Question 1

If an extraneous variable affects all groups equally:

Accepted Answer

A)  within-groups variance is increased. 
B)  it is more difficult to reject the null hypothesis. 
C)  there is increased probability of a Type II error. 
D)  all of these 
A)  within-groups variance is increased. 
B)  it is more difficult to reject the null hypothesis. 
C)  there is increased probability of a Type II error. 
D)  all of these D

Question 2

If two groups are unequal at the start of an experiment with regard to the dependent variable, then the F ratio would be:

Accepted Answer

A)  1 
B)  1 
D)  unknown 
A)  1 
B)  1 
D)  unknown C

Question 3

Describe the counterbalancing procedure as it relates to random assignment.

Accepted Answer

The counterbalancing procedure is a method used in experimental design to control for potential order effects when participants are exposed to different conditions or treatments. In the context of random assignment, counterbalancing involves systematically varying the order in which participants experience the different conditions in order to minimize the impact of any potential order effects on the results.

For example, if a study involves two treatment conditions (A and B), participants may be randomly assigned to experience either condition A first followed by condition B, or condition B first followed by condition A. This ensures that any potential effects of experiencing one condition before the other are evenly distributed across the participants, reducing the likelihood that any observed differences in outcomes are due to the order in which the conditions were experienced rather than the actual treatments themselves.

By using counterbalancing in conjunction with random assignment, researchers can increase the internal validity of their studies by minimizing the influence of extraneous variables and increasing the likelihood that any observed effects are truly due to the treatments being studied.

Question 4

In the example cited in the chapter regarding the study on estimation of time, the first question to be asked is:

Accepted Answer

A)  "Who will be our participants?" 
B)  "Does the dependent variable have at least two levels?" 
C)  "How do we assign participants to the groups?" 
D)  "Is the difference between groups due to a confound?" 
A)  "Who will be our participants?" 
B)  "Does the dependent variable have at least two levels?" 
C)  "How do we assign participants to the groups?" 
D)  "Is the difference between groups due to a confound?"

Question 5

The best way to eliminated potential confounds that might result from participant assignment is:

Accepted Answer

A)  counterbalancing. 
B)  randomization. 
C)  elimination. 
D)  equating. 
A)  counterbalancing. 
B)  randomization. 
C)  elimination. 
D)  equating.

Question 6

What is the difference between participant selection and participant assignment? How does each affect either internal or external validity in an experiment?

Accepted Answer

Participant selection refers to the proc

Question 7

Participant selection procedures affect:

Accepted Answer

A)  internal validity. 
B)  external validity. 
C)  counterbalancing. 
D)  experimental design. 
A)  internal validity. 
B)  external validity. 
C)  counterbalancing. 
D)  experimental design.

Question 8

Control can help researchers make conclusions about the effects of an independent variable on a dependent variable. However, if control makes an experiment too unnatural, ____ may be compromised.

Accepted Answer

A)  generalizability 
B)  external validity 
C)  relevance to the "real world" 
D)  all of these 
A)  generalizability 
B)  external validity 
C)  relevance to the "real world" 
D)  all of these

Question 9

Experiments conducted in artificial environments may lack:

Accepted Answer

A)  internal validity. 
B)  external validity. 
C)  reliability. 
D)  control. 
A)  internal validity. 
B)  external validity. 
C)  reliability. 
D)  control.

Question 10

To assign participants to groups in a truly random fashion, you should:

Accepted Answer

A)  use a random number table. 
B)  flip a coin. 
C)  draw names out of a hat. 
D)  any of these 
A)  use a random number table. 
B)  flip a coin. 
C)  draw names out of a hat. 
D)  any of these

Question 11

Discuss the logic of experimental design in terms of the F ratio and the null hypothesis. What is the effect on the F ratio of unequal groups at the start of an experiment?

Accepted Answer

Experimental design involves carefully p

Question 12

The following experiment illustrates what design?

Accepted Answer

A)  factorial design 
B)  pretest-only control group design 
C)  posttest-only control group design 
D)  pretest-posttest control group design 
A)  factorial design 
B)  pretest-only control group design 
C)  posttest-only control group design 
D)  pretest-posttest control group design

Question 13

Explain how random sampling impacts external validity.

Accepted Answer

Random sampling is a crucial aspect of e

Question 14

Potential confounds can be eliminated from experiments by using ____ when assigning participants to conditions.

Accepted Answer

A)  elimination procedure 
B)  equating procedure 
C)  counterbalancing 
D)  all of these 
A)  elimination procedure 
B)  equating procedure 
C)  counterbalancing 
D)  all of these

Question 15

A classmate designs the following experiment. What advice would you give him to improve upon it?

Accepted Answer

A)  to specify both groups as receiving zero level of T 
B)  not to perform a pretest-posttest 
C)  to randomly assign participants to groups 
D)  to randomly select participants from the population 
A)  to specify both groups as receiving zero level of T 
B)  not to perform a pretest-posttest 
C)  to randomly assign participants to groups 
D)  to randomly select participants from the population

Question 16

Using participants in different conditions that "match" on one or more characteristic is known as:

Accepted Answer

A)  randomizing. 
B)  equating. 
C)  counterbalancing. 
D)  operationalizing. 
A)  randomizing. 
B)  equating. 
C)  counterbalancing. 
D)  operationalizing.

Question 17

In a Solomon four-group design:

Accepted Answer

A)  participants who get a pretest also get a posttest. 
B)  not all participants receive the pretest. 
C)  not all the participants received the posttest. 
D)  all participants receive a pretest but not all receive a posttest. 
A)  participants who get a pretest also get a posttest. 
B)  not all participants receive the pretest. 
C)  not all the participants received the posttest. 
D)  all participants receive a pretest but not all receive a posttest.

Question 18

The question of who our subjects will be in an experiment is most related to:

Accepted Answer

A)  where we are conducting our experiment. 
B)  the likelihood of Type I errors. 
C)  our experimental design. 
D)  the topic being studied. 
A)  where we are conducting our experiment. 
B)  the likelihood of Type I errors. 
C)  our experimental design. 
D)  the topic being studied.

Question 19

If two groups are equal with regard to the dependent variable at the start of an experiment before the independent variable is introduced, we can assume that the F ratio would be:

Accepted Answer

A)  0 
B)  1 
C)  >1 
D)  unknown 
A)  0 
B)  1 
C)  >1 
D)  unknown

Question 20

How do the elimination procedure and the equating procedure reduce potential confounds?

Accepted Answer

The elimination procedure and the equati

If an extraneous variable affects all groups equally:

If two groups are unequal at the start of an experiment with regard to the dependent variable, then the F ratio would be:

Describe the counterbalancing procedure as it relates to random assignment.

In the example cited in the chapter regarding the study on estimation of time, the first question to be asked is:

The best way to eliminated potential confounds that might result from participant assignment is:

What is the difference between participant selection and participant assignment? How does each affect either internal or external validity in an experiment?

Participant selection procedures affect:

Control can help researchers make conclusions about the effects of an independent variable on a dependent variable. However, if control makes an experiment too unnatural, ____ may be compromised.

Experiments conducted in artificial environments may lack:

To assign participants to groups in a truly random fashion, you should:

Discuss the logic of experimental design in terms of the F ratio and the null hypothesis. What is the effect on the F ratio of unequal groups at the start of an experiment?

The following experiment illustrates what design?

Explain how random sampling impacts external validity.

Potential confounds can be eliminated from experiments by using ____ when assigning participants to conditions.

A classmate designs the following experiment. What advice would you give him to improve upon it?

Using participants in different conditions that "match" on one or more characteristic is known as:

In a Solomon four-group design:

The question of who our subjects will be in an experiment is most related to:

If two groups are equal with regard to the dependent variable at the start of an experiment before the independent variable is introduced, we can assume that the F ratio would be:

How do the elimination procedure and the equating procedure reduce potential confounds?

Applying Psychology to Teaching

Stage Theories of Development

Age-Level Characteristics

Understanding Student Differences

Addressing Cultural and Socioeconomic Diversity

Accommodating Student Variability

Behavioral and Social Learning Theories

Constructivist Learning Theory, Problem Solving, and Transfer

Approaches to Instruction

Motivation

Classroom Management

Assessment of Classroom Learning

Understanding and Using Standardized Tests

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Exam 8: Information-Processing Theory

If an extraneous variable affects all groups equally:

If two groups are unequal at the start of an experiment with regard to the dependent variable, then the F ratio would be:

Describe the counterbalancing procedure as it relates to random assignment.

In the example cited in the chapter regarding the study on estimation of time, the first question to be asked is:

The best way to eliminated potential confounds that might result from participant assignment is:

What is the difference between participant selection and participant assignment? How does each affect either internal or external validity in an experiment?

Participant selection procedures affect:

Control can help researchers make conclusions about the effects of an independent variable on a dependent variable. However, if control makes an experiment too unnatural, ____ may be compromised.

Experiments conducted in artificial environments may lack:

To assign participants to groups in a truly random fashion, you should:

Discuss the logic of experimental design in terms of the F ratio and the null hypothesis. What is the effect on the F ratio of unequal groups at the start of an experiment?

The following experiment illustrates what design?

Explain how random sampling impacts external validity.

Potential confounds can be eliminated from experiments by using ____ when assigning participants to conditions.

A classmate designs the following experiment. What advice would you give him to improve upon it?

Using participants in different conditions that "match" on one or more characteristic is known as:

In a Solomon four-group design:

The question of who our subjects will be in an experiment is most related to:

If two groups are equal with regard to the dependent variable at the start of an experiment before the independent variable is introduced, we can assume that the F ratio would be:

How do the elimination procedure and the equating procedure reduce potential confounds?

Applying Psychology to Teaching

Stage Theories of Development

Age-Level Characteristics

Understanding Student Differences

Addressing Cultural and Socioeconomic Diversity

Accommodating Student Variability

Behavioral and Social Learning Theories

Constructivist Learning Theory, Problem Solving, and Transfer

Approaches to Instruction

Motivation

Classroom Management

Assessment of Classroom Learning

Understanding and Using Standardized Tests

Becoming a Better Teacher by Becoming a Reflective Teacher

Becoming a Better Teacher by Becoming a Reflective Teacher

Filters