Deck 11: Factorial Design: I Lost My Phone Number, Can I Borrow Yours Do Pickup Lines Really Work

Question 1

Interactions are helpful to study because they tend to:

A) mimic controlled laboratory settings.
B) increase ecological validity.
C) increase experimental control.
D) increase internal validity.

Answer 1

increase ecological validity.

Question 2

Dr. Tezin wants to focus on only one independent variable at a time, and ignore the effects of all other independent variables in her upcoming study. Dr. Tezin is most concerned about a:

A) Main effect hypothesis
B) Interaction effect hypothesis
C) Suppression effect
D) Crossover interaction

Answer 2

Main effect hypothesis

Question 3

Synergistic effect is an effect where two variables ____ to produce an outcome that is _____ than what each individual variable contributes.

A) separate; smaller
B) separate; bigger
C) combine; smaller
D) combine; bigger

Answer 3

combine; bigger

Question 4

Hybrid designs include any factorial design that has at least one _____ variable.

A) moderator
B) quasi-independent
C) quasi-experimental
D) nominal

Question 5

Tonya developed hypothetical scenarios for her sociology course. Her professor asked to use her descriptions of hypothetical dating scenarios for an upcoming experimental study. What would be the best term to describe Tonya's scenarios? _____________ is when the influence of one independent variable on the other reverses across the levels of the other variable.

A) a main effect
B) a hypothesis
C) vignettes
D) a marginal effect

Question 6

How many possible outcomes, including both main effects and interaction effects, are possible for a factorial design with three independent variables?

A) 4
B) 6
C) 8
D) 10

Question 7

A 2 × 2 × 4 factorial design includes how many independent variables?

A) 1
B) 2
C) 3
D) 4

Question 8

A 3 × 3 × 2 factorial design includes how many levels in the second independent variable?

A) 1
B) 2
C) 3
D) 4

Question 9

In a 2 × 2 factorial design how many possible combinations of the independent variables exist?

A) 2
B) 3
C) 4
D) 5

Question 10

Dr. Muma wishes to utilize research confederates in his upcoming studies. Which of the following would be the best reason to include a research confederate in an experiment?

A) without research confederate's administration of the assessments would be unreliable
B) it would increase internal validity
C) it would increase experimental control and therefore standardization
D) it would decrease external validity and generalizability

Question 11

A 4 × 3 × 2 × 2 × 2 factorial design includes how many independent variables?

A) 2
B) 4
C) 6
D) 8

Question 12

Tyrese wants to conduct a study on how athletics influence a student's practical cognitive flexibility. Which of the following would be the best for optimizing mundane realism?

A) art class
B) a research laboratory
C) a classroom
D) a library

Question 13

A two-way analysis of variance is a statistical test that allows researchers to _____ test how two _____nominal or categorical independent variables influence the dependent variable and how those independent variables interact to influence the dependent variable.

A) consecutively; combined
B) consecutively; separate
C) simultaneously; combined
D) simultaneously; separate

Question 14

A 4 × 3 × 2 × 2 × 2 factorial design includes how many levels in the second independent variable?

A) 1
B) 2
C) 3
D) 4

Question 15

In a 2 × 2 factorial design using a within-subjects design:

A) different participants will experience both levels for both the independent variables.
B) the same participants will experience two levels of the IV and two levels of the DV.
C) different participants will experience only one level for each independent variable.
D) the same participants will experience both levels for both of the independent variables.

Question 16

A main effect hypothesis focuses on the effect of _____independent variable(s) on the _____ variable, ignoring all other independent variables.

A) a single; dependent
B) multiple; dependent
C) a single; moderating
D) multiple; moderating

Question 17

A 2 × 2 factorial design includes _____ levels in the first independent variable.

A) 2
B) 4
C) 6
D) 8

Question 18

Suppression effect is an effect where two variables _____ to produce an outcome that is _____than what each individual variable contributes.

A) separate; smaller
B) separate; bigger
C) combine; smaller
D) combine; bigger

Question 19

Rick is conducting a two-way analysis of variance for his research methods term paper. He plans to simultaneously test how two separate _____________ independent variables influence the __________ variable and how those independent variables interact to influence the dependent variable.

A) ordinal; independent
B) nominal; dependent
C) interval; dependent
D) continuous; independent

Question 20

An interaction effect hypothesis is a prediction about how the levels of one independent variable combine with another independent to influence the _____in a way that extends beyond the _____of the two separate main effects.

A) dependent variable; sum
B) interaction effect; product
C) dependent variable; quotient
D) dependent variable; product

Question 21

A two-way analysis of variance is a statistical test that allows researchers to simultaneously test how two separate _____ or categorical independent variables influence the _____ variable and how those independent variables interact to influence the dependent variable.

A) ordinal; independent
B) nominal; dependent
C) interval; dependent
D) nominal; independent

Question 22

_____ is a prediction that focuses on one independent variable at a time, ignoring all other independent variables.

A) A main effect hypothesis
B) An interaction effect hypothesis
C) A suppression effect
D) A crossover interaction

Question 23

Ramona wants to conduct a study on how poetry influences student's creativity. Which of the following would be the best for optimizing mundane realism?

A) art class
B) a research laboratory
C) a classroom
D) a library

Question 24

Based on the research which of the following would be an example of an innocuous pick-up line?

A) Did it hurt when you fell from heaven?
B) Where are you from?
C) I'm huggable like a teddy bear, are you?
D) I am very interested in you.

Question 25

A 2003 study investigating complex genes and body scent attractiveness in men and women found that:

A) men preferred the scent of attractive women with higher probability of conception.
B) women preferred the scent of asymmetrical men over symmetrical men.
C) woman using contraceptives during the most fertile part of their menstrual tended to prefer symmetrical men's scents over asymmetrical men's scents.
D) women preferred the scent of attractive men.

Question 26

_____ refers to the average of the dependent variable for participants with a specific combination of the levels of the independent variables.

A) Cell mean
B) Marginal mean
C) Main effect
D) Crossover interaction

Question 27

_____ is an effect in which two variables combine to produce an outcome that is bigger than what each individual variable contributes.

A) Carryover effect
B) Synergistic effect
C) Main effect
D) Suppression effect

Question 28

______ refers to the average of all participants on one level of the independent variable, ignoring the other independent variable.

A) Cell mean
B) Interaction
C) Marginal mean
D) Hybrid design

Question 29

In a 1986 study examining preferences for opening lines among men and women researchers found:

A) three main types of pick-up lines: cute/innocuous/direct.
B) two main types of pick-up lines: cute/obnoxious.
C) two main types of pick-up lines: direct/indirect.
D) four main types of pick-up lines: cute/indirect/innocuous/obnoxious.

Question 30

____ is when the influence of one independent variable on the other reverses across the levels of the other variable.

A) A main effect
B) A correlation
C) A crossover interaction
D) A marginal effect

Question 31

Why would using research confederates be helpful in an experiment?

A) Research confederates are often peers of the participants.
B) Research confederates increase internal validity.
C) Research confederates increase experimental control and therefore standardization.
D) Research confederates decrease external validity and generalizability.

Question 32

_____ is an effect in which two variables combine to produce an outcome that is smaller than what each individual variable contributes.

A) Carryover effect
B) Synergistic effect
C) Main effect
D) Suppression effect

Question 33

Cell mean refers to the mean of the _____variables for participants with a specific combination of the levels of the _____.

A) independent; dependent variables
B) moderator; dependent variables
C) dependent; interaction
D) dependent; independent variables

Question 34

______ is when one independent variable's influence on the dependent variable changes depending on the level of the other independent variable(s).

A) A factorial design
B) An interaction
C) A correlation
D) An effect size

Question 35

_____ is any experimental design that has more than one independent variable.

A) A one-way ANOVA
B) A chi-square test of independence
C) A factorial design
D) A hybrid design

Question 36

_____ is a description of a hypothetical situation, event, or scenario to which participants react.

A) A vignette
B) A main effect hypothesis
C) A synergistic effect
D) Mundane realism

Question 37

You can exclude study participants for all of these reasons EXCEPT:

A) on the basis of researcher judgment that other individuals would benefit more from participation.
B) on the basis of previous research indicating that certain participants are more appropriate.
C) on the basis of medical history that it may be medically unhealthy, damaging, or problematic for them to participate in the study.
D) on the basis of researcher judgment that the study will obtain greater significance if those individuals are prohibited from participating.

Question 38

_____ is any factorial design that has at least one quasi-independent variable.

A) A one-way ANOVA
B) A chi-square test of independence
C) A factorial design
D) A hybrid design

Question 39

_____ is a statistical test that allows researchers to simultaneously test how two separate nominal or categorical independent variables influence the dependent variable and how those independent variables interact to influence the dependent variable.

A) A two-analysis of variance
B) A one-way analysis of variance
C) A repeated-measures analysis of variance
D) A chi-square test for independence

Question 40

Marginal mean refers to the average of all participants on _____ level(s) of the _____ variable.

A) one; independent
B) two; independent
C) one; dependent
D) two; dependent

Question 41

What is a crossover interaction?

Question 42

What is a main effect hypothesis?

Question 43

In the study developed throughout Chapter 11, what was the interaction hypothesis?

Question 44

What is a vignette?

Question 45

Based on the following information identify what type of factorial design is being described and how you reached your conclusion: Dr. Ames is interesting in examining the role of sex (male and female) and social interest (introvert, extravert, and ambivert) in matching romantic partners.

Question 46

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Hennig-Thurau, T., Groth, M., Paul, M. & Gremler, D. D. (2006). Are all smiles created equal? How emotional contagion and emotional labor affect service relationships. Journal of Marketing, 70, 58-73.
Do Smiling Employees Improve Customer Satisfaction?
In this 2 × 2 between-subjects design, Hennig-Thurau and colleagues examined the effect of employee emotions and authenticity of the emotion on customer relations. A total of 223 undergraduate volunteers participated in this study. The participants were told they would be testing a new movie consulting service. The movie consulting service was created by the experimenters, and actors were hired to act as customer service representatives. Each participant approached the service desk where the actor asked them a number of questions Figure 1. Customers rate their experience more favorably when employees are smiling.
(Scenario I)How many hypotheses were tested in the study described in Scenario I?

A) one
B) two
C) three
D) four

Question 47

What is a suppression effect?

Question 48

What is an interaction effect hypothesis?

Question 49

What is a synergistic effect?

Question 50

Based on the following information identify what type of factorial design is being described and how you reached your conclusion: Dr. Scoggins is examining the influence of consumption of alcohol (10 ounces, 16 ounces, or 24 ounces) on a timed attention task (1 minute, 5 minutes, or 10 minutes) and eye tracking (focused or unfocused) to determine the cognitive effects of alcohol on the brain.

Question 51

Write a main effect hypothesis and an interaction effect hypothesis.

Question 52

What is a marginal mean?

Question 53

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Hennig-Thurau, T., Groth, M., Paul, M. & Gremler, D. D. (2006). Are all smiles created equal? How emotional contagion and emotional labor affect service relationships. Journal of Marketing, 70, 58-73.
Do Smiling Employees Improve Customer Satisfaction?
In this 2 × 2 between-subjects design, Hennig-Thurau and colleagues examined the effect of employee emotions and authenticity of the emotion on customer relations. A total of 223 undergraduate volunteers participated in this study. The participants were told they would be testing a new movie consulting service. The movie consulting service was created by the experimenters, and actors were hired to act as customer service representatives. Each participant approached the service desk where the actor asked them a number of questions Figure 1. Customers rate their experience more favorably when employees are smiling.
(Scenario I) Which of the following hypothesis did the results of the study described in Scenario I support?

A) There is a main effect for emotion, but no main effect for authenticity or interaction between emotion and authenticity on customer satisfaction.
B) There is a main effect for emotion and a main effect for authenticity, but not an interaction between emotion and authenticity on customer satisfaction.
C) There is a main effect for emotion, a main effect for interaction and an interaction between emotion and authenticity on customer satisfaction.
D) There is no effect for emotion, authenticity, or emotion × authenticity interaction on customer satisfaction.

Question 54

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Hennig-Thurau, T., Groth, M., Paul, M. & Gremler, D. D. (2006). Are all smiles created equal? How emotional contagion and emotional labor affect service relationships. Journal of Marketing, 70, 58-73.
Do Smiling Employees Improve Customer Satisfaction?
In this 2 × 2 between-subjects design, Hennig-Thurau and colleagues examined the effect of employee emotions and authenticity of the emotion on customer relations. A total of 223 undergraduate volunteers participated in this study. The participants were told they would be testing a new movie consulting service. The movie consulting service was created by the experimenters, and actors were hired to act as customer service representatives. Each participant approached the service desk where the actor asked them a number of questions Figure 1. Customers rate their experience more favorably when employees are smiling.
(Scenario I) Figure 1 supports which of the following hypotheses?

A) main effect for smiling
B) main effect for authenticity
C) interaction between smiling and authenticity
D) all of the above hypotheses are supported

Question 55

Why is the examination of interactions important?

Question 56

If you were presented with the following information how would you write up the analyses for a main effect? Dr. Reel conducted a two-way analysis of variable with the consumption of alcohol (10 ounces, 16 ounces, or 24 ounces) and the presence of aggression (relational or overt) as the independent variables. There were 221 participants in the study. The output provided the following information: F score was 5.7 and the effect size was .06. The output also indicated that these results were significant.

Question 57

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Hennig-Thurau, T., Groth, M., Paul, M. & Gremler, D. D. (2006). Are all smiles created equal? How emotional contagion and emotional labor affect service relationships. Journal of Marketing, 70, 58-73.
Do Smiling Employees Improve Customer Satisfaction?
In this 2 × 2 between-subjects design, Hennig-Thurau and colleagues examined the effect of employee emotions and authenticity of the emotion on customer relations. A total of 223 undergraduate volunteers participated in this study. The participants were told they would be testing a new movie consulting service. The movie consulting service was created by the experimenters, and actors were hired to act as customer service representatives. Each participant approached the service desk where the actor asked them a number of questions Figure 1. Customers rate their experience more favorably when employees are smiling.
(Scenario I) Suppose each treatment condition described in Scenario I was conducted sequentially with the first treatment tested in the fall semester, and the second in the spring semester. Following testing all treatment conditions the participants received payment for their participation in the form of a gift card. Some received a gift card to a coffee shop and others received one to a megastore. Along with their gift card, participants also received a statement debriefing them of the actual intent of the study. Which of the following presents a potential confound?

A) debriefing letter
B) gift card type
C) month of testing
D) all are confounds

Question 58

Based on the following information identify what type of factorial design is being described and how you reached your conclusion: Dr. Dowty is examining the influence of marijuana (daily, weekly, yearly) and food consumption (2000 calories, 3000 calories, or 4000 calories) in examination of metabolism changes over time.

Question 59

What is a cell mean?

Question 60

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Hennig-Thurau, T., Groth, M., Paul, M. & Gremler, D. D. (2006). Are all smiles created equal? How emotional contagion and emotional labor affect service relationships. Journal of Marketing, 70, 58-73.
Do Smiling Employees Improve Customer Satisfaction?
In this 2 × 2 between-subjects design, Hennig-Thurau and colleagues examined the effect of employee emotions and authenticity of the emotion on customer relations. A total of 223 undergraduate volunteers participated in this study. The participants were told they would be testing a new movie consulting service. The movie consulting service was created by the experimenters, and actors were hired to act as customer service representatives. Each participant approached the service desk where the actor asked them a number of questions Figure 1. Customers rate their experience more favorably when employees are smiling.
(Scenario I) The researchers of Scenario I conducted a follow-up study to examine whether customer satisfaction differed based on the smiling of the employee and sex of the participant. This design can be described as:

A) a 2 × 2 design.
B) a factorial design.
C) a hybrid design.
D) all of the above.

Question 61

Use the following to answer questions
Scenario II
Scenario II is presents fabricated data inspired by the following study:
Greimel, E., Wanderer, S., Rothenberger, A., Herpertz-Dahlman, B., Konrad, K. & Roessner, V. (2011). Attentional performance in children and adolescents with tic disorder and co-occurring attention-deficit/hyperactivity disorder: new insights from a 2×2 factorial design study. Journal of Abnormal Child Psychology, 39, 819-828.
Effect of Tic Disorder and ADHD on Children's Attention
This study examined the extent to which tic disorder (TD) and attention-deficit/hyperactivity disorder (ADHD), both individually and combined, affects attention in children and adolescents. To that end, the researchers recruited children with and without TD, and children with and without ADHD. This 2 × 2 (TD × ADHD) design resulted in four conditions: children with no diagnosis (control), children with TD only, children with ADHD only, and children with TD+ADHD. The Child Behavior Checklist (CBCL) was used to quantify three components of attentional behavior: internalizing, externalizing, and attention. The results revealed that children with ADHD+TD had significantly more internalizing than those with TD alone. In addition, children with ADHD+TD as well as children with only ADHD had more externalizing than those with TD alone. Lastly, ADHD+TD children had more attention problems than those with only TD and those with only ADHD. The results of this study suggest that children with ADHD+TD have more behavioral problems than those with single diagnoses and those with no diagnoses.
(Scenario II) Suppose the results of Scenario II were that kids with ADHD had more behavioral problems when they did not have TD, and that kids with high TD had more behavioral problems when they did not have ADHD. This would indicate what type of relationship between the two independent variables?

A) marginal
B) hybrid
C) suppression
D) synergistic

Question 62

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Hennig-Thurau, T., Groth, M., Paul, M. & Gremler, D. D. (2006). Are all smiles created equal? How emotional contagion and emotional labor affect service relationships. Journal of Marketing, 70, 58-73.
Do Smiling Employees Improve Customer Satisfaction?
In this 2 × 2 between-subjects design, Hennig-Thurau and colleagues examined the effect of employee emotions and authenticity of the emotion on customer relations. A total of 223 undergraduate volunteers participated in this study. The participants were told they would be testing a new movie consulting service. The movie consulting service was created by the experimenters, and actors were hired to act as customer service representatives. Each participant approached the service desk where the actor asked them a number of questions Figure 1. Customers rate their experience more favorably when employees are smiling.
(Scenario I) Suppose the researchers in Scenario I were unable to create the fictitious movie consulting service environment. Instead, they created four written scenarios that matched each of the four treatment conditions. Participants were randomly assigned to each treatment and were asked to indicate how satisfied they think they would have been based on the scenario they read. This type of design uses:

A) nonexperimental manipulations.
B) vignettes.
C) correlation
D) experimentation

Question 63

In a 2010 study examining flirting competencies researchers asked 600 participants to view various videos depicting five types of pick-up lines: cute, humorous, direct compliant, direct introduction, and a third-party introduction. The results suggested:

A) participants perceived the direct and third-party introductions as the most effective.
B) participants perceived the cute and humorous pick-up lines as the most effective.
C) participants perceived the direct and third-party introduction as the least effective.
D) There was no difference among the various pick-up lines in terms of effectiveness.

Question 64

A 2007 study examining the scent of male sweat in relation to cortisol levels in women found that:

A) women's cortisol levels were not influenced by exposure to male sweat.
B) humans are unable to communicate with each other via chemosignals.
C) humans are able to influence each other via chemosignals.
D) t men's cortisol levels remain stable over time.

Question 65

In a 1986 study examining preferences for opening pick-up lines, female participants:

A) preferred innocuous pick-up lines the least and cute pick-up lines the most.
B) preferred cute pick-up lines the least and direct pick-up lines were more desirable.
C) preferred cute pick-up lines the most and direct pick-up lines the least.
D) did not have a preference in pick-up line types.

Question 66

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28.
Effect of Stereotype Threat on Math Study
The myth that men outperform women in math is widely believed by many individuals. The purpose of the study described in Scenario III was to determine if a sample of women whose math abilities equaled a sample of men would fall victim to this threat. To that end, 28 adult men and 28 adult women were administered an easy math test or a difficult math test. The performance of men and women on both the easy and hard test was quantified. A two-factor ANOVA revealed a significant main effect for test, with participants scoring significantly better on the easy test. The analyses also revealed a main effect for sex, with men performing significantly better than women. The interaction between test difficulty and sex was also statistically significant. Further inspection of the data revealed that although men and women did not differ on the easy math test, women performed significantly less well than men on the difficult math test. Given that the screening criteria for participants including earning a grade of B or better in college calculus, and scoring in at least the 85^th percentile on the math subsection of the ACT, the current study indicates that women do succumb to math stereotype threat but only when the math challenge is great. The data are presented in Figure 2.
Figure 2. Although women and men performed equally on an easy version of the math test, women performed significantly worse than men on the difficult version.
(Scenario III) The study described in Scenario III examined the effect of two independent variables on math performance. Based on this design, which of the following is true?

A) There could potentially be one main effect and one interaction.
B) If a main effect is identified, then there will automatically be an interaction.
C) If there is an interaction, then there will not be a main effect.
D) The design allows for three hypotheses to be tested.

Question 67

A 2002 study involving sex differences in response to physical and social factors in relation to the importance of smell indicated:

A) that women considered a partner's body odor more important to attraction than actual physical appeal.
B) that women considered body odor as less important than social factors.
C) only men rated natural body odor as more important to sexual interest.
D) only women rated natural body odor as more important to sexual interest.

Question 68

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28.
Effect of Stereotype Threat on Math Study
The myth that men outperform women in math is widely believed by many individuals. The purpose of the study described in Scenario III was to determine if a sample of women whose math abilities equaled a sample of men would fall victim to this threat. To that end, 28 adult men and 28 adult women were administered an easy math test or a difficult math test. The performance of men and women on both the easy and hard test was quantified. A two-factor ANOVA revealed a significant main effect for test, with participants scoring significantly better on the easy test. The analyses also revealed a main effect for sex, with men performing significantly better than women. The interaction between test difficulty and sex was also statistically significant. Further inspection of the data revealed that although men and women did not differ on the easy math test, women performed significantly less well than men on the difficult math test. Given that the screening criteria for participants including earning a grade of B or better in college calculus, and scoring in at least the 85^th percentile on the math subsection of the ACT, the current study indicates that women do succumb to math stereotype threat but only when the math challenge is great. The data are presented in Figure 2.
Figure 2. Although women and men performed equally on an easy version of the math test, women performed significantly worse than men on the difficult version.
(Scenario III) Suppose the researchers described in Scenario III added a third level of difficulty to the math test and added a third variable (time to complete test). Participants were given 1 hour, 2 hours, or 3 hours to complete the test. This design would now produce how many unique treatment conditions?

A) 3
B) 9
C) 18
D) 27

Question 69

In a 2003 study looking at histocompatibility complex genes, symmetry, and body scent attractiveness in men and women researchers asked 200 males and females to provide a blood sample to assess their major histocompatibility complex (MHC) gene, then to sleep a new clean T-shirt for two nights. Researchers also took photos of the males and females to document left- and right-side body symmetry. When the participants were asked about attractiveness, their answers indicated that the:

A) men preferred T-shirts from women with similar MHC.
B) men preferred T-shirts from women with dissimilar MHC.
C) women preferred T-shirts from men with similar MHC.
D) tmen preferred T-shirts from asymmetrical women.

Question 70

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28.
Effect of Stereotype Threat on Math Study
The myth that men outperform women in math is widely believed by many individuals. The purpose of the study described in Scenario III was to determine if a sample of women whose math abilities equaled a sample of men would fall victim to this threat. To that end, 28 adult men and 28 adult women were administered an easy math test or a difficult math test. The performance of men and women on both the easy and hard test was quantified. A two-factor ANOVA revealed a significant main effect for test, with participants scoring significantly better on the easy test. The analyses also revealed a main effect for sex, with men performing significantly better than women. The interaction between test difficulty and sex was also statistically significant. Further inspection of the data revealed that although men and women did not differ on the easy math test, women performed significantly less well than men on the difficult math test. Given that the screening criteria for participants including earning a grade of B or better in college calculus, and scoring in at least the 85^th percentile on the math subsection of the ACT, the current study indicates that women do succumb to math stereotype threat but only when the math challenge is great. The data are presented in Figure 2.
Figure 2. Although women and men performed equally on an easy version of the math test, women performed significantly worse than men on the difficult version.
(Scenario III) The study described in Scenario III used a factorial design to examine the effect of sex and test difficulty on math performance. Which of the following is NOT true of factorial designs?

A) It requires more participants and takes a greater amount of time to conduct.
B) It tests three hypotheses simultaneously.
C) It can identify a synergistic effect of the independent variables.
D) It can identify a suppression effect of the independent variables.

Question 71

Which of the following is an example of a humorous pick-up line?

A) Did it hurt when you fell from heaven?
B) Do you think that I look like Prince William?
C) Hi, my name is Marquez
D) Hi, Jamie, this is my cousin Theo.

Question 72

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28.
Effect of Stereotype Threat on Math Study
The myth that men outperform women in math is widely believed by many individuals. The purpose of the study described in Scenario III was to determine if a sample of women whose math abilities equaled a sample of men would fall victim to this threat. To that end, 28 adult men and 28 adult women were administered an easy math test or a difficult math test. The performance of men and women on both the easy and hard test was quantified. A two-factor ANOVA revealed a significant main effect for test, with participants scoring significantly better on the easy test. The analyses also revealed a main effect for sex, with men performing significantly better than women. The interaction between test difficulty and sex was also statistically significant. Further inspection of the data revealed that although men and women did not differ on the easy math test, women performed significantly less well than men on the difficult math test. Given that the screening criteria for participants including earning a grade of B or better in college calculus, and scoring in at least the 85^th percentile on the math subsection of the ACT, the current study indicates that women do succumb to math stereotype threat but only when the math challenge is great. The data are presented in Figure 2.
Figure 2. Although women and men performed equally on an easy version of the math test, women performed significantly worse than men on the difficult version.
(Scenario III) According to Scenario III, there was a main effect for sex, with men performing significantly better than women. To arrive at this conclusion, the researchers would have had to examine:

A) interaction means.
B) cell means.
C) marginal means.
D) factorial means.

Question 73

Use the following to answer questions
Scenario II
Scenario II is presents fabricated data inspired by the following study:
Greimel, E., Wanderer, S., Rothenberger, A., Herpertz-Dahlman, B., Konrad, K. & Roessner, V. (2011). Attentional performance in children and adolescents with tic disorder and co-occurring attention-deficit/hyperactivity disorder: new insights from a 2×2 factorial design study. Journal of Abnormal Child Psychology, 39, 819-828.
Effect of Tic Disorder and ADHD on Children's Attention
This study examined the extent to which tic disorder (TD) and attention-deficit/hyperactivity disorder (ADHD), both individually and combined, affects attention in children and adolescents. To that end, the researchers recruited children with and without TD, and children with and without ADHD. This 2 × 2 (TD × ADHD) design resulted in four conditions: children with no diagnosis (control), children with TD only, children with ADHD only, and children with TD+ADHD. The Child Behavior Checklist (CBCL) was used to quantify three components of attentional behavior: internalizing, externalizing, and attention. The results revealed that children with ADHD+TD had significantly more internalizing than those with TD alone. In addition, children with ADHD+TD as well as children with only ADHD had more externalizing than those with TD alone. Lastly, ADHD+TD children had more attention problems than those with only TD and those with only ADHD. The results of this study suggest that children with ADHD+TD have more behavioral problems than those with single diagnoses and those with no diagnoses.
(Scenario II) The fact that kids with ADHD+TD had significantly more behavioral problems than those with ADHD alone or TD alone suggests a _____ effect.

A) marginal
B) hybrid
C) suppression
D) synergistic

Question 74

In a 2006 study conducted in Scotland researchers asked 200 college students to read a series of vignettes describing a man approaching a woman and using different conversation starters. The researchers found:

A) woman preferred conversation starters that were sexually suggestive.
B) women preferred conversation starters that showcased the man's humor.
C) women preferred conversation starters that provided information about the man's wealth, character, and culture.
D) women preferred conversation starters that provided information the man's wealth the least.

Question 75

Use the following to answer questions
Scenario II
Scenario II is presents fabricated data inspired by the following study:
Greimel, E., Wanderer, S., Rothenberger, A., Herpertz-Dahlman, B., Konrad, K. & Roessner, V. (2011). Attentional performance in children and adolescents with tic disorder and co-occurring attention-deficit/hyperactivity disorder: new insights from a 2×2 factorial design study. Journal of Abnormal Child Psychology, 39, 819-828.
Effect of Tic Disorder and ADHD on Children's Attention
This study examined the extent to which tic disorder (TD) and attention-deficit/hyperactivity disorder (ADHD), both individually and combined, affects attention in children and adolescents. To that end, the researchers recruited children with and without TD, and children with and without ADHD. This 2 × 2 (TD × ADHD) design resulted in four conditions: children with no diagnosis (control), children with TD only, children with ADHD only, and children with TD+ADHD. The Child Behavior Checklist (CBCL) was used to quantify three components of attentional behavior: internalizing, externalizing, and attention. The results revealed that children with ADHD+TD had significantly more internalizing than those with TD alone. In addition, children with ADHD+TD as well as children with only ADHD had more externalizing than those with TD alone. Lastly, ADHD+TD children had more attention problems than those with only TD and those with only ADHD. The results of this study suggest that children with ADHD+TD have more behavioral problems than those with single diagnoses and those with no diagnoses.
(Scenario II) Which of the following may have been the results of the ANOVA performed by the authors of Scenario II?

A) F (1, 36) = 4.92, p < .05
B) F (2, 36) = 4.92, p < .05
C) F (1, 36) = 4.92, p > .05
D) F (2, 36) = 4.92, p >.05

Question 76

Use the following to answer questions
Scenario II
Scenario II is presents fabricated data inspired by the following study:
Greimel, E., Wanderer, S., Rothenberger, A., Herpertz-Dahlman, B., Konrad, K. & Roessner, V. (2011). Attentional performance in children and adolescents with tic disorder and co-occurring attention-deficit/hyperactivity disorder: new insights from a 2×2 factorial design study. Journal of Abnormal Child Psychology, 39, 819-828.
Effect of Tic Disorder and ADHD on Children's Attention
This study examined the extent to which tic disorder (TD) and attention-deficit/hyperactivity disorder (ADHD), both individually and combined, affects attention in children and adolescents. To that end, the researchers recruited children with and without TD, and children with and without ADHD. This 2 × 2 (TD × ADHD) design resulted in four conditions: children with no diagnosis (control), children with TD only, children with ADHD only, and children with TD+ADHD. The Child Behavior Checklist (CBCL) was used to quantify three components of attentional behavior: internalizing, externalizing, and attention. The results revealed that children with ADHD+TD had significantly more internalizing than those with TD alone. In addition, children with ADHD+TD as well as children with only ADHD had more externalizing than those with TD alone. Lastly, ADHD+TD children had more attention problems than those with only TD and those with only ADHD. The results of this study suggest that children with ADHD+TD have more behavioral problems than those with single diagnoses and those with no diagnoses.
(Scenario II) Suppose the authors of the study described in Scenario II had categorized children into high-ADHD, low-ADHD and no-ADHD groups. Children were also categorized has having TD or not having TD. This design can be expressed as:

A) 2 × 2.
B) 3 × 3.
C) 3 × 2.
D) 3 × 4.

Question 77

In a 2010 study examining the effectiveness of pick-up lines from an evolutionary perspective researchers asked 70 female college students to imagine a male approaching them and using one of three different types of pick-up lines: cute, innocuous, or direct. The female participants were told whether the male was attractive, unattractive, or were given no information regarding level of attractiveness. The female participants than rated the male on several traits. The results suggested:

A) the female participants indicated the males who used the direct or innocuous pick-up lines were less trustworthy and intelligent.
B) the female participants indicated that the males who used the cute pick-up lines were more trustworthy and intelligent.
C) the female participants indicated that they were less likely to talk to him and have a short-term relationship with him if the male was attractive regardless of the type of pick-up line he used.
D) the female participants indicated that they were less likely to talk with or have a long-term relationship with a male who attempted a cute pick-up line, regardless of the level of attractiveness for the male.

Question 78

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4-28.
Effect of Stereotype Threat on Math Study
The myth that men outperform women in math is widely believed by many individuals. The purpose of the study described in Scenario III was to determine if a sample of women whose math abilities equaled a sample of men would fall victim to this threat. To that end, 28 adult men and 28 adult women were administered an easy math test or a difficult math test. The performance of men and women on both the easy and hard test was quantified. A two-factor ANOVA revealed a significant main effect for test, with participants scoring significantly better on the easy test. The analyses also revealed a main effect for sex, with men performing significantly better than women. The interaction between test difficulty and sex was also statistically significant. Further inspection of the data revealed that although men and women did not differ on the easy math test, women performed significantly less well than men on the difficult math test. Given that the screening criteria for participants including earning a grade of B or better in college calculus, and scoring in at least the 85^th percentile on the math subsection of the ACT, the current study indicates that women do succumb to math stereotype threat but only when the math challenge is great. The data are presented in Figure 2.
Figure 2. Although women and men performed equally on an easy version of the math test, women performed significantly worse than men on the difficult version.
(Scenario III) What makes the design in Scenario III a hybrid design?

A) There is more than one independent variable examined.
B) One independent variable is measured at the nominal and one is measured at the ratio level.
C) Sex is a quasi-independent variable.
D) All of the reasons are true.

Question 79

Use the following to answer questions
Scenario II
Scenario II is presents fabricated data inspired by the following study:
Greimel, E., Wanderer, S., Rothenberger, A., Herpertz-Dahlman, B., Konrad, K. & Roessner, V. (2011). Attentional performance in children and adolescents with tic disorder and co-occurring attention-deficit/hyperactivity disorder: new insights from a 2×2 factorial design study. Journal of Abnormal Child Psychology, 39, 819-828.
Effect of Tic Disorder and ADHD on Children's Attention
This study examined the extent to which tic disorder (TD) and attention-deficit/hyperactivity disorder (ADHD), both individually and combined, affects attention in children and adolescents. To that end, the researchers recruited children with and without TD, and children with and without ADHD. This 2 × 2 (TD × ADHD) design resulted in four conditions: children with no diagnosis (control), children with TD only, children with ADHD only, and children with TD+ADHD. The Child Behavior Checklist (CBCL) was used to quantify three components of attentional behavior: internalizing, externalizing, and attention. The results revealed that children with ADHD+TD had significantly more internalizing than those with TD alone. In addition, children with ADHD+TD as well as children with only ADHD had more externalizing than those with TD alone. Lastly, ADHD+TD children had more attention problems than those with only TD and those with only ADHD. The results of this study suggest that children with ADHD+TD have more behavioral problems than those with single diagnoses and those with no diagnoses.
(Scenario II) If the researchers also wanted to examine whether having ADHD+TD affected boys and girls differently, they would have had to use which test to analyze the data?

A) t-test for independent means
B) one-way ANOVA
C) two-way ANOVA
D) three-way ANOVA

Question 80

Which of the following is an example of a third-party introduction?

A) Did it hurt when you fell from heaven?
B) Do you think that I look like Prince William?
C) Hi, my name is Marquez.
D) Hi, Jamie, this is my cousin Theo.