Deck 8: Complex Designs

Question 1

A researcher is interested in studying the effectiveness of two different learning strategies (A and B), and whether the effects of the learning strategies differ for easy material compared to difficult material. The researcher has 80 participants available. The dependent variable is percentage correct on tests of the material. The researcher hypothesizes that (1) participants will always have higher test scores for easy compared to difficult material, and (2) learning strategy B will be better than learning strategy A for difficult material, but the strategies will produce little difference in test results for easy material.
Draw a graph that displays mean results consistent with the researcher's hypothesis.

Answer 1

Both graphs display data that support the researcher's hypotheses,but with different independent variables on the x-axis (either is correct):

Question 2

A researcher conducts a study to determine if the variable of test anxiety influences performance on the GRE verbal and quantitative tests. He uses a questionnaire to assess individuals' test anxiety and classifies participants as high test anxious (n = 20) or low test anxious (n = 20). He is also interested in knowing whether high or low test-anxious individuals' performance is different for the computerized version of the test compared to the paper-and-pencil version of the test. Within each anxiety group, he randomly assigns participants to either the computer version or the paper version of the GRE tests. Participants then complete both the verbal and quantitative tests of the GRE in the test version they've been assigned (computer or paper).

-What kind of complex design is this (e.g. ,2 × 2)?

Answer 2

This is a 2 × 2 × 2 complex design.[It is a mixed design.]

Question 3

A researcher is interested in studying the effectiveness of two different learning strategies (A and B), and whether the effects of the learning strategies differ for easy material compared to difficult material. The researcher has 80 participants available. The dependent variable is percentage correct on tests of the material. The researcher hypothesizes that (1) participants will always have higher test scores for easy compared to difficult material, and (2) learning strategy B will be better than learning strategy A for difficult material, but the strategies will produce little difference in test results for easy material.
How many participants would be needed in each condition if both variables were manipulated using random groups designs?

Answer 3

With 80 participants available,20 participants should be randomly assigned to each of the four conditions.

Question 4

A researcher is interested in studying the effectiveness of two different learning strategies (A and B), and whether the effects of the learning strategies differ for easy material compared to difficult material. The researcher has 80 participants available. The dependent variable is percentage correct on tests of the material. The researcher hypothesizes that (1) participants will always have higher test scores for easy compared to difficult material, and (2) learning strategy B will be better than learning strategy A for difficult material, but the strategies will produce little difference in test results for easy material.
Identify the conditions of a complex design experiment that would be used to examine these variables (i.e. ,factorial combination).

Question 5

Figure:
Use this graph to answer the questions that follow:
What are the means for the main effect of Task Complexity? [Be sure to specify which mean belongs with each condition.]

Question 6

Interaction effects can play a special role in the natural groups design to help break the confoundings inherent in individual difference (subject)variables.Describe this role of interaction effects using the study comparing memory of musicians and nonmusicians described in the text.

Question 7

A researcher conducts a study to determine if the variable of test anxiety influences performance on the GRE verbal and quantitative tests. He uses a questionnaire to assess individuals' test anxiety and classifies participants as high test anxious (n = 20) or low test anxious (n = 20). He is also interested in knowing whether high or low test-anxious individuals' performance is different for the computerized version of the test compared to the paper-and-pencil version of the test. Within each anxiety group, he randomly assigns participants to either the computer version or the paper version of the GRE tests. Participants then complete both the verbal and quantitative tests of the GRE in the test version they've been assigned (computer or paper).
What is the repeated measures variable? What are the levels?

Question 8

Figure:
A researcher examined whether people's responses to injustice depend on whether the offender in a hypothetical scenario is a male or a female,and whether the offender apologized (or not)after the offense.Participants were randomly assigned to the gender of the offender condition (female,male)and apology condition (present,absent).
Participants read a hypothetical scenario in which a person (male or female)acted unjustly and the action results in severe harm.Half of the participants read that the offender apologized;the other half read the same scenario except no apology was mentioned.Participants then rated the extent to which they would forgive the offender using a 0 (no forgiveness)to 9 (complete forgiveness)rating scale.The researcher predicted that participants' forgiveness would be greater following an apology compared to the apology-absent condition.The researcher also predicted that the gender of the offender would have no effect on forgiveness.
The researcher observed the following means:
What are the means for the main effect of the Apology variable? [Be sure to specify which mean belongs with each condition.]

Question 9

Figure:
A researcher examined whether people's responses to injustice depend on whether the offender in a hypothetical scenario is a male or a female,and whether the offender apologized (or not)after the offense.Participants were randomly assigned to the gender of the offender condition (female,male)and apology condition (present,absent).
Participants read a hypothetical scenario in which a person (male or female)acted unjustly and the action results in severe harm.Half of the participants read that the offender apologized;the other half read the same scenario except no apology was mentioned.Participants then rated the extent to which they would forgive the offender using a 0 (no forgiveness)to 9 (complete forgiveness)rating scale.The researcher predicted that participants' forgiveness would be greater following an apology compared to the apology-absent condition.The researcher also predicted that the gender of the offender would have no effect on forgiveness.
The researcher observed the following means:

-Describe the research design the researcher used,including the type of variables used.

Question 10

Figure:
Use this graph to answer the questions that follow:

-Describe the factorial design in this experiment (e.g. ,3 × 4).

Question 11

Figure:
A researcher examined whether people's responses to injustice depend on whether the offender in a hypothetical scenario is a male or a female,and whether the offender apologized (or not)after the offense.Participants were randomly assigned to the gender of the offender condition (female,male)and apology condition (present,absent).
Participants read a hypothetical scenario in which a person (male or female)acted unjustly and the action results in severe harm.Half of the participants read that the offender apologized;the other half read the same scenario except no apology was mentioned.Participants then rated the extent to which they would forgive the offender using a 0 (no forgiveness)to 9 (complete forgiveness)rating scale.The researcher predicted that participants' forgiveness would be greater following an apology compared to the apology-absent condition.The researcher also predicted that the gender of the offender would have no effect on forgiveness.
The researcher observed the following means:
What are the means for the main effect of the Offender Gender variable? [Be sure to specify which mean belongs with each condition.]

Question 12

Figure:
Use this graph to answer the questions that follow:
In order to explain the interaction effect present in these data,describe two simple main effects.

Question 13

A researcher conducts a study to determine if the variable of test anxiety influences performance on the GRE verbal and quantitative tests. He uses a questionnaire to assess individuals' test anxiety and classifies participants as high test anxious (n = 20) or low test anxious (n = 20). He is also interested in knowing whether high or low test-anxious individuals' performance is different for the computerized version of the test compared to the paper-and-pencil version of the test. Within each anxiety group, he randomly assigns participants to either the computer version or the paper version of the GRE tests. Participants then complete both the verbal and quantitative tests of the GRE in the test version they've been assigned (computer or paper).
What is the manipulated independent groups variable in this study? What are the levels?

Question 14

Explain the role of an interaction effect in a complex design in establishing the external validity of each independent variable entering into the interaction effect.Be sure to describe what happens to external validity both when an interaction effect is and is not present.Finally,explain why you might be cautious in using interaction effects to establish the external validity of the effect of an independent variable.

Question 15

Figure:
A researcher examined whether people's responses to injustice depend on whether the offender in a hypothetical scenario is a male or a female,and whether the offender apologized (or not)after the offense.Participants were randomly assigned to the gender of the offender condition (female,male)and apology condition (present,absent).
Participants read a hypothetical scenario in which a person (male or female)acted unjustly and the action results in severe harm.Half of the participants read that the offender apologized;the other half read the same scenario except no apology was mentioned.Participants then rated the extent to which they would forgive the offender using a 0 (no forgiveness)to 9 (complete forgiveness)rating scale.The researcher predicted that participants' forgiveness would be greater following an apology compared to the apology-absent condition.The researcher also predicted that the gender of the offender would have no effect on forgiveness.
The researcher observed the following means:
Did the results support the researcher's predictions? Explain why or why not.

Question 16

A researcher conducts a study to determine if the variable of test anxiety influences performance on the GRE verbal and quantitative tests. He uses a questionnaire to assess individuals' test anxiety and classifies participants as high test anxious (n = 20) or low test anxious (n = 20). He is also interested in knowing whether high or low test-anxious individuals' performance is different for the computerized version of the test compared to the paper-and-pencil version of the test. Within each anxiety group, he randomly assigns participants to either the computer version or the paper version of the GRE tests. Participants then complete both the verbal and quantitative tests of the GRE in the test version they've been assigned (computer or paper).
What is the natural groups variable in this study? What are the levels?

Question 17

Distinguish between a main effect and an interaction effect in a complex design.

Question 18

Briefly describe the analyses that are done to interpret the results of complex designs when an interaction effect is present and when an interaction effect is not present.

Question 19

Figure:
A researcher examined whether people's responses to injustice depend on whether the offender in a hypothetical scenario is a male or a female,and whether the offender apologized (or not)after the offense.Participants were randomly assigned to the gender of the offender condition (female,male)and apology condition (present,absent).
Participants read a hypothetical scenario in which a person (male or female)acted unjustly and the action results in severe harm.Half of the participants read that the offender apologized;the other half read the same scenario except no apology was mentioned.Participants then rated the extent to which they would forgive the offender using a 0 (no forgiveness)to 9 (complete forgiveness)rating scale.The researcher predicted that participants' forgiveness would be greater following an apology compared to the apology-absent condition.The researcher also predicted that the gender of the offender would have no effect on forgiveness.
The researcher observed the following means:
Describe what effects might be statistically significant if this researcher computed an analysis of variance.

Question 20

Figure:
Use this graph to answer the questions that follow:
What are the means for the main effect of the Age variable? [Be sure to specify which mean belongs with each condition.]

Question 21

Figure:
A researcher examined whether interrogators who expect a suspect to be guilty,rather than innocent,use more persuasive interrogation techniques.The researcher created a laboratory situation in which students (the "suspects")were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them.Student interrogators then interviewed a suspect;they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime.Observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort).
Suppose the researcher observed the following means for each group:

-The design on this experiment would be described as a

A)2 × 2.
B)2 ×10.
C)2 × 2 × 2.
D)2 × 2 × 10.

Question 22

Figure:
A researcher examined whether interrogators who expect a suspect to be guilty,rather than innocent,use more persuasive interrogation techniques.The researcher created a laboratory situation in which students (the "suspects")were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them.Student interrogators then interviewed a suspect;they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime.Observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort).
Suppose the researcher observed the following means for each group:
Assuming any nonzero difference is statistically significant,these results would most likely indicate a

A)main effect of Interrogator Expectation.
B)main effect of Suspect Status.
C)interaction effect between Interrogator Expectation and Suspect Status.
D)all of these

Question 23

A complex design always involves

A)only one independent variable.
B)two or more different research designs.
C)two or more dependent variables.
D)two or more independent variables.

Question 24

Figure:
A researcher was interested in the effects of arousal and personality on individuals' GRE test performance.The personality variable he examined was individuals' level of introversion-extraversion.Based on questionnaire responses,each participant was classified as an "extravert" or an "introvert." The researcher manipulated arousal level by giving caffeine to participants prior to administering a practice GRE test.Participants were randomly assigned to a high-caffeine condition,a medium-caffeine condition,or the no-caffeine conditions.All participants then completed a practice version of the quantitative portion of the GRE.
Suppose the researcher observed the following means for each group:
The means for the main effect of personality are

A)500 and 700.
B)600,600,and 600.
C)600 and 600.
D)The means cannot be determined in this design.

Question 25

Figure:
A researcher was interested in the effects of arousal and personality on individuals' GRE test performance.The personality variable he examined was individuals' level of introversion-extraversion.Based on questionnaire responses,each participant was classified as an "extravert" or an "introvert." The researcher manipulated arousal level by giving caffeine to participants prior to administering a practice GRE test.Participants were randomly assigned to a high-caffeine condition,a medium-caffeine condition,or the no-caffeine conditions.All participants then completed a practice version of the quantitative portion of the GRE.
Suppose the researcher observed the following means for each group:
The random groups independent variable in this experiment is

A)scores on the quantitative portion of the GRE test.
B)participants who volunteered to participate in the experiment.
C)level of arousal: high-caffeine,medium-caffeine,or no-caffeine.
D)participants' personality: introversion or extraversion.

Question 26

Figure:
A researcher examined whether interrogators who expect a suspect to be guilty,rather than innocent,use more persuasive interrogation techniques.The researcher created a laboratory situation in which students (the "suspects")were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them.Student interrogators then interviewed a suspect;they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime.Observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort).
Suppose the researcher observed the following means for each group:
Ratings of effort used to obtain a confession are a

A)repeated measures variable.
B)natural groups independent variable.
C)random groups independent variable.
D)dependent variable.

Question 27

Figure:
A researcher examined whether interrogators who expect a suspect to be guilty,rather than innocent,use more persuasive interrogation techniques.The researcher created a laboratory situation in which students (the "suspects")were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them.Student interrogators then interviewed a suspect;they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime.Observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort).
Suppose the researcher observed the following means for each group:
Whether student interrogators believed their suspect to be innocent or guilty is a

A)natural groups independent variable.
B)random groups dependent variable.
C)dependent variable.
D)repeated measures variable.

Question 28

Figure:
A researcher examined whether interrogators who expect a suspect to be guilty,rather than innocent,use more persuasive interrogation techniques.The researcher created a laboratory situation in which students (the "suspects")were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them.Student interrogators then interviewed a suspect;they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime.Observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort).
Suppose the researcher observed the following means for each group:
The means used to describe the main effect of Interrogator Expectation are

A)0.0 and 6.0.
B)9.0 and 6.0.
C)6.0 and 12.0.
D)6.0 and 6.0.

Question 29

Figure:
A researcher examined whether interrogators who expect a suspect to be guilty,rather than innocent,use more persuasive interrogation techniques.The researcher created a laboratory situation in which students (the "suspects")were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them.Student interrogators then interviewed a suspect;they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime.Observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort).
Suppose the researcher observed the following means for each group:
The means used to describe the main effect of Suspect Status are

A)6.0 and 6.0.
B)-6.0 and 0.0.
C)12.0 and 6.0.
D)6.0 and 9.0.

Question 30

Assume the following results were observed for the mean Verbal scores (we'll ignore quantitative scores):
Based on these findings,the researcher claims that Test Version,computer vs.paper,does not affect individuals' average performance.What data is the researcher using to make this claim? Is this claim justified?

Question 31

Figure:
A researcher was interested in the effects of arousal and personality on individuals' GRE test performance.The personality variable he examined was individuals' level of introversion-extraversion.Based on questionnaire responses,each participant was classified as an "extravert" or an "introvert." The researcher manipulated arousal level by giving caffeine to participants prior to administering a practice GRE test.Participants were randomly assigned to a high-caffeine condition,a medium-caffeine condition,or the no-caffeine conditions.All participants then completed a practice version of the quantitative portion of the GRE.
Suppose the researcher observed the following means for each group:
The natural groups independent variable in this experiment is

A)the introversion group.
B)the extraversion group.
C)level of arousal: high-caffeine,medium-caffeine,or no-caffeine.
D)participants' personality: introversion or extraversion.

Question 32

Figure:
A researcher examined whether interrogators who expect a suspect to be guilty,rather than innocent,use more persuasive interrogation techniques.The researcher created a laboratory situation in which students (the "suspects")were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them.Student interrogators then interviewed a suspect;they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime.Observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort).
Suppose the researcher observed the following means for each group:
Whether students were actually guilty or actually innocent of the crime in this experiment is a

A)dependent variable.
B)natural groups independent variable.
C)complex variable.
D)random groups independent variable.

Question 33

Figure:
A researcher was interested in the effects of arousal and personality on individuals' GRE test performance.The personality variable he examined was individuals' level of introversion-extraversion.Based on questionnaire responses,each participant was classified as an "extravert" or an "introvert." The researcher manipulated arousal level by giving caffeine to participants prior to administering a practice GRE test.Participants were randomly assigned to a high-caffeine condition,a medium-caffeine condition,or the no-caffeine conditions.All participants then completed a practice version of the quantitative portion of the GRE.
Suppose the researcher observed the following means for each group:

-The design of this experiment would be described as a

A)3 × 2.
B)2 ×2 × 2.
C)2 × 3 × 1.
D)2 × 2.

Question 34

Figure:
A researcher examined whether interrogators who expect a suspect to be guilty,rather than innocent,use more persuasive interrogation techniques.The researcher created a laboratory situation in which students (the "suspects")were randomly assigned to actually commit a crime or not commit a crime by following a set of instructions given to them.Student interrogators then interviewed a suspect;they were randomly assigned to conditions that led them to believe the suspect was guilty or innocent of the crime.Observers rated the effort used by interrogators to obtain a confession using a 1-10 rating scale (higher scores indicate greater effort).
Suppose the researcher observed the following means for each group:
Based on these findings we can conclude that

A)interrogators apply the same effort during an interview,regardless of who the suspect is.
B)interrogator expectations cause people to be suspects.
C)suspect status and interrogator expectations are relevant variables.
D)all of these

Question 35

Figure:
A researcher was interested in the effects of arousal and personality on individuals' GRE test performance.The personality variable he examined was individuals' level of introversion-extraversion.Based on questionnaire responses,each participant was classified as an "extravert" or an "introvert." The researcher manipulated arousal level by giving caffeine to participants prior to administering a practice GRE test.Participants were randomly assigned to a high-caffeine condition,a medium-caffeine condition,or the no-caffeine conditions.All participants then completed a practice version of the quantitative portion of the GRE.
Suppose the researcher observed the following means for each group:
These results would most likely indicate a statistically significant

A)interaction effect between arousal level and personality.
B)main effect of personality.
C)main effect of arousal level.
D)none of these

Question 36

A researcher conducts a study to determine if the variable of test anxiety influences performance on the GRE verbal and quantitative tests. He uses a questionnaire to assess individuals' test anxiety and classifies participants as high test anxious (n = 20) or low test anxious (n = 20). He is also interested in knowing whether high or low test-anxious individuals' performance is different for the computerized version of the test compared to the paper-and-pencil version of the test. Within each anxiety group, he randomly assigns participants to either the computer version or the paper version of the GRE tests. Participants then complete both the verbal and quantitative tests of the GRE in the test version they've been assigned (computer or paper).
Assuming equal numbers of participants in each condition,how many individuals will be in each independent groups condition?

Question 37

Figure:
A researcher was interested in the effects of arousal and personality on individuals' GRE test performance.The personality variable he examined was individuals' level of introversion-extraversion.Based on questionnaire responses,each participant was classified as an "extravert" or an "introvert." The researcher manipulated arousal level by giving caffeine to participants prior to administering a practice GRE test.Participants were randomly assigned to a high-caffeine condition,a medium-caffeine condition,or the no-caffeine conditions.All participants then completed a practice version of the quantitative portion of the GRE.
Suppose the researcher observed the following means for each group:
Based on these findings,the researcher can

A)predict individuals' quantitative GRE score if he knows whether they are introverted or extraverted.
B)claim that individuals' level of introversion or extraversion causes different performance on the GRE.
C)neither (A)nor (B)
D)both (A)and (B)

Question 38

Figure:
A researcher was interested in the effects of arousal and personality on individuals' GRE test performance.The personality variable he examined was individuals' level of introversion-extraversion.Based on questionnaire responses,each participant was classified as an "extravert" or an "introvert." The researcher manipulated arousal level by giving caffeine to participants prior to administering a practice GRE test.Participants were randomly assigned to a high-caffeine condition,a medium-caffeine condition,or the no-caffeine conditions.All participants then completed a practice version of the quantitative portion of the GRE.
Suppose the researcher observed the following means for each group:
The dependent variable in this experiment is

A)participants' level of arousal.
B)participants' personality: introversion or extraversion.
C)whether people agreed to participate in the experiment.
D)scores on the quantitative portion of the GRE test.

Question 39

Figure:
A researcher was interested in the effects of arousal and personality on individuals' GRE test performance.The personality variable he examined was individuals' level of introversion-extraversion.Based on questionnaire responses,each participant was classified as an "extravert" or an "introvert." The researcher manipulated arousal level by giving caffeine to participants prior to administering a practice GRE test.Participants were randomly assigned to a high-caffeine condition,a medium-caffeine condition,or the no-caffeine conditions.All participants then completed a practice version of the quantitative portion of the GRE.
Suppose the researcher observed the following means for each group:
The means for the main effect of arousal level are

A)600 and 600.
B)600,600,and 600.
C)500,600,and 700.
D)The means cannot be determined in this design.

Question 40

An experiment was done in which college students and elderly people were tested on three different cognitive tasks (spatial ability,memory,and vocabulary).Thus,there were six conditions in the experiment.Which of the following best describes the overall design of the experiment?

A)complex design
B)multivariable design
C)cross-sectional survey design
D)naturalistic observation

Question 41

An experiment that is described as a 3 ×3× 2 is one that has

A)three independent variables,two with 3 levels and one with 2 levels.
B)two independent variables,each with three levels and 18 conditions.
C)two independent variables with 3 levels and two dependent variables with 2 levels.
D)one independent variable with a total of 8 conditions.

Question 42

A researcher did an experiment testing the effects of noise on students' ability to study effectively in different environments.There were three levels of background noise and two different environments so the design was a 3 × 2.The researcher obtained an interaction effect and decided to try to identify the source of the interaction effect by testing the effects of the noise variable separately at each level of the environment variable.Which of the following types of effects in the analysis of a complex design was the researcher testing?

A)main effect
B)simple main effect
C)moderator effect
D)comparison of two means

Question 43

Researchers interested in factors that influence people's performance determined that there was an interaction effect of stress level and the difficulty of the task.Performance on easy tasks was relatively better under high stress than under low stress;performance on difficult tasks was relatively better under low stress than under high stress.The researchers further found that the interaction effect of stress and difficulty was more pronounced for men than for women.The combined effect of the stress,difficulty,and gender independent variables represents a

A)triple or three-way interaction effect.
B)simple main effect.
C)modified main effect.
D)ceiling (men)and floor (women)effect.

Question 44

The number of conditions in a complex design described as a 2 × 3 is

A)two.
B)three.
C)five.
D)six.

Question 45

Which of the following patterns indicates that there has been no interaction effect in a complex design experiment when the results are plotted in a line graph?

A)when the lines are parallel
B)when the lines start out at the same point and diverge from each other
C)when the lines start out apart and converge to the same point
D)when the lines intersect forming a crossing pattern

Question 46

In a complex design experiment researchers found that younger and older people performed equally well on a memory task when they were tested in the morning,but the younger people performed better than the older people when they were tested in the afternoon.The different effect of age at the two times of day represents a(n)

A)main effect.
B)correlated effect.
C)interaction effect.
D)comparison effect.

Question 47

In a complex factorial design described as a 2 × 4 there are

A)two independent variables,each with four levels.
B)four independent variables,each with two levels.
C)one independent variable with two levels and one independent variable with four levels.
D)two independent variables and four dependent variables.

Question 48

The following table includes the results of a 2 × 2 design in which one independent variable was the gender of a research confederate leading a group discussion (male or female)and the second independent variable was the outcome of the group performance (success or failure).Both variables were manipulated by the experimenter using random groups designs.The dependent variable was participants' rating of the confederate leading the discussion.There is an interaction effect in this experiment.Which of the following statements is appropriate for describing the interaction effect?

A)The effect of the gender of the confederate depends on the type of outcome.
B)The effect of the type of outcome depends on the gender of the confederate.
C)Both statements (A and B)are appropriate to describe the interaction effect.
D)Neither statement (A nor B)is appropriate to describe the interaction effect.

Question 49

Which of the following statements best describes the effects that occurred in the 2 × 2 design outlined in the following table? The dependent variable is memory for the tasks (out of a possible ten),and you may assume that any nonzero difference is statistically significant.

A)There was an interaction effect of the type of task and the depression variables but no main effect of either independent variable.
B)There was a main effect of the type of task variable,no main effect of the depression variable,and no interaction effect of the two independent variables.
C)There was an interaction effect of the type of task and the depression variables and a main effect of each of the two independent variables.
D)There were two main effects (one for the type of task variable and one for the depression variable)but no interaction effect of the two independent variables.

Question 50

The three potential sources of systematic variation in a complex design experiment involving two independent variables include

A)one main effect,one interaction effect,and one error effect.
B)one main effect,a simple main effect,and an interaction effect.
C)two main effects and a comparison effect.
D)two main effects and an interaction effect.

Question 51

In a 2 × 2 design with the independent variables,Anxiety Level (Low,High)and Type of Test (Easy,Hard),which of the following would be one of the four conditions created using factorial combination?

A)hard test
B)low anxiety-easy test
C)easy test-hard test
D)low anxiety-high anxiety

Question 52

A researcher designs a 2 × 2 × 2 complex design in which the first independent variable uses a random groups design,the second independent variable uses a natural groups design,and the third independent variable uses a repeated measures design.The researcher wants to have 20 participants in each independent groups condition.How many participants will she need to recruit?

A)20
B)40
C)80
D)160

Question 53

The analysis plan and interpretation of the results of a complex design experiment involving two independent variables depends on

A)the total number of conditions in the experiment.
B)the number of statistically significant effects in the experiment.
C)whether an interaction effect is or is not obtained in the experiment.
D)whether either independent variable produces a main effect or not.

Question 54

When each level of one independent variable is combined with each level of a second independent variable,the combination of these two variables is called

A)complete combination.
B)counterbalanced combination.
C)factorial combination.
D)successive combination.

Question 55

Which of the following effects occurs in a complex design when the effect of one independent variable differs depending on the level of a second independent variable?

A)main effect
B)interaction effect
C)combined effect
D)factorial effect

Question 56

When a line graph is used to depict the results of a complex design,an interaction effect is indicated by

A)parallel lines.
B)nonparallel lines.
C)lines that change direction only once.
D)lines that change direction more than once.

Question 57

The overall effect of each independent variable in a complex design is called a(n)

A)main effect.
B)average effect.
C)comparison effect.
D)simple main effect.

Question 58

Complex designs beyond the basic 2 × 2 design can be constructed

A)only by increasing the numbers of levels of each independent variable .
B)either by increasing the numbers of levels of each independent variable or by increasing the numbers of independent variables or by doing both.
C)only by increasing the numbers of independent variables but holding the levels of each at two .
D)none of these

Question 59

Researchers most often interpret the findings of a complex design by

A)computing an analysis of variance.
B)examining the means for each condition.
C)conducting simple main effects analyses when an interaction effect is present.
D)all of these

Question 60

A student is trying to determine whether an interaction effect is present in an experiment with a 2 × 2 design.The data are summarized in a table.Which of the following methods should the student use to determine whether or not an interaction effect is present?

A)addition method
B)subtraction method
C)multiplication method
D)division method

Question 61

In a 2 × 2 complex design,one independent variable was shown not to have a statistically significant main effect on the dependent variable.Based on this,we can state that

A)the independent variable has external validity over the levels of the second independent variable.
B)for the variable to be considered relevant in this experiment,it must interact with the second independent variable.
C)it is not a relevant independent variable.
D)the variable will definitely interact with the second independent variable in this experiment.

Question 62

When an independent variable such as task difficulty has been shown to interact with a second independent variable such as age,the generality (i.e. ,ability to generalize the findings)of the effect of the task difficulty variable is

A)unaffected.
B)limited.
C)increased.
D)completeD.

Question 63

The overall analysis of variance of a complex design indicates that there is no interaction effect.Which of the following analyses should be done as the next step in analyzing this experiment?

A)main effects
B)simple main effects
C)comparisons of two means
D)simple interaction effects

Question 64

Which of the following represents the general measurement problem that occurs when performance reaches a maximum in any condition of an experiment?

A)effect size
B)ceiling effect
C)mediating effect
D)floor effect

Question 65

An interaction effect is likely to be uninterpretable when this problem in measurement occurs:

A)ceiling or floor effect.
B)simple main effect.
C)nonparallel lines.
D)highly reliable measurement of the dependent variable.

Question 66

When no interaction effect occurs in a complex design with two independent variables,we know the effects of each independent variable can be generalized

A)only across the two independent variables included in the experiment.
B)only across the characteristics of the participants tested in the experiment.
C)across all factors held constant in the experiment.
D)beyond the conditions that were included in the experiment.

Question 67

Which of the following is one of the reasons for being cautious about saying that an independent variable is an irrelevant independent variable if the variable did not have an effect in a single-factor experiment?

A)We can assume that this independent variable would not have an effect if different levels of the variable had been tested.
B)We know the independent variable could interact with another independent variable when used in a complex design.
C)We know that experiments in which an independent variable does not have an effect are inherently uninterpretable.
D)We know that single-factor experiments cannot be used to identify relevant independent variables.

Question 68

A potential solution to the problem of drawing causal inferences based on the natural groups design is to use a complex design involving a natural groups design for an individual differences variable along with a manipulated independent variable.An important key to this potential solution is to

A)obtain a main effect of the individual differences variable but not of the manipulated independent variable
B)obtain a main effect of the manipulated independent variable but not of the individual differences variable.
C)obtain main effects of both the individual differences variable and the manipulated independent variable.
D)obtain an interaction effect of the individual differences variable and the manipulated independent variable.

Question 69

The natural groups design is effective for establishing

A)causal inferences between individuals' characteristics and their performance on a task.
B)external validity of findings relating individuals' characteristics and their performance on a task.
C)correlations between individuals' characteristics and their performance on a task.
D)spurious relationships between individuals' characteristics and their performance on a task.

Question 70

The interpretation of main effects obtained in a complex design is critically dependent on whether

A)only one main effect occurs in the experiment.
B)more than one main effect occurs in the experiment.
C)an interaction effect is present in the experiment.
D)an interaction effect is not present in the experiment.

Question 71

A student has done an experiment involving a 4 × 2 design.The students' initial analysis of variance indicates that there was no statistically significant interaction effect in the experiment.The independent variable with four levels,however,did produce a statistically significant main effect.Which of the following analyses should the student do next to specify the source of this main effect more precisely?

A)eta-squared analyses
B)simple main effects
C)comparisons of two means
D)simple interaction effects

Question 72

There are several steps an investigator must take in carrying out the general procedure for drawing causal inferences based on the natural groups design.Which of the following is not one of the steps an investigator must take?

A)Select a second individual differences variable that would be expected to interact with the primary individual differences variable.
B)Develop a theory explaining why a difference should occur between groups differentiated on the basis of an individual differences variable.
C)Select an independent variable that can be manipulated and that should influence the likelihood that the theoretical process will occur.
D)Strive to produce an interaction effect between a manipulated independent variable and the primary individual differences variable.

Question 73

The limits of the external validity of the effects of each of the two independent variables in a complex design are specified when

A)there is no interaction effect of the two variables but significant main effects for both variables.
B)there is no interaction effect of the two variables and neither variable produces a main effect.
C)there is no interaction effect of the two variables and one independent variable has a main effect but the other variable does not.
D)there is an interaction effect of the two variables and main effects of the variables may or may not be present.

Question 74

Complex designs enhance researchers' ability to test hypotheses derived from theories because complex designs

A)require more specific operational definitions of concepts.
B)insure that the null hypothesis will be false.
C)have higher internal validity.
D)make it possible to test both main effects and interaction effects.

Question 75

A common approach for resolving contradictory findings in research literature is to develop a theory for the source of different findings and

A)manipulate independent variables in a complex design to test the theory.
B)examine the relationship between a natural groups variable and a dependent variable.
C)create experimental conditions that will lead to a floor effect for one set of findings.
D)eliminate any possibility for statistical interactions among the independent variables.