Module 6 Quiz

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Question #1

Why are factorial designs useful in testing theories?

A Results from factorial designs are always intuitive.

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

Question #2

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

A decrease power

B collecting measurements from diverse groups of people

C using a matched-groups design

D using a between-groups design

Question #3

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

A increasing unsystematic variance

B using more reliable measurements

C using less precise measurements

D using a pretest/posttest design

Question #4

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

A matched-groups designs

B posttest-only designs

C pretest/posttest designs

D correlational designs

Question #5

Which of the following is true of instrumentation threats?

A They are problematic only in observational research.

B They can be avoided with counterbalancing.

C They are the same as testing threats.

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

Question #6

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

A They can be caused by poorly designed dependent variables.

B They cannot be detected by manipulation checks.

C They are problematic only in pretest/posttest designs.

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

Question #7

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

A These designs are always possible.

B These designs avoid order effects.

C These designs avoid demand characteristics.

D These designs rely on fewer participants.

Question #8

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

A selection effects

B practice effects

C design confounds

D demand characteristics

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

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

Question #10

Which of the following can help prevent testing effects?

A employing a pretest-only design

B using a comparison group

C establishing reliability of the measure

D using a clear coding manual

Question #11

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

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

B It can be determined by investigating marginal means.

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

D There can be only one type of interaction.

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 manipulated?”

B “How well was this variable measured?”

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

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 do not have a control group

B when you have only a few people in your study

C when you have a complex dependent variable

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

Question #14

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

A factorial means.

B estimate means.

C interaction means.

D marginal means.

Question #15

Testing threats involve ________, whereas instrumentation threats involve ________.

A researchers; participants

B within-groups; between groups

C participants; measurements

D independent variables; dependent variables

Question #16

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

A establishing covariance

B having a control group

C running a manipulation check

D manipulating the cause before measuring the effect

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 demand characteristics

B selection effects

C counterbalancing effects

D order 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 six

B twelve

C three

D nine

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

C Learning ABCs depends on watching a TV show.

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

Question #20

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

A It leads to larger effect sizes.

B It decreases the power of the study.

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

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 participants in the study

B the number of main effects that need to be examined

C the number of participant variables

D the statistical significance of the interaction

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 spreading interaction

D a three-way interaction

Question #23

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

A significant.

B at ceiling.

C at floor.

D null.

Question #24

Experiments use random assignment to avoid which of the following?

A demand characteristics

B carryover effects

C random selection

D selection effects

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

B He does not have a dependent variable.

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

D His study does not qualify as an experiment.

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 maturation

B testing

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 attrition

B history

C testing

D instrumentation

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 observer bias

B selection effect

C regression to the mean

D testing

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 200

C 150

D 100

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 outlier.

B floor effect.

C ceiling effect.

D weak manipulation.

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 maturation effect.

B a ceiling effect.

C a floor effect.

D a noise effect.

Question #32

Considering a measure’s face validity is

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

B not necessary in experiments.

C the first step in establishing causation.

D only done if an experiment uses observational measures.

Question #33

Ceiling effects can lead to

A large variance within groups.

B all participants performing poorly.

C large variance between groups.

D small variance between groups.

Question #34

Ceiling effects can affect

A dependent variables only.

B both independent and dependent variables.

C independent variables only.

D certain groups more than others.

Question #35

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

A within-groups

B matched-groups

C between-subjects

D mixed

Question #36

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

A including an asterisk in a table.

B using the word significant.

C the inclusion of a graph.

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 individual differences

B measurement error

C lack of power

D situation noise

Question #38

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

A systematically.

B especially.

C spontaneously.

D haphazardly.

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 situation noise

B between-group variance

C demand characteristics

D weak manipulations

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 systematic variance and error variance

D manipulation effect and observer bias

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 concurrent-measures design.

B repeated-measures design.

C staggered-administration design.

D between-group design.

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