Deck 8: Two-Group Design: Texting: I Cant Get You Out of My Mind

Question 1

Professor Loman is interested in conducting a study examining the impact of class discussions on students' overall understanding of course concepts. In his experiment he uses a convenience sample of college-aged students. Ultimately, this is not a problem, because:

A) all psychology studies use college-aged samples.
B) convenience samples measure nearly the entire population of interest.
C) the impact of class discussion on course comprehension is believed to be a universal phenomenon.
D) college students are the target population for this particular study.

Answer 1

college students are the target population for this particular study.

Question 2

Each of the following bolsters confidence in the obtained results of an experiment, EXCEPT:

A) when researchers find a significant difference between the control and experimental groups on the manipulation check.
B) the investigation reveals a significant difference between groups on preexisting differences.
C) statistical analyses reveal a moderate effect size.
D) the investigation fails to reveal significant differences between groups on preexisting characteristics.

Answer 2

the investigation reveals a significant difference between groups on preexisting differences.

Question 3

Why might an experimenter choose to use a behavioral measure of the dependent variable rather than a self-report measure?

A) Studies in which participants know they are being evaluated are too artificial to be informative.
B) It is impossible to empirically investigate what a person is thinking.
C) Self-report measures are only appropriate for nonexperimental designs.
D) Self-report measures are more susceptible to social desirability biases.

Answer 3

Self-report measures are more susceptible to social desirability biases.

Question 4

After conducting an independent samples t-test on your data, what test statistic should you examine to determine whether there is a statistically significant difference between groups?

A) degrees of freedom
B) p level
C) effect size
D) t score

Question 5

A t-test for independent means is appropriate for studies who use a:

A) within-subjects design with two levels of the independent variable.
B) within-subjects design with more than two levels of the independent variable.
C) between-subjects design with two levels of the independent variable.
D) between-subjects design with more than two levels of the independent variable.

Question 6

Elizabeth was interested in investigating whether people who use credit cards spend more money than people who pay in cash. To examine this research question experimentally, she _____ the type of payment participants used and _____ money spent.

A) manipulated; measured
B) measured; manipulated
C) varied; manipulated
D) manipulated; varied

Question 7

Aya is a developmental psychologist who is interested in studying children's acrophobia (i.e., fear of heights). In her experimental study, she randomly assigns some infants to crawl to their mothers on the floor. Other infants must crawl across a glass table (allowing them to see how high they were off of the ground) to get to their mothers. In her study, who is in the control condition?

A) participants who crawl on the floor
B) participants who crawl on the glass table
C) participants who show a fear of heights
D) participants who do not show a fear of heights

Question 8

Which of the following is a disadvantage of experimental study designs as compared to nonexperimental study designs?

A) Experiments can only be used to examine phenomena in a research laboratory.
B) Experimental designs are more artificial than nonexperimental designs.
C) Experiments establish a cause-and-effect relationship.
D) Experimental designs fail to establish covariation.

Question 9

Experimenters use random assignment of participants to different groups in order to:

A) increase the likelihood that the participants in each group knew one another.
B) increase the likelihood that participants within a group were similar to one another.
C) reduce the likelihood of any preexisting differences between groups.
D) ensure that each groups had the same number of participants.

Question 10

In designing an experiment, the _____ should be developed before the _____.

A) study design; theory
B) hypothesis; theory
C) study design; research question
D) research question; hypothesis

Question 11

In an experiment, researchers assign participants to either the experimental or control condition by using:

A) convenience assignment.
B) convenience sampling.
C) random sampling.
D) random assignment.

Question 12

Independent samples t-tests are appropriate for which of the following?

A) correlations
B) interviews
C) two-group experimental designs
D) multi-group experimental designs

Question 13

Malica recently completed an experiment that revealed participants are less likely to offer assistance to a victim when there are many bystanders than when there are fewer bystanders. Which of the following represents a plausible follow-up experiment to extend her current findings?

A) investigating whether the rate of 911 calls for victim assistance is higher in more heavily populated cities than in less populated cities
B) looking for archival data on gender differences in helping behavior as documented by newspapers and police records
C) gathering self-report data of whether participants have provided more assistance to friends than to strangers throughout their lives
D) examining whether participants primed to think about helping are more likely to provide assistance than are those who are not primed to think about helping

Question 14

In a study examining the impact of wearing eyeglasses on the likelihood of being hired for a job, participants who are assigned to wear eyeglasses to their job interviews are in the _____ condition.

A) control
B) experimental
C) null
D) independent

Question 15

Eric wants to verify that automatic toothbrushes work better than manual toothbrushes. To test this, he randomly assigns 25 participants to use a Sonicare toothbrush and 25 people to use a manual toothbrush. At the end of the study period he has a dentist inspect each participants' teeth. In his study, the _____ would be considered the independent variable, whereas the _____ would be considered the dependent variable.

A) type of toothbrush; number of cavities
B) manual toothbrush; automatic toothbrush
C) automatic toothbrush; manual toothbrush
D) number of cavities; type of toothbrush

Question 16

Which of the following steps in the research process would take place after data analysis?

A) conduct a relevant literature review
B) replicate findings to increase confidence in results
C) randomly assign participants to conditions
D) operationally define the independent and dependent variables

Question 17

Costanza conducts a true experiment examining the effect of energy drinks on work performance. As such, you know that her experiment has _____ internal validity.

A) no
B) low
C) adequate
D) too much

Question 18

After data collection, an experimenter must do each of the following, EXCEPT:

A) verify that groups are similar on variables that would provide alternate explanations.
B) establish that the manipulation was effective.
C) test the research hypothesis.
D) assess the likelihood of participants ending up in either the experimental or control condition.

Question 19

When results of an experiment reveal a large effect size for the dependent variable, this tells you that:

A) the difference between groups is statistically significant.
B) the magnitude of difference between groups reveals a practically significant finding.
C) there is covariation between the independent and dependent variables.
D) the experiment has the required amount of mundane realism.

Question 20

Jasmine is a health psychologist who is interested in experimentally investigating whether massages increase psychological well-being. In her study, participants are either assigned to receive one massage a week for a month or no massages during the month-long study. The independent variable in Jasmine's study is operationally defined as:

A) the number of massages one has had in their lifetime.
B) the number of massages one receives during the one month study period.
C) the number of massages one has given in their lifetime.
D) the number of massages one gives during the one month study period.

Question 21

The experiment tested in this chapter, which examined the effect of ignoring text messages on participants' levels of distraction, was a:

A) one-group design.
B) two-group design.
C) three-group design.
D) four-group design.

Question 22

You end up recruiting college students who were readily available, cheap, and easy to use as your participants. Your selection of participants represents a _____ sample.

A) stratified
B) representative
C) convenience
D) random

Question 23

In designing an experimental study, the research question is to the experimental hypothesis as:

A) broad is to narrow.
B) thin is to wide.
C) limited is to boundless.
D) rational is to imaginative.

Question 24

Professor Mateo is designing an experiment to test whether playing music during his exams improves students' grades. Which of the following will increase the mundane realism of his study?

A) conducting the study in his classroom
B) conducting the study in a research laboratory
C) assessing students while taking a practice exam that does not count toward their final grade
D) having students imagine that they are listening to music as they take their exam

Question 25

Select the factor that is NOT unique to experimental designs.

A) random assignment
B) experimental control
C) internal validity
D) covariation

Question 26

To experimentally test the adage "An apple a day keeps the doctor away," Anika randomly assigned 50 participants to eat an apple every day for one month and assigned 50 participants not to eat any apples during the month-long study period. At the end of the study, she asked all 100 participants how many apples they ate in a given day. This question served as her:

A) experimental hypothesis.
B) internal validity.
C) manipulation check.
D) mundane realism.

Question 27

Jace is interested in examining whether productivity is improved when people wear noise-cancelling headphones. To test his hypothesis he decides to bring people into a research laboratory and have them complete an anagram task while either wearing noise-cancelling headphones or not. Jace can _____ the independence and _____ the control of his study by conducting participants one at a time.

A) decrease; increase
B) increase; increase
C) decrease; decrease
D) increase; decrease

Question 28

Lucy is using her newfound scientific appreciation to study phenomena in her own life. This week she wants to conduct an experiment to test whether the dryer is shrinking her jeans. In her study, jeans that are washed and then air dried are her _____ condition.

A) control
B) experimental
C) null
D) independent

Question 29

For the study described in this chapter, the _____ asked whether trying to ignore a text message leads to distraction, whereas the _____ stated that participants in the highly restricted cell phone use group will have worse test performance than those who are allowed to check their cell phones.

A) hypothesis; research question
B) hypothesis; theory
C) research question; hypothesis
D) research question; theory

Question 30

In an experiment designed to examine the effect of watching horror movies on the risk of heart attacks, participants in the experimental condition would be assigned to:

A) watch horror movies.
B) watch romantic comedies.
C) not watch horror movies.
D) not watch romantic comedies.

Question 31

Suppose an experimenter were examining the relationship between texting and driving and found that there was no difference between the experimental and control groups in typical cell phone use, previous texting experience, or driving history. This would serve to:

A) identify weaknesses of the current study that must be reexamined through replication.
B) rule out possible alternative explanations.
C) show that the manipulation of the independent variable did not affect the dependent variable.
D) reveal extraneous variables that can explain the obtained research findings.

Question 32

Which of the following is the correct order of operations for conducting an experiment?

A) interpret your data, conduct the study, develop a hypothesis, review previous literature
B) conduct the study, interpret your data, review previous literature, develop a hypothesis
C) develop a hypothesis, conduct the study, interpret your data, review previous literature
D) review previous literature, develop a hypothesis, conduct the study, interpret your data

Question 33

Felipe is interested in testing whether people are more likely to take gummy vitamins than regular (hard pill) vitamins. In his study, the experimental group is composed of participants who take _____, and his control group is comprised of participants who take _____.

A) gummy vitamins; no vitamins
B) gummy vitamins: regular vitamins
C) regular vitamins; gummy vitamins
D) regular vitamins; no vitamins

Question 34

Camila is interested in examining whether people who have more frequent access to pictures have better memory. Which of the following represents the null hypothesis for her study?

A) Frequent access to pictures will lead to better memory.
B) Frequent access to pictures will lead to worse memory.
C) Frequent access to pictures will affect memory.
D) Frequent access to pictures will not affect memory.

Question 35

Unlike a correlation, the two-group experimental design allows researchers to:

A) examine real life phenomena.
B) investigate naturally occurring relationships.
C) establish a cause-and-effect relationship.
D) study covariation.

Question 36

In a study examining the effect of ignoring text messages on distraction, trying to ignore text messages is the _____ variable, whereas the amount of distraction is the _____ variable.

A) dependent; independent
B) independent; dependent
C) independent; experimental
D) dependent; experimental

Question 37

By choosing to conduct a study in a research laboratory instead of its natural setting, researchers gain _____, but lose _____.

A) internal validity; generalizability
B) internal validity; independence
C) generalizability; internal validity
D) generalizability; independence

Question 38

Duncan designed a study to examine whether sunscreen with a higher SPF was able to protect participants from sunburn better than sunscreen with a lower SPF. To test this, he randomly assigned half of his participants to wear a sunscreen with a SPF of 50. The other half were assigned to wear a sunscreen with a SFP of 35. After five hours in the sun, he compared the level of sunburn across the groups. Which of the following would indicate that his two-group experimental study yielded a significant difference?

A) t(101) = 5.31, p = .09, d = .29
B) t(101) = 8.62, p = .03, d = .67
C) t(101) = 1.61, p = .15, d = .22
D) t(101) = 2.89, p = .72, d = .30

Question 39

Bianca is interested in examining whether traffic is related to aggressive behavior. If she measures aggressive behavior, operationalized as horn blowing frequency, observed on a local highway, rather than in a driving simulator, she would have had greater _____, but less _____.

A) internal validity; mundane realism
B) internal validity; independence
C) mundane realism; generalizability
D) mundane realism; independence

Question 40

If a personality psychologist was interested in examining the relationship between people's educational level and extraversion, the best operational definition of educational level would be:

A) participants' self-reported IQ.
B) how much time participants reading books compared to watching TV.
C) observers' rating of how intelligent participants appeared.
D) the highest degree earned by each participant.

Question 41

How would you operationalize the variables in an experiment examining the impact of sleep deprivation on sense of humor?

Question 42

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Curry, N. A. & Kasser, T. (2005). Can coloring mandalas reduce anxiety? Art Therapy: Journal of American Art Therapy Association, 22(2) 81-85.
Effect of Coloring on Anxiety
Curry and Kasser were interested in examining whether coloring complex geometric patterns reduces anxiety. To that end, they induced anxiety in 84 undergraduate volunteers from their university. Following anxiety induction the participants were divided into two coloring conditions. To determine which condition each participant would be in the researchers put all of their names in a hat. The first name drawn was placed in group 1, the second name drawn was placed in group 2, the third name drawn was placed in group 1, and so on. Those in the complex geometric coloring condition (group 1) were given a paper with a plaid pattern or the outline of a mandala. Those in the control condition (group 2) were given a blank piece of paper. After 20 minutes of coloring all of the participants completed a self-administered State Anxiety Inventory (SAI). Lower SAI scores indicate low levels of anxiety whereas higher SAI scores indicate high levels of anxiety. The mean SAI scores of each coloring condition were compared to determine whether the type of coloring one does affects anxiety. The results revealed that those who colored a complex geometric pattern had significantly different levels of anxiety than those who colored on a blank sheet of paper. Curry and Kasser concluded that coloring causes a change in anxiety, but only when coloring requires a certain amount of attention and focus.
Figure 1. Effect of Coloring on Anxiety

(Scenario I) Based on the information provided in Scenario I, which of the following statements BEST describe(s) the data shown in Figure 1?

A) Coloring complex geometric patterns causes a decrease in anxiety.
B) Anxiety differs between those who color complex patterns and those who color free-form.
C) There is a relationship between coloring complexity and anxiety.
D) All of the above statements are equally good.

Question 43

Define covariation and then list three examples of covariation that occur in your own life.

Question 44

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Curry, N. A. & Kasser, T. (2005). Can coloring mandalas reduce anxiety? Art Therapy: Journal of American Art Therapy Association, 22(2) 81-85.
Effect of Coloring on Anxiety
Curry and Kasser were interested in examining whether coloring complex geometric patterns reduces anxiety. To that end, they induced anxiety in 84 undergraduate volunteers from their university. Following anxiety induction the participants were divided into two coloring conditions. To determine which condition each participant would be in the researchers put all of their names in a hat. The first name drawn was placed in group 1, the second name drawn was placed in group 2, the third name drawn was placed in group 1, and so on. Those in the complex geometric coloring condition (group 1) were given a paper with a plaid pattern or the outline of a mandala. Those in the control condition (group 2) were given a blank piece of paper. After 20 minutes of coloring all of the participants completed a self-administered State Anxiety Inventory (SAI). Lower SAI scores indicate low levels of anxiety whereas higher SAI scores indicate high levels of anxiety. The mean SAI scores of each coloring condition were compared to determine whether the type of coloring one does affects anxiety. The results revealed that those who colored a complex geometric pattern had significantly different levels of anxiety than those who colored on a blank sheet of paper. Curry and Kasser concluded that coloring causes a change in anxiety, but only when coloring requires a certain amount of attention and focus.
Figure 1. Effect of Coloring on Anxiety

(Scenario I) Let's say you are skeptical of the results of this study. You set out to replicate it to determine for yourself whether coloring affects anxiety. Since you don't have access to the State Anxiety Inventory you decide to measure participants' heart rate instead. In doing this, you have changed:

A) the research design.
B) the levels of your independent variable.
C) the operational definition of your dependent variable.
D) the way in which you will analyze the results.

Question 45

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Curry, N. A. & Kasser, T. (2005). Can coloring mandalas reduce anxiety? Art Therapy: Journal of American Art Therapy Association, 22(2) 81-85.
Effect of Coloring on Anxiety
Curry and Kasser were interested in examining whether coloring complex geometric patterns reduces anxiety. To that end, they induced anxiety in 84 undergraduate volunteers from their university. Following anxiety induction the participants were divided into two coloring conditions. To determine which condition each participant would be in the researchers put all of their names in a hat. The first name drawn was placed in group 1, the second name drawn was placed in group 2, the third name drawn was placed in group 1, and so on. Those in the complex geometric coloring condition (group 1) were given a paper with a plaid pattern or the outline of a mandala. Those in the control condition (group 2) were given a blank piece of paper. After 20 minutes of coloring all of the participants completed a self-administered State Anxiety Inventory (SAI). Lower SAI scores indicate low levels of anxiety whereas higher SAI scores indicate high levels of anxiety. The mean SAI scores of each coloring condition were compared to determine whether the type of coloring one does affects anxiety. The results revealed that those who colored a complex geometric pattern had significantly different levels of anxiety than those who colored on a blank sheet of paper. Curry and Kasser concluded that coloring causes a change in anxiety, but only when coloring requires a certain amount of attention and focus.
Figure 1. Effect of Coloring on Anxiety

(Scenario I) Had participants in this study been allowed to select whether they wanted to color the mandala, the plaid pattern, or the blank paper, the researchers would have used __________ assignment.

A) random
B) nonrandom
C) quasi-random
D) matched-pair

Question 46

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Curry, N. A. & Kasser, T. (2005). Can coloring mandalas reduce anxiety? Art Therapy: Journal of American Art Therapy Association, 22(2) 81-85.
Effect of Coloring on Anxiety
Curry and Kasser were interested in examining whether coloring complex geometric patterns reduces anxiety. To that end, they induced anxiety in 84 undergraduate volunteers from their university. Following anxiety induction the participants were divided into two coloring conditions. To determine which condition each participant would be in the researchers put all of their names in a hat. The first name drawn was placed in group 1, the second name drawn was placed in group 2, the third name drawn was placed in group 1, and so on. Those in the complex geometric coloring condition (group 1) were given a paper with a plaid pattern or the outline of a mandala. Those in the control condition (group 2) were given a blank piece of paper. After 20 minutes of coloring all of the participants completed a self-administered State Anxiety Inventory (SAI). Lower SAI scores indicate low levels of anxiety whereas higher SAI scores indicate high levels of anxiety. The mean SAI scores of each coloring condition were compared to determine whether the type of coloring one does affects anxiety. The results revealed that those who colored a complex geometric pattern had significantly different levels of anxiety than those who colored on a blank sheet of paper. Curry and Kasser concluded that coloring causes a change in anxiety, but only when coloring requires a certain amount of attention and focus.
Figure 1. Effect of Coloring on Anxiety

(Scenario I) "Anxiety levels will not differ between those who color complex designs and those color free-form" is an example of a(n):

A) experimental hypothesis.
B) control hypothesis.
C) null hypothesis.
D) research hypothesis.

Question 47

Professor Robinson found that students who sit in the front row of his class receive better grades than students who sit in the back row of his class. Before he jumps to the conclusion that students in the front are smarter than those who sit in the back, he remembers that correlation does not equal causation. What are some extraneous variables that may explain the observed relationship between where a student sits and his/her class performance?

Question 48

Give an example of an experimental hypothesis that a researcher would want to examine using a matched-pair design.

Question 49

As a pop-culture expert you have noticed that when celebrities wear the color black on the red carpet they receive more positive feedback than when they wear other colors. As a researcher, you decide to design an experimental study to test this observation. What would be your null hypothesis and your experimental hypothesis for the experimental study you design?

Question 50

Sofia notices that her friends engage in superstitious behavior, like knocking on wood for good luck and wearing "lucky" clothes on important days. To investigate the usefulness of such behavior, she conducts an extensive literature review to find relevant data in a number of common superstitions. Imagine the results she found were as follows:
Knocking on wood: t(51) = 4.12, p = .45, d = .24
Throwing salt over the shoulder: t(73) = 0.05, p = .87, d = .17
Avoiding black cats: t(62) = 6.96, p = .12, d = .33
Please compare and contrast these findings to draw conclusions about each superstition under investigation.

Question 51

How would you create a manipulation check for an experiment testing whether wearing an activity tracker increases participants' persistence with a 90-day training program?

Question 52

What is a confederate, and how might an experimenter use a confederate to help administer a study on conformity to inexplicable fashion trends, like the rise in popularity of leggings among college-aged females?

Question 53

Use the following to answer questions
Scenario I
Scenario I is based on fabricated data inspired by the following study:
Curry, N. A. & Kasser, T. (2005). Can coloring mandalas reduce anxiety? Art Therapy: Journal of American Art Therapy Association, 22(2) 81-85.
Effect of Coloring on Anxiety
Curry and Kasser were interested in examining whether coloring complex geometric patterns reduces anxiety. To that end, they induced anxiety in 84 undergraduate volunteers from their university. Following anxiety induction the participants were divided into two coloring conditions. To determine which condition each participant would be in the researchers put all of their names in a hat. The first name drawn was placed in group 1, the second name drawn was placed in group 2, the third name drawn was placed in group 1, and so on. Those in the complex geometric coloring condition (group 1) were given a paper with a plaid pattern or the outline of a mandala. Those in the control condition (group 2) were given a blank piece of paper. After 20 minutes of coloring all of the participants completed a self-administered State Anxiety Inventory (SAI). Lower SAI scores indicate low levels of anxiety whereas higher SAI scores indicate high levels of anxiety. The mean SAI scores of each coloring condition were compared to determine whether the type of coloring one does affects anxiety. The results revealed that those who colored a complex geometric pattern had significantly different levels of anxiety than those who colored on a blank sheet of paper. Curry and Kasser concluded that coloring causes a change in anxiety, but only when coloring requires a certain amount of attention and focus.
Figure 1. Effect of Coloring on Anxiety

(Scenario I) In this study, the experimental group did NOT:

A) receive anxiety.
B) color a blank sheet of paper.
C) complete the state anxiety inventory.
D) color a complex geometric design.

Question 54

What is a convenience sample? List some advantages and disadvantages of using this type of sample for an experimental study.

Question 55

Katherine is interested in designing an experiment to examine whether people who use online dating websites are more likely to find satisfying relationships than individuals who do not use such websites. To do so, she designs a study where people in the experimental condition are those who have used online dating websites to find their current romantic partner. Participants in the control condition are individuals who met their partners in person. She measures and compares their current level of relationship satisfaction to reveal that participants who met online are more satisfied than those who met face-to-face. Imagine that you are a journal editor who received her manuscript claiming that online dating causes more satisfying relationship. What is the fatal flaw in her experimental design that would lead you to reject this paper for publication?

Question 56

Although Armand has not conducted any formal studies on the matter, he has noticed a positive correlation between the number of treats he gives his dog and the number of tricks his dog will do. Design a two-group experimental study examining the cause-and-effect relationship between treats and tricks.

Question 57

When would it be appropriate for a researcher to use an experimental design as opposed to a nonexperimental design?

Question 58

How can a researcher increase the internal validity of an experiment?

Question 59

What are acceptable ways to randomly assign participants to the control and experimental conditions?

Question 60

You are interested in conducting a research study to investigate whether the smell of cookies makes people happy. In your experimental condition, you have people complete a mood assessment with the smell of freshly baked cookies in the air. Design a control condition for this experiment.

Question 61

An important condition for establishing causation is covariation. This is:

A) a statistical measure of the magnitude of the difference between comparison groups.
B) the degree to which a study parallels the real world.
C) the degree to which researchers can rule out other possible causal explanations for an observed relationship.
D) when changes in one variable are associated with changes in another variable.

Question 62

Use the following to answer questions
Scenario II
Scenario II is based on fabricated data inspired by the following study:
Kouchaki, M., Gino, F. & Jami, A. (2014). The burden of guilt: Heavy backpacks, light snacks, and enhanced morality. Journal of Experimental Psychology: General, 143(1), 414-424.
Weight and Guilt
Kouchaki and colleagues hypothesized that excess weight leads to emotional guilt. To that end, they asked participants to wear either a heavy backpack (12 pounds) or a light backpack (2 pounds) while sitting on a stool to "evaluate the quality of the backpack." In reality, the researchers were not interested in the participants' perception of the backpack's quality, but in how the weight of the backpack may subconsciously affect their behavior. As such, when the participants were leaving the laboratory they were told they may take a snack from a basket as a thank you for participating in the study. Two types of snacks were available: healthy and not healthy. The results revealed that 78% of the participants in the heavy backpack condition selected the healthy snack compared with only 48% of participants in the light backpack condition. The authors concluded that the type of snack the groups of participants chose indicates that an increase in weight causes one to experience feelings of guilt.
(Scenario II) Which of the following is NOT critically required to establish causality?

A) temporal precedence
B) covariation
C) experimental realism
D) extraneous variables

Question 63

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Borota, D., Murray, E., Keceli, G., et al. (2014). Post-study caffeine administration enhances memory consolidation in humans. Nature Neuroscience, 17(2), 201-203.
Caffeine and Memory Study
The purpose of this study was to determine whether caffeine enhances memory. The researchers obtained a sample of 73 adults who were studied images of objects. Following the study session, half the participants received 200 mg of caffeine while the other half did not. The participants returned to the lab 24 hours later where they were tested for their memory of the images. To that end, the participants were shown a number of images, some of which they had studied (old) and some of which they had not (new), and were asked to indicate whether they were old or new. The results revealed that consuming caffeine just after study significantly improved the participants' ability to discriminate between old and new images. The authors concluded that this study provides evidence for the memory-enhancing potential of caffeine, particularly when it is consumed after study.
(Scenario III) The experimental group in Scenario III included those who received ____________, whereas the control group included those _______________.

A) caffeine; who did not receive caffeine
B) a placebo; who received caffeine
C) 200mg of caffeine; 100mg of caffeine
D) 100mg of caffeine; a placebo

Question 64

Imagine that you are studying the effect of sour tastes on the human salivation response. In designing this study, what are you likely to ask participants in your experimental condition to do?

A) taste something sweet
B) taste something sour
C) salivate
D) not salivate

Question 65

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Borota, D., Murray, E., Keceli, G., et al. (2014). Post-study caffeine administration enhances memory consolidation in humans. Nature Neuroscience, 17(2), 201-203.
Caffeine and Memory Study
The purpose of this study was to determine whether caffeine enhances memory. The researchers obtained a sample of 73 adults who were studied images of objects. Following the study session, half the participants received 200 mg of caffeine while the other half did not. The participants returned to the lab 24 hours later where they were tested for their memory of the images. To that end, the participants were shown a number of images, some of which they had studied (old) and some of which they had not (new), and were asked to indicate whether they were old or new. The results revealed that consuming caffeine just after study significantly improved the participants' ability to discriminate between old and new images. The authors concluded that this study provides evidence for the memory-enhancing potential of caffeine, particularly when it is consumed after study.
(Scenario III) Suppose the researchers who conducted the study described in Scenario III surveyed participants about their caffeine use. Based on their answers, each participant was then assigned to the caffeine condition or control condition. This method of assignment is best described as:

A) random.
B) nonrandom.
C) matched.
D) pseudo-random.

Question 66

Professor Carlson is interested in understanding whether uniform color impacts football players' performances. In his study, _____ is manipulated and _____ is measured.

A) performance; uniform color
B) uniform color; performance
C) performance; which team is playing
D) uniform color; years of playing experience

Question 67

If you are interested in determining whether fatigue causes negative mood, you would need to conduct a(n):

A) interview.
B) survey.
C) experiment.
D) observational study.

Question 68

Use the following to answer questions
Scenario II
Scenario II is based on fabricated data inspired by the following study:
Kouchaki, M., Gino, F. & Jami, A. (2014). The burden of guilt: Heavy backpacks, light snacks, and enhanced morality. Journal of Experimental Psychology: General, 143(1), 414-424.
Weight and Guilt
Kouchaki and colleagues hypothesized that excess weight leads to emotional guilt. To that end, they asked participants to wear either a heavy backpack (12 pounds) or a light backpack (2 pounds) while sitting on a stool to "evaluate the quality of the backpack." In reality, the researchers were not interested in the participants' perception of the backpack's quality, but in how the weight of the backpack may subconsciously affect their behavior. As such, when the participants were leaving the laboratory they were told they may take a snack from a basket as a thank you for participating in the study. Two types of snacks were available: healthy and not healthy. The results revealed that 78% of the participants in the heavy backpack condition selected the healthy snack compared with only 48% of participants in the light backpack condition. The authors concluded that the type of snack the groups of participants chose indicates that an increase in weight causes one to experience feelings of guilt.
(Scenario II) Based on the information provided in the scenario, how did Kouchaki and colleagues operationally define guilt?

A) a feeling of shame or regret
B) backpack weight
C) selecting a healthy snack
D) a negative evaluation of the backpack

Question 69

Covariation tells us:

A) that one variable causes changes in another variable.
B) that two variables are associated with each other.
C) that two variables are not associated with each other.
D) that one variable is not responsible for changes in another variable.

Question 70

Which of the following requires examination using experimental research?

A) the effect of practice on performance
B) the relationship between height and weight
C) the role of gender on athleticism
D) the relationship between head circumference and intelligence

Question 71

Temporal precedence is established by showing that changes in the suspected cause occur _____ changes in the outcome.

A) before
B) at the same time as
C) after
D) regardless of

Question 72

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Borota, D., Murray, E., Keceli, G., et al. (2014). Post-study caffeine administration enhances memory consolidation in humans. Nature Neuroscience, 17(2), 201-203.
Caffeine and Memory Study
The purpose of this study was to determine whether caffeine enhances memory. The researchers obtained a sample of 73 adults who were studied images of objects. Following the study session, half the participants received 200 mg of caffeine while the other half did not. The participants returned to the lab 24 hours later where they were tested for their memory of the images. To that end, the participants were shown a number of images, some of which they had studied (old) and some of which they had not (new), and were asked to indicate whether they were old or new. The results revealed that consuming caffeine just after study significantly improved the participants' ability to discriminate between old and new images. The authors concluded that this study provides evidence for the memory-enhancing potential of caffeine, particularly when it is consumed after study.
(Scenario III) The researchers who conducted the study described in Scenario III were able to make a causal statement about the effect of caffeine on memory because:

A) they conducted their study in a laboratory setting.
B) they examined memory in only those who were naïve to caffeine.
C) they randomly assigned participants to treatment conditions and controlled how much caffeine each condition received.
D) they performed an independent t-test.

Question 73

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Borota, D., Murray, E., Keceli, G., et al. (2014). Post-study caffeine administration enhances memory consolidation in humans. Nature Neuroscience, 17(2), 201-203.
Caffeine and Memory Study
The purpose of this study was to determine whether caffeine enhances memory. The researchers obtained a sample of 73 adults who were studied images of objects. Following the study session, half the participants received 200 mg of caffeine while the other half did not. The participants returned to the lab 24 hours later where they were tested for their memory of the images. To that end, the participants were shown a number of images, some of which they had studied (old) and some of which they had not (new), and were asked to indicate whether they were old or new. The results revealed that consuming caffeine just after study significantly improved the participants' ability to discriminate between old and new images. The authors concluded that this study provides evidence for the memory-enhancing potential of caffeine, particularly when it is consumed after study.
(Scenario III) In Scenario III the researchers included only those participants who were not regular caffeine drinkers. In doing do, the researchers:

A) increased experimental control.
B) minimized tolerance as an extraneous variable.
C) increased the internal validity of the study.
D) All of the above.

Question 74

For which of the following would using experimental research NOT be appropriate?

A) the influence of weight lifting on aggression
B) the impact of snacking on weight gain
C) the relationship between eye color and IQ
D) the impact of alcohol consumption on behavioral inhibition

Question 75

Use the following to answer questions
Scenario II
Scenario II is based on fabricated data inspired by the following study:
Kouchaki, M., Gino, F. & Jami, A. (2014). The burden of guilt: Heavy backpacks, light snacks, and enhanced morality. Journal of Experimental Psychology: General, 143(1), 414-424.
Weight and Guilt
Kouchaki and colleagues hypothesized that excess weight leads to emotional guilt. To that end, they asked participants to wear either a heavy backpack (12 pounds) or a light backpack (2 pounds) while sitting on a stool to "evaluate the quality of the backpack." In reality, the researchers were not interested in the participants' perception of the backpack's quality, but in how the weight of the backpack may subconsciously affect their behavior. As such, when the participants were leaving the laboratory they were told they may take a snack from a basket as a thank you for participating in the study. Two types of snacks were available: healthy and not healthy. The results revealed that 78% of the participants in the heavy backpack condition selected the healthy snack compared with only 48% of participants in the light backpack condition. The authors concluded that the type of snack the groups of participants chose indicates that an increase in weight causes one to experience feelings of guilt.
(Scenario II) By randomly assigning participants to the heavy backpack condition or light backpack condition, the experimenters have:

A) reduced the likelihood that the participants will stay blinded to the research hypothesis.
B) minimized the influence of factors other than weight on their snack preference.
C) increased the external validity of the study.
D) ensured that only weight caused the participants' snack preference.

Question 76

Use the following to answer questions
Scenario II
Scenario II is based on fabricated data inspired by the following study:
Kouchaki, M., Gino, F. & Jami, A. (2014). The burden of guilt: Heavy backpacks, light snacks, and enhanced morality. Journal of Experimental Psychology: General, 143(1), 414-424.
Weight and Guilt
Kouchaki and colleagues hypothesized that excess weight leads to emotional guilt. To that end, they asked participants to wear either a heavy backpack (12 pounds) or a light backpack (2 pounds) while sitting on a stool to "evaluate the quality of the backpack." In reality, the researchers were not interested in the participants' perception of the backpack's quality, but in how the weight of the backpack may subconsciously affect their behavior. As such, when the participants were leaving the laboratory they were told they may take a snack from a basket as a thank you for participating in the study. Two types of snacks were available: healthy and not healthy. The results revealed that 78% of the participants in the heavy backpack condition selected the healthy snack compared with only 48% of participants in the light backpack condition. The authors concluded that the type of snack the groups of participants chose indicates that an increase in weight causes one to experience feelings of guilt.
(Scenario II) Suppose the researchers manipulated the independent variable such that the heavy backpack was 5 pounds and the light backpack was 3 pounds. After conducting the study they saw no difference between the groups when choosing a snack. Prior to the study the researchers should have probably conducted a(n):

A) simple experiment.
B) independent sample t-test.
C) two-group design.
D) manipulation check.

Question 77

A factor other than the intended treatment that may change the outcome variable is known as:

A) covariation.
B) an extraneous variable.
C) internal validity.
D) temporal precedence.

Question 78

Use the following to answer questions
Scenario II
Scenario II is based on fabricated data inspired by the following study:
Kouchaki, M., Gino, F. & Jami, A. (2014). The burden of guilt: Heavy backpacks, light snacks, and enhanced morality. Journal of Experimental Psychology: General, 143(1), 414-424.
Weight and Guilt
Kouchaki and colleagues hypothesized that excess weight leads to emotional guilt. To that end, they asked participants to wear either a heavy backpack (12 pounds) or a light backpack (2 pounds) while sitting on a stool to "evaluate the quality of the backpack." In reality, the researchers were not interested in the participants' perception of the backpack's quality, but in how the weight of the backpack may subconsciously affect their behavior. As such, when the participants were leaving the laboratory they were told they may take a snack from a basket as a thank you for participating in the study. Two types of snacks were available: healthy and not healthy. The results revealed that 78% of the participants in the heavy backpack condition selected the healthy snack compared with only 48% of participants in the light backpack condition. The authors concluded that the type of snack the groups of participants chose indicates that an increase in weight causes one to experience feelings of guilt.
(Scenario II) During the experiment one participant in the heavy backpack condition mentioned he had not eaten all day and was starving. In contrast to the majority of the other participants in the heavy backpack condition, he opted for the high-calorie, nonhealthy snack when leaving the laboratory. According to your text what should a good researcher do in this case?

A) conduct a manipulation check
B) record this in their researcher notes
C) remove the participant from the study
D) reject the null hypothesis

Question 79

Use the following to answer questions
Scenario III
Scenario III is based on fabricated data inspired by the following study:
Borota, D., Murray, E., Keceli, G., et al. (2014). Post-study caffeine administration enhances memory consolidation in humans. Nature Neuroscience, 17(2), 201-203.
Caffeine and Memory Study
The purpose of this study was to determine whether caffeine enhances memory. The researchers obtained a sample of 73 adults who were studied images of objects. Following the study session, half the participants received 200 mg of caffeine while the other half did not. The participants returned to the lab 24 hours later where they were tested for their memory of the images. To that end, the participants were shown a number of images, some of which they had studied (old) and some of which they had not (new), and were asked to indicate whether they were old or new. The results revealed that consuming caffeine just after study significantly improved the participants' ability to discriminate between old and new images. The authors concluded that this study provides evidence for the memory-enhancing potential of caffeine, particularly when it is consumed after study.
(Scenario III) The null hypothesis of the study described in Scenario III is:

A) caffeine will improve memory.
B) caffeine will impair memory.
C) caffeine will have no effect on memory.
D) caffeine may improve or impair memory.

Question 80

Use the following to answer questions
Scenario II
Scenario II is based on fabricated data inspired by the following study:
Kouchaki, M., Gino, F. & Jami, A. (2014). The burden of guilt: Heavy backpacks, light snacks, and enhanced morality. Journal of Experimental Psychology: General, 143(1), 414-424.
Weight and Guilt
Kouchaki and colleagues hypothesized that excess weight leads to emotional guilt. To that end, they asked participants to wear either a heavy backpack (12 pounds) or a light backpack (2 pounds) while sitting on a stool to "evaluate the quality of the backpack." In reality, the researchers were not interested in the participants' perception of the backpack's quality, but in how the weight of the backpack may subconsciously affect their behavior. As such, when the participants were leaving the laboratory they were told they may take a snack from a basket as a thank you for participating in the study. Two types of snacks were available: healthy and not healthy. The results revealed that 78% of the participants in the heavy backpack condition selected the healthy snack compared with only 48% of participants in the light backpack condition. The authors concluded that the type of snack the groups of participants chose indicates that an increase in weight causes one to experience feelings of guilt.
(Scenario II) Regardless of their assigned treatment condition, all participants were told, "We are working on manufacturing a new backpack and are interested in your thoughts. Please put this backpack on and have a seat." By using this standard this script the researchers were enhancing:

A) internal validity.
B) experimental realism.
C) experimental control.
D) mundane realism.