Exam 12: Quasi-Experimental and Longitudinal Designs: Examining Relationships in Applied Setting
Exam 1: Philosophies of Science and Counseling: Why Science Matters to Counseling20 Questions
Exam 2: Research Training: Joys and Challenges19 Questions
Exam 3: Ethics in Counseling Research: Being and Doing Right20 Questions
Exam 4: Professional Writing: a Critical Skill for Scientists and Practitioners20 Questions
Exam 5: Identifying Interests and Operationalizing Topics: Forget That Perfect Study20 Questions
Exam 6: Choosing Research Designs: Balancing Ideals and Realities20 Questions
Exam 7: Validity Issues in Research: the Heart of It All20 Questions
Exam 8: Population Issues: Who We Study Matters20 Questions
Exam 9: Diverse Perspectives: Conceptual and Methodological Considerations20 Questions
Exam 10: Scale Construction: a Most Fundamental Tool20 Questions
Exam 11: True Experimental Designs: the Power of Between-Groups and Within-Subjects Designs20 Questions
Exam 12: Quasi-Experimental and Longitudinal Designs: Examining Relationships in Applied Setting20 Questions
Exam 13: Quantitative Descriptive Designs: Describing, Explaining, and Predicting Phenomenon20 Questions
Exam 14: Analogue Research: Maximizing Experimental Control20 Questions
Exam 15: Single-Subject Designs: Learning From the Richness of a Sample Size of 120 Questions
Exam 16: Qualitative Research: Complexities and Richness From Digging Deeper20 Questions
Exam 17: Mixed Methods Designs: When Qualitative and Quantitative Designs Meet20 Questions
Exam 18: The Independent Variable: the Drivers of the Study20 Questions
Exam 19: The Dependent Variable: Skillfully Measuring Intended Outcomes20 Questions
Exam 20: Counseling Outcome Research: Does Counseling Work20 Questions
Exam 21: Process Research: the Hows and Whys That Make Counseling Work20 Questions
Exam 22: Program Evaluation: Applying Science and Practice to Real Life20 Questions
Exam 23: Bias: Error Variances From Investigators, Experimenters, and Participants20 Questions
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The analysis of whether changes in one variable in a time series cause subsequent changes in another variable in the series is referred to as an analysis of concomitance in time series.
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(True/False)
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Correct Answer:
True
In a time-series design, the point at which the treatment takes place is called a(n) _____.
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(Multiple Choice)
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Correct Answer:
C
The usefulness of quasi-experimental designs for advancing knowledge is directly related to how thoroughly an investigator examines and controls for the:
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(Multiple Choice)
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Correct Answer:
D
X1 O1 is a diagram of a one-group posttest-only design, which is a type of uninterpretable nonequivalent groups designs.
(True/False)
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The broken line used in a diagram for a cohort design indicates that the two groups in the design are successive cohorts and not nonequivalent groups.
(True/False)
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Which of the following cohort designs has more than one level of treatment?
(Multiple Choice)
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Which of the following is a disadvantage of the one-group pretest-posttest uninterpretable design?
(Multiple Choice)
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One of the most functional reasons for choosing a true experimental design over a quasi-experimental design is often that of cost.
(True/False)
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A true experimental design differs from a quasi-experimental design in terms of the _____.
(Multiple Choice)
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In terms of the MAXMINCON principle, researchers using a quasi-experimental design can both minimize differences in the independent variable(s) and maximize error variance due to measurement issues.
(True/False)
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Consider the following diagram of a quasi-experimental design:
Non R OA1 X OB2 Non R OA1 OB2
This design represents the _____.
(Multiple Choice)
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In the context of interpretable nonequivalent groups designs, _____ is the main problem with a reversed-treatment pretest-posttest design.
(Multiple Choice)
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In the context of the selection of participants for research, a selection-by-threat interaction effect occurs when the threats to internal validity operate similarly across treatment conditions.
(True/False)
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One way to reduce the threat of history to the internal validity of a simple interrupted time-series design is to add a second dependent variable that theoretically will not be affected by the treatment.
(True/False)
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An advantage of the true experimental design in field settings is that the random assignment of participants into groups is easily achievable.
(True/False)
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A hallmark of a true experimental design is the random assignment of participants to various treatment conditions, allowing a researcher to control many of the threats to internal validity.
(True/False)
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Which of the following designs is an interpretable nonequivalent groups design?
(Multiple Choice)
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The pretest-posttest nonequivalent groups design is a stronger and more interpretable design than the posttest-only nonequivalent groups design because it allows for an examination of:
(Multiple Choice)
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Time-series designs are a class of quasi-experimental designs in which comparisons are made between participants in nonrandomly formed groups.
(True/False)
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