Exam 10: D: Within-Subjects Designs: Can Watching Reality Tv Shows Be Good for Us

What information is included in a write up for a t-test for dependent means?

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Question 1

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The information in a write up of a t-test for dependent means should include the t score,degrees of freedom,the significance level notated with p,as well as an effect size,usually noted with a Cohen's d.

Provide a simple example of maturation.

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Maturation refers to a threat to internal validity that stems from either long-term or short-term physiological changes that occur within the participants and may influence the dependent variable.For example,if an individual begins to drink alcohol at an early age and develops a tolerance over time,this could result in maturation,and changes to his or her attention and cognitive abilities would be reflected in his or her responses over time.

Describe the Rosenberg self-esteem scale used in the study throughout Chapter 10 and how you would interpret participant's scores.

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The Rosenberg self-esteem scale consists of 10 items scored using a 4-point scale,ranging from 0 = strongly disagree to 3 = strongly agree,to assess overall levels of self-esteem.Scores across all 10 items need to be summed and half of the items need to be reverse-scored to accurately identify the rating anchors.The higher the score,the higher the level of endorsed self-esteem.

What are baseline measurements and why are they important to within-subjects designs?

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Question 4

What is the sensitization effect?

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Question 5

What is the difference between a one-way ANOVA and a repeated-measures ANOVA?

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Question 6

Describe the potential solutions to the following order effects: practice effect and fatigue effect.

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Question 7

Describe the possible solutions to the following threats to internal validity: maturation and testing effects.

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Question 8

What is the difference between a repeated-measures analysis of variance and a t-test for dependent means?

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Question 9

Describe attrition and provide an example of when it is likely within an experiment.

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Question 10

Define longitudinal design and describe an example of such a design.

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Question 11

What is counterbalancing and how does it help minimize order effects?

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Question 12

Why is a thorough literature review so important to current research?

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Question 13

Describe what internal validity refers to and identify one example of a threat to internal validity.

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Question 14

Define instrumentation and provide an example.

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Question 15

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Exam 10: D: Within-Subjects Designs: Can Watching Reality Tv Shows Be Good for Us

What information is included in a write up for a t-test for dependent means?

Provide a simple example of maturation.

Describe the Rosenberg self-esteem scale used in the study throughout Chapter 10 and how you would interpret participant's scores.

What are baseline measurements and why are they important to within-subjects designs?

What is the sensitization effect?

What is the difference between a one-way ANOVA and a repeated-measures ANOVA?

Describe the potential solutions to the following order effects: practice effect and fatigue effect.

Describe the possible solutions to the following threats to internal validity: maturation and testing effects.

What is the difference between a repeated-measures analysis of variance and a t-test for dependent means?

Describe attrition and provide an example of when it is likely within an experiment.

Define longitudinal design and describe an example of such a design.

What is counterbalancing and how does it help minimize order effects?

Why is a thorough literature review so important to current research?

Describe what internal validity refers to and identify one example of a threat to internal validity.

Define instrumentation and provide an example.

A: Psychology As Science: Thinking Like a Researcher

B: Psychology As Science: Thinking Like a Researcher

C: Psychology As Science: Thinking Like a Researcher

D: Psychology As Science: Thinking Like a Researcher

Psychology As Science: Part 1

Psychology As Science: Part 2

A: The Research Process: Ideas to Innovations

B: The Research Process: Ideas to Innovations

C: The Research Process: Ideas to Innovations

D: The Research Process: Ideas to Innovations

The Research Process: Part 1

The Research Process: Part 2

A: Ethics: Making Ethical Decisions in Research

B: Ethics: Making Ethical Decisions in Research

C: Ethics: Making Ethical Decisions in Research

D: Ethics: Making Ethical Decisions in Research

Ethics: Part 1

Ethics: Part 2

A: The Psychologists Toolbox: Tools for Building Better Designs

B: The Psychologists Toolbox: Tools for Building Better Designs

C: The Psychologists Toolbox: Tools for Building Better Designs

D: The Psychologists Toolbox: Tools for Building Better Designs

The Psychologists: Part 1

The Psychologists: Part 2

A: Qualitative Research: Getting Into the Mind of a Serial Killer

B: Qualitative Research: Getting Into the Mind of a Serial Killer

C: Qualitative Research: Getting Into the Mind of a Serial Killer

D: Qualitative Research: Getting Into the Mind of a Serial Killer

Qualitative Research: Part 1

Qualitative Research: Part 2

A: Observational Research: The Many Forms of Discipline in Parents Bag of Tricks

B: Observational Research: The Many Forms of Discipline in Parents Bag of Tricks

C: Observational Research: The Many Forms of Discipline in Parents Bag of Tricks

D: Observational Research: The Many Forms of Discipline in Parents Bag of Tricks

Observational Research: Part 1

Observational Research: Part 2

A: Survey Design and Scale Construction: Is Going Greek a Great Idea

B: Survey Design and Scale Construction: Is Going Greek a Great Idea

C: Survey Design and Scale Construction: Is Going Greek a Great Idea

D: Survey Design and Scale Construction: Is Going Greek a Great Idea

Survey Design and Scale Construction: Part 1

Survey Design and Scale Construction: Part 2

A: Two-Group Design: Texting: I Cant Get You Out of My Mind

B: Two-Group Design: Texting: I Cant Get You Out of My Mind

C: Two-Group Design: Texting: I Cant Get You Out of My Mind

D: Two-Group Design: Texting: I Cant Get You Out of My Mind

Two-Group Design: Part 1

Two-Group Design: Part 2

A: Multi-Group Design: Im Feeling Hot, but Is the Earth Hot, Too

B: Multi-Group Design: Im Feeling Hot, but Is the Earth Hot, Too

C: Multi-Group Design: Im Feeling Hot, but Is the Earth Hot, Too

D: Multi-Group Design: Im Feeling Hot, but Is the Earth Hot, Too

Multi-Group Design: Part 1

Multi-Group Design: Part 2

A: Within-Subjects Designs: Can Watching Reality Tv Shows Be Good for Us

B: Within-Subjects Designs: Can Watching Reality Tv Shows Be Good for Us

C: Within-Subjects Designs: Can Watching Reality Tv Shows Be Good for Us

Within-Subjects Designs: Part 1

Within-Subjects Designs: Part 2

A: Factorial Design: I Lost My Phone Number, Can I Borrow Yours Do Pickup Lines Really Work

B: Factorial Design: I Lost My Phone Number, Can I Borrow Yours Do Pickup Lines Really Work

C: Factorial Design: I Lost My Phone Number, Can I Borrow Yours Do Pickup Lines Really Work

D: Factorial Design: I Lost My Phone Number, Can I Borrow Yours Do Pickup Lines Really Work

Factorial Design: Part 1