to play an online game (Candy Crush) on an iPad for 10 minutes prior to going to bed. In the second condition (B), participants were asked to read an article using an iPad that discussed tricks and tips for improving one’s score on Candy Crush (which took about 10 minutes). In the third condition (C), participants were asked to read a newspaper article about the inventor of Candy Crush (which took about 10 minutes). With the use of an electroencephalograph (EEG), the researcher measures how long it takes participants to fall asleep.
Given that there are three conditions/levels of the independent variable, how many orders of the conditions are possible in Dr. Dormeur’s study?

A twelve

B nine

C three

D six

Question #19

Lakshmi wants to know whether a new TV show helps children learn their ABCs. She discovers there is an interaction with whether or not parents watched the show alongside the child. Which of the following statements best describes this finding?

A Only parents can teach children their ABCs.

B The show improved ABC skills only for kids whose parents watched along with them.

C Learning ABCs depends on watching a TV show.

D The show did not improve ABC skills because parents had to be there.

Question #20

In what way does high within-groups variance obscure between-groups variance?

A It causes more overlap in scores between experimental/comparison groups.

B It decreases the power of the study.

C It leads to larger effect sizes.

D It limits the type of statistical analyses that can be conducted.

Question #21

Imagine that you are reading a journal article and you see the following sentence: “The study used a 2 × 2 × 4 design.” Based on this sentence alone, you would know which of the following pieces of information?

A the number of main effects that need to be examined

B the number of participant variables

C the statistical significance of the interaction

D the number of participants in the study

Question #22

If a person describes the results of a study to you by saying that there is a zero difference in one condition but a large difference in another condition, the person is most likely describing which of the following?

A a crossover interaction

B a difference interaction

C a three-way interaction

D a spreading interaction

Question #23

If a narrow confidence interval contains zero, then the effect is

A at ceiling.

B significant.

C null.

D at floor.

Question #24

Experiments use random assignment to avoid which of the following?

A carryover effects

B selection effects

C random selection

D demand characteristics

Question #25

Dr. Kline, an environmental psychologist, conducts a study to examine whether visiting zoos causes people to have more positive attitudes toward environmental conservation. He asks a group of 45 people attending the zoo on a Saturday morning about their attitudes. He finds that 69% of the people report having a positive attitude after their visit. Which of the following is true?

A His control group is people who did not visit the zoo.

B He does not have a dependent variable.

C His study does not qualify as an experiment.

D He can make a strong causal claim about the effect of zoo visits on environmental attitudes.

Question #26

Dr. Hoff is curious as to whether children in a kindergarten classroom will be friendlier after talking about friendship. Immediately before and after the discussion, she has several undergraduate research assistants code the “friendliness” of a group of kindergarteners. Which of the following threats should Dr. Hoff be most concerned about?

A testing

B maturation

C history

D instrumentation

Question #27

Dr. Granger notices that 20 students in their longitudinal study of 100 college students dropped out of the experiment over time. When they look at the missing data, they discover that those 20 students had significantly lower pretest scores than the 80 with complete data. Which type of threat is this an example of?

A instrumentation

B attrition

C history

D testing

Question #28

Dr. Georgiou wants to help undergraduates overcome homesickness. She gives a survey to 500 undergraduates and picks the 50 who scored the highest on her measure of homesickness to complete her treatment. After three weeks, she tests them again and finds their homesickness scores are significantly lower. Which of the following is a threat to her study?

A selection effect

B regression to the mean

C testing

D observer bias

Question #29

Dr. Gavin is conducting a 2 × 4 independent-groups factorial design. Assuming he wants 25 people in each cell, how many participants does Dr. Gavin need to recruit?

A 250

B 100

C 200

D 150

Question #30

Dr. Adebayo is curious as to whether exposing people to violent video games causes them to be more aggressive. She assigns half her participants to play a violent video game for 5 minutes and the other half to play the same game for 25 minutes. Afterward, she has them play a board game and has a well-trained coder determine whether they are very aggressive in their playing style, barely aggressive, or not at all aggressive. She finds that a vast majority of her participants, regardless of group assignment, are rated as very aggressive. This outcome would be known as a(n)

A floor effect.

B weak manipulation.

C ceiling effect.

D outlier.

Question #31

Davonte conducts a study on numerical reasoning in two-year-olds. He wants to know whether showing them an educational YouTube video will help them improve their counting abilities. For his dependent variable, he asks each child to count to 100. He finds no change from pretest to posttest and discovers most children couldn’t count past 10. This is an example of

A a noise effect.

B a ceiling effect.

C a floor effect.

D a maturation effect.

Question #32

Considering a measure’s face validity is

A only done if an experiment uses observational measures.

B the first step in establishing causation.

C a good way to interrogate the construct validity of the dependent variable.

D not necessary in experiments.

Question #33

Ceiling effects can lead to

A large variance between groups.

B large variance within groups.

C small variance between groups.

D all participants performing poorly.

Question #34

Ceiling effects can affect

A both independent and dependent variables.

B dependent variables only.

C certain groups more than others.

D independent variables only.

Question #35

An independent-groups design is also known as a design __________.

A mixed

B matched-groups

C within-groups

D between-subjects

Question #36

An author might use all of the following methods to indicate statistical significance EXCEPT

A including an asterisk in a table.

B the inclusion of a graph.

C using the word significant.

D using the notation p < 0.05.

Question #37

After finding a null result in her study, a researcher decides to conduct a follow-up study where she limits who the findings will generalize to. Which cause of within-group variance is she trying to reduce?

A situation noise

B individual differences

C measurement error

D lack of power

Question #38

A threat to internal validity occurs only if a potential design confound varies with the independent variable

A systematically.

B spontaneously.

C haphazardly.

D especially.

Question #39

A researcher’s attempt to control sounds, smells, and even temperature in a testing environment is meant to reduce which of the following?

A demand characteristics

B weak manipulations

C between-group variance

D situation noise

Question #40

A participant’s score on a dependent variable is a combination of which of the following?

A their mean score and their standard deviation

B measurement error and their true score

C manipulation effect and observer bias

D systematic variance and error variance

Question #41

A design in which participants are exposed to all the levels of an independent variable at roughly the same time and a single attitudinal or behavioral preference is the dependent variable is known as a(n)

A repeated-measures design.

B staggered-administration design.

C between-group design.

D concurrent-measures design.

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