Ch.11 Quasi and Dev Research Test Questions & Answers Bates

Chapter 11

Test Bank

1. In a ________ experimental design, a subject's behavior is measured over time during a baseline control period.A. nonequivalent control groupB. control seriesC. single-caseD. propensity scoreAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Single-Case Experimental Design2. Single-case experiments were developed from a need toA. determine whether an experimental manipulation has an effect on a single research participant.B. measure only a single dependent variable.C. have a design that examines a measurement at only one point in time.D. overcome selection differences that occur in nonequivalent control group designs.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Single-Case Experimental Design3. One method used to demonstrate the reversibility of the effect of an independent variable is a(n)A. interrupted time series design.B. quasi-experimental design.C. control series design.D. ABA design.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Reversal Design4. Which of the following is a basic reversal design?A. quasi-experimental designB. pretest-posttest designC. interrupted time series designD. ABA designAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Reversal Design5. To examine how a reward influences a desired behavior, a mother first counts the number of times her son makes his bed over a two-week period. For the next two weeks, she gives him a reward every time he makes his bed. Following this period, she stops rewarding him and again counts the number of times he makes his bed. This procedure is an example of a(n) ________ design.A. baseline treatmentB. posttest-onlyC. ABAD. control seriesAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Reversal Design6. An advantage of the ABAB reversal design over the ABA design is that itA. is less expensive.B. is less time-consuming.C. can be used in clinical research.D. allows for fewer alternative explanations for the results.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Reversal Design7. In an ABAB reversal design, the second "B" period is necessary to rule outA. chance fluctuations.B. correlational variables.C. baseline changes.D. carry-over effects.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Reversal Design8. In the context of reversal designs, the ABAB designA. ends with the treatment rather than the withdrawal of treatment.B. provides a second withdrawal period.C. tests the effect of the treatment a third time.D. does not account for chance fluctuations.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Reversal Design9. From an ethical viewpoint, the ABAB design is preferred over the ABA design becauseA. the ABAB design more powerfully rules out chance fluctuations and coincidental events.B. it does not seem right to end the design with the withdrawal of a treatment that may be beneficial to the participant.C. the ABAB design is less expensive and less time-consuming.D. a single reversal, in most cases, tends to be extremely powerful evidence for the effectiveness of the treatment.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Reversal Design10. In the context of reversal designs, the ABABAB designA. allows the effect of the treatment to be tested a third time.B. is the basic reversal design.C. ends with the withdrawal of the treatment.D. is sometimes called the nonequivalent control group pretest-posttest design.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Reversal Design11. A multiple baseline design is often used whenA. the chances of a high mortality rate among the participants are high.B. random assignment of subjects to groups was done incorrectly.C. the researcher wants to correlate several behaviors with the one of interest.D. it is impossible or unethical to effect a reversal of treatment.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Multiple Baseline Design12. In a multiple baseline design, in order to conclude that a treatment is effective, a behavior change must be observedA. before the manipulation is introduced.B. in one circumstance.C. with multiple participants.D. under multiple circumstances.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Multiple Baseline Design13. Professor Aaron finds that when he smiles and makes eye contact with Jeanne, she becomes more responsive to his questions. He tries the same behavior on David, Chris, and Brendon, introducing the smile and eye contact at different times in the conversation, and finds that it also influences their responses to his questions. What type of single-case design did Professor Aaron employ?A. across situations ABA designB. across behaviors multiple-baseline designC. across subjects ABA designD. across subjects multiple-baseline designAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Multiple Baseline Design14. Laila realizes that positive words help her son Jimmy perform better at soccer. Using this technique, she eventually ensures that he performs better in academics and in competitive exams. What type of single-case design does Laila employ?A. posttest-only designB. reversal designC. multiple-baseline design across situationsD. nonequivalent control group pretest-posttest designAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Multiple Baseline Design15. Amelia realized that her seven-year-old daughter, Violet, was especially motivated by money. Amelia began a reinforcement program whereby Violet earned 5 cents every time she brushed her teeth. A month later, Amelia instituted a payment schedule of 10 cents every time Violet went to bed on time without complaining. Once these behaviors were firmly established, Violet began getting 15 cents for every book she read. What kind of single-subject design did Amelia employ?A. across situations multiple-baseline designB. across subjects multiple-baseline designC. across subjects ABA designD. across behaviors multiple-baseline designAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Multiple Baseline Design16. Which of the following is a variation of the multiple baseline design?A. across subjectsB. across effectsC. across treatmentsD. across experimentsAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Multiple Baseline Design17. In a multiple baseline across situations design,A. the same behavior is measured in different settings.B. several different behaviors of a single subject are measured over time.C. the behavior of several subjects is measured over time.D. all subjects are exposed to a particular situational variable.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Multiple Baseline Design18. Which of the following is true of single-case designs?A. Early interest in single-case designs in psychology came from research on classical conditioning.B. The results are presented as group data with overall means.C. The procedures for use with a single subject cannot be replicated with other subjects.D. Complex statistical analyses are not required.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Single-Case Experimental Design19. Kazbour and Bailey (2010) conducted a study to evaluate an intervention to increase the use of designated drivers in a bar. First, the researchers tracked the number of patrons serving as or being with a designated driver. The researchers then implemented a treatment to increase the use of designated drivers. Finally, they measured how many bar patrons used a designated driver after the intervention was removed. This is an example ofA. a reversal design.B. developmental research.C. a one-shot case study.D. a cross-sectional study.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Reversal Design20. A study conducted by Ryan and Hemmes (2005) investigated the impact of rewarding college students with points for submitting homework. Their results suggested that overall, course points served as an incentive for submitting homework. However, some individual participants submitted homework even when no points were assigned. Because the researchers used a ________ design, they were able to quickly identify individual differences.A. developmentalB. control seriesC. cross-sectionalD. single-caseAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe single-case experimental designs and discuss reasons to use this design.Topic: Single-Case Experimental Design21. What is the difference between true experimental designs and quasi-experimental designs?A. True experimental designs use control groups, whereas quasi-experimental designs do not.B. Quasi-experimental designs use control groups, whereas true experimental designs do not.C. True experimental designs use random assignment, whereas quasi-experimental designs do not.D. Quasi-experimental designs use random assignment, whereas true experimental designs do not.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the one-group posttest-only design.Topic: Quasi-Experimental Design22. A quasi-experimental design attempts toA. measure changes in the independent variable.B. study the effect of an independent variable when the control features of true experimental designs cannot be achieved.C. control all extraneous variables after subjects have been randomly assigned.D. create natural conditions in the laboratory.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the one-group posttest-only design.Topic: Quasi-Experimental Design23. ________ in quasi-experimental designs is more difficult than in true experiments because quasi-experimental designs lack the important features of true experiments such as random assignment to conditions.A. Statistical regressionB. Causal inferenceC. Applied settingsD. Propensity score matchingAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the one-group posttest-only design.Topic: Quasi-Experimental Design24. ________ designs address the need to study the effect of an independent variable in settings in which the control features of true experimental designs cannot be achieved.A. Single-case experimentalB. Interrupted time seriesC. Quasi-experimentalD. Multiple baselineAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the one-group posttest-only design.Topic: Quasi-Experimental Design25. A researcher wants to investigate the effect of weather on college students' study habits. On a sunny day, the researcher sits in the quad and records the number of minutes each student puts into studying. The researcher finds that the mean number of minutes of study is 39.8. This is an example of aA. one-shot case study.B. one-group pretest-posttest design.C. sequential method.D. random group design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group posttest-only design.Topic: One-Group Posttest-Only Design26. Ethan has developed a scale to measure a person's fear of earthquakes. After the occurrence of an earthquake, he surveys 1,000 individuals and finds the mean score to be 7.8 out of a possible 10 (the higher the score, the greater the fear). Ethan concludes that fear increases after people experience an earthquake. This study is an example of aA. one-group pretest-posttest design.B. control group design.C. true experiment.D. one-shot case study.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group posttest-only design.Topic: One-Group Posttest-Only Design27. A researcher wants to study the effect of weather on college students' study habits. On a sunny day, the researcher sits in the quad and records the number of minutes of study per student. Identify the crucial element missing in this design.A. an independent variableB. a control groupC. an experimental groupD. a dependent variableAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group posttest-only design.Topic: One-Group Posttest-Only Design28. In order to study the effects of watching violent programs on children's aggressiveness, a researcher observes children's behavior after they watch 30 minutes of violent programs on television. The researcher concludes that television violence causes aggressiveness. A problem in this research is thatA. the researcher should have had the children watch at least 60 minutes of violent programs on television.B. there is no independent variable.C. the children's behavior is not observable.D. there is no control group.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group posttest-only design.Topic: One-Group Posttest-Only Design29. At the beginning of the term, researchers measured the attitudes of students taking a class in cross-cultural communication. At the end of the term, the students' attitudes were measured again. This is an example of a(n) ________ design.A. one-shot case studyB. nonequivalent control groupC. one-group pretest-posttestD. independent groupsAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: One-Group Pretest-Posttest Design30. Dr. Jayden is studying the effect of exercise on cholesterol level. He first measures his patients' cholesterol level before recommending an exercise program, and after one month of their participation in an exercise program, he measures their cholesterol level again. What type of research design has Dr. Jayden employed?A. missing control group designB. between groups designC. one group pretest-posttest designD. one-shot case studyAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: One-Group Pretest-Posttest Design31. A researcher administers a critical thinking test to a group of employees in an organization. They are then made to go through an intensive workshop on critical thinking skills. At the end of the workshop, the critical thinking test is given again and a large improvement in test scores is discovered. This is an example of aA. Solomon four-group design.B. one-group pretest-posttest design.C. control series design.D. nonequivalent control group design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: One-Group Pretest-Posttest Design32. Which of the following is/are a threat to the internal validity of studies using a one-group pretest-posttest design?A. propensity score matchingB. cohort effectsC. selection biasD. regression toward the meanAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Regression toward the Mean33. A researcher asks students to record in a journal the emotions they experience every hour. She finds that over time, the descriptions become shorter and less detailed. What may be responsible for this change in performance?A. cohort effectB. selection biasC. instrument decayD. regression toward the meanAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Instrument Decay34. Events that occur between the first and second measurement period but are not part of the manipulation are called ________ effects.A. maturationB. testingC. cohortD. historyAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: History Effects35. A researcher pretests a group of participants to determine their attitudes toward the use of alternative energy sources to replace crude oil. The researcher then initiates a program to convince them that they should invest in such alternatives. During this time, the price of gasoline rises $0.50 per gallon. At the end of the program, the researcher retests and finds that the participants are much more positive in their attitudes. What threat to internal validity most likely accounts for this change?A. maturationB. historyC. regression toward the meanD. testingAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: History Effects36. A researcher assesses participants' attitude toward marijuana, presents them with a persuasive seminar favoring liberalization of marijuana laws, and then reassesses their attitude toward the drug. However, between assessment 1 and assessment 2, the President also advocates liberalization of marijuana laws. If the researcher does not use a control group, any differences observed are likely to be caused by ________ effects.A. maturationB. testingC. historyD. regressionAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: History Effects37. In the context of the one-group pretest-posttest design and the associated threats to internal validity, any changes that occur systematically over time are called ________ effects.A. testingB. regressionC. maturationD. historyAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Maturation Effects38. When asked to exercise daily to maintain a healthy lifestyle, Joan refuses. However, when she realizes that her current lifestyle will result in adverse health effects, she joins the gym and works out regularly. Joan's decision to exercise is most likely caused byA. practice effects.B. carryover effects.C. maturation effects.D. fatigue effects.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Maturation Effects39. If exposure to an earlier assessment affects behavior when a participant is assessed a second time, which of the following types of effects might the researcher suspect is the cause?A. instrument decayB. testing effectsC. maturation effectsD. history effectsAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Testing Effects40. In the context of the one-group pretest-posttest design, testing effects occur whenA. the basic characteristics of the measuring instrument change over time.B. taking a pretest changes a participant's behavior.C. a confounding event occurs at the same time as the experimental manipulation.D. a participant becomes bored or fatigued.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Testing Effects41. In the context of one-group pretest-posttest design, maturation effects occur whenA. the basic characteristics of the measuring instrument change over time.B. participants change over time.C. a confounding event occurs at the same time as the experimental manipulation.D. taking a pretest changes the participant's behavior.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Maturation Effects42. A researcher wants to test the effect of alcohol on driving performance. Participants first drive through an obstacle course before drinking any alcohol. The participants then drink 8 ounces of alcohol and drive the course again. After each trial, the number of traffic cones hit is recorded. The researcher finds that the number of traffic cones hit is greater before rather than after the participants drank the alcohol. Which of the following best accounts for the change in performance?A. history effectsB. instrument decayC. testing effectsD. maturation effectsAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Testing Effects43. Regression toward the mean refers to the fact thatA. participants should be selected based on extreme scores taken at one time.B. extreme scores tend to change toward the mean.C. mean scores of pretest and posttest measures will be the same after manipulation.D. statistical regression results from changes that occur systematically over time.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Regression toward the Mean44. In a flight simulation test, a particular pilot among a group of pilots receives a very low score. However, when he takes the test after six months, he performs considerably better and his scores are closer to the average of the group. Which of the following is most likely to account for the higher scores?A. instrument decayB. regression toward the meanC. carryover effectsD. fatigue effectsAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Regression toward the Mean45. Over time, human observers may become fatigued or change the standards on which observations are based. When this change in measurement occurs over time, a researcher might attribute it toA. testing effects.B. regression toward the mean.C. instrument decay.D. history effects.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Instrument Decay46. In a one-group pretest-posttest design, which of the following will likely occur whenever researchers gather a set of extreme scores taken at one time and compare them with scores taken at another point in time?A. propensity score matchingB. testing effectsC. selection differencesD. regression toward the meanAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean.Topic: Regression toward the Mean47. The use of existing natural groups of participants often results inA. nonequivalent groups.B. many independent variables.C. regression toward the mean.D. equal numbers of males and females.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Nonequivalent Control Group Design48. A school administrator wants to examine the effect of student lockers on class tardiness. He compares tardiness records of a school with no lockers to a school with lockers. What type of research design is this?A. nonequivalent control groupB. one-shot case studyC. pretest onlyD. one-group pretest-posttestAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Nonequivalent Control Group Design49. A human resources psychologist is interested in the effect of work schedules on job satisfaction. She compares satisfaction scores of workers who have already been working five 8-hour shifts with workers who have been working four 10-hour shifts. Which of the following types of design has the manager employed?A. one-shot case studyB. nonequivalent pretest-posttest designC. one-group pretest-posttest designD. nonequivalent control group designAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Nonequivalent Control Group Design50. ________ usually occur(s) when participants who form the two groups in an experiment are chosen from existing natural groups.A. Regression toward the meanB. Selection differencesC. Cohort effectsD. History effectsAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Selection Differences51. The differences between two nonequivalent groups become a confounding variable that provides an alternative explanation for the results of an experiment. This often results fromA. selection differences.B. ingroup bias.C. hindsight bias.D. confirmation bias.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Selection Differences52. The serious flaw associated with the nonequivalent control group design is that ________ occur.A. maturation effectsB. data variancesC. selection differencesD. participant dropoutsAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Selection Differences53. Selection differences are less likely to occur when researchersA. use the nonequivalent control group design.B. randomly assign participants to groups.C. allow participants to assign themselves to groups.D. use preexisting groups found in natural settings.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Selection Differences54. A researcher wanted to compare the effect of training sessions on teachers' knowledge about substance abuse. Teachers at School A were given a substance abuse knowledge test. During the next four months, the teachers attended training sessions on substance abuse. They were then given the knowledge test again. Similarly, teachers at School B were given the substance abuse knowledge test, and four months later, they were given the test again. What kind of design was used in this research?A. pretest-posttest true experimental designB. nonequivalent control group pretest-posttest designC. interrupted time series designD. multiple baseline designAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Nonequivalent Control Group Pretest-Posttest Design55. What is the advantage of the pretest in the nonequivalent control group pretest-posttest design?A. If the pretest scores are different, the study can be discontinued immediately.B. The pretest accustoms the participants to the procedures of the study.C. When groups are not equivalent, researchers can look at changes from pretest to posttest scores.D. Participants who experience a pretest generally score higher on a posttest.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Nonequivalent Control Group Pretest-Posttest Design56. A study is conducted in which the attitudes of the staff of a rehabilitation center are assessed. The staff is then exposed to an attitude change manipulation, and attitudes are assessed again. Another rehabilitation center of similar size is also chosen; the attitudes of the staff there are measured and then assessed again after manipulation. This quasi-experimental design is called a(n) ________ design.A. nonequivalent control group pretest-posttestB. control seriesC. interrupted time seriesD. Solomon four-groupAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Nonequivalent Control Group Pretest-Posttest Design57. Which of the following is true of a nonequivalent control group design?A. The same group of people is observed at different points in time as they grow older.B. The two groups in an experiment are the result of random assignment.C. The problem of selection differences is likely to arise in this design.D. The design does not include a separate control group.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Nonequivalent Control Group Design58. Which of the following is true of propensity score matching?A. It allows individuals in the treatment and the control group to be matched on multiple variables.B. It occurs whenever participants are selected because they score extremely high or low on some variable.C. It allows researchers to study persons of different ages at only one point in time.D. It is a technique that uses random assignment.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group.Topic: Propensity Score Matching59. The interrupted time-series design involvesA. making an observation immediately before and immediately after a treatment is instituted.B. comparing treatment and control groups over an extended period of time.C. using time as the dependent variable.D. making observations over an extended period of time before and after a treatment is instituted.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Distinguish between the interrupted time series design and control series design.Topic: Interrupted Time Series Design60. A way to improve the interrupted time series design is to use a ________ design.A. multiple baselineB. single-caseC. control seriesD. reversal seriesAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Distinguish between the interrupted time series design and control series design.Topic: Control Series Design61. Jennifer studies the number of crimes committed in a district for seven years before and after the passage of a new law that increased police presence on the streets. Jennifer's research design would be classified as a(n)A. interrupted time series design.B. control series design.C. repeated measures design.D. posttest-only design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between the interrupted time series design and control series design.Topic: Interrupted Time Series Design62. A restaurant is interested in examining the effect of increasing the price of hamburgers on its sales. During the first six months of the year, it measures the number of hamburgers sold each day. It then increases the price and records the number of hamburgers sold each day for the last six months of the year. This quasi-experimental design is an example of a(n)A. interrupted time series design.B. nonequivalent control group design.C. control series design.D. nonequivalent control group pretest-posttest design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between the interrupted time series design and control series design.Topic: Interrupted Time Series Design63. If a researcher wants to use an interrupted time series design to examine whether lowering the legal limit of blood alcohol level (BAL) for driving under the influence affects the frequency of arrests, the researcher wouldA. measure an extended period of time before and after the passing of a law lowering BAL.B. compare a state with a higher BAL to one with a lower BAL.C. correlate the amount of alcohol consumed by an individual and the number of times they have been arrested.D. measure the number of arrests just before and immediately after the passing of a law lowering BAL.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between the interrupted time series design and control series design.Topic: Interrupted Time Series Design64. Jon studies the number of deaths caused by a particular disease in a county for six months before releasing a new medicine and six months after releasing the medicine. During the same period, he measures the number of deaths caused by the disease in three other counties where this medicine was not introduced. This research design is an example of a(n)A. control series design.B. interrupted time series design.C. posttest-only design.D. Solomon four-group design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between the interrupted time series design and control series design.Topic: Control Series Design65. A control series design is a(n) ________ design with a comparison or control group.A. outcome seriesB. interrupted time seriesC. multiple baselineD. true experimentalAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Distinguish between the interrupted time series design and control series design.Topic: Control Series Design66. A park ranger records the daily number of individuals visiting a park six months before and six months after an admission fee is imposed. During the same time period, he compares the number of visits to two comparable parks that have no admission fee. This quasi-experimental design is an example of a(n)A. control series design.B. nonequivalent control group pretest-posttest design.C. interrupted time series design.D. reversal design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between the interrupted time series design and control series design.Topic: Control Series Design67. Which of the following is NOT a quasi-experimental design?A. interrupted time series designB. nonequivalent control group pretest-posttest designC. multiple baselines designD. control series designAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Distinguish between the interrupted time series design and control series design.Topic: Quasi-Experimental Design68. Which of the following are two general methods for studying individuals of different ages?A. quasi-experimental and nonequivalent control group designsB. cross-sectional and longitudinal research designsC. interrupted time series and control series designsD. multiple baseline and single-case experimental designsAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Cross-Sectional MethodTopic: Longitudinal Method69. To study personality development, a researcher studies the same individuals at 11, 14, 21, and 30 years of age. In this case, the researcher is using the ________ method.A. cross-sectionalB. sequentialC. time analysisD. longitudinalAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Longitudinal Method70. Which of the following best describes a cross-sectional study on children's development?A. Children who are 1, 3, and 5 years of age are tested again when they are 3, 5, and 7, respectively.B. The performance of children who performed well in a test given to them when they were 5 years old is measured continuously until adulthood.C. Children who are 2, 6, and 8 years old are tested simultaneously.D. The same children are tested at 1, 3, 5, and 9 years of age.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Cross-Sectional Method71. Ronan goes to several elementary schools where he tests students who are in the first grade, third grade, and sixth grade to examine the effect of age on a reasoning ability task. In his research, Ronan has used a ________ method.A. longitudinalB. cross-sectionalC. sequentialD. time analysisAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Cross-Sectional Method72. Why is the cross-sectional method more common than the longitudinal method?A. The results are obtained relatively quickly and it is less expensive.B. The differences among groups of different ages reflect developmental age changes.C. The results observed are based on comparisons among different cohorts of individuals.D. The developmental change is observed directly among the same group of people.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Cross-Sectional MethodTopic: Longitudinal Method73. In developmental research, a cohort isA. someone who has many characteristics similar to those of the individual under study.B. a group of people who lived apart, influenced by different demographic trends.C. someone who shares an individual's living quarters.D. a group of people born at about the same time, exposed to the same events in a society.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Cohort Effects74. A researcher studies one group of children when they are 2, 6, and 9 years old and another group of children when they are 11, 13, and 15 years old. In the context of developmental research designs, the researcher has used the ________ method.A. control seriesB. panel studyC. multiple baselineD. sequentialAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Sequential Method75. Which of the following describes a sequential design?A. studying groups of 10- and 15-year-olds and then studying these individuals again two, four, and six years laterB. comparing the reasoning abilities of 5-, 8-, and 10-year-oldsC. studying a group of 5-year-olds over a 10-year periodD. measuring the motor abilities of a child when she is 2 years old and then measuring her abilities again when she is 5 years oldAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Sequential Method76. The Terman Life Cycle Study began in 1921 and tracked California schoolchildren with particular intelligence scores. This study measured aspects of the individuals' cognitive and social development until their death. This is an example of a(n)A. longitudinal study.B. cross-sectional study.C. control series design.D. interrupted time series design.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Longitudinal Method77. A study by Orth and colleagues (2010) was conducted to study the development of self-esteem over time. They were interested in changes in self-esteem at various ages and over time. They identified six different age cohorts (25–34, 35–44, 45–54, 55–64, 65–74, 75+) and examined their self-esteem ratings from 1986, 1989, 1994, and 2002. This type of design is best classified as a(n)A. interrupted time series design.B. longitudinal study.C. sequential method.D. cross-sectional method.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Sequential Method78. A compromise between the longitudinal and cross-sectional methods is the ________ method.A. single-caseB. multiple baselineC. reversalD. sequentialAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design.Topic: Sequential Method79. In a cross-sectional study, a difference among groups of different ages may reflect developmental age changes; however, these differences may result from ________ effects.A. regressionB. cohortC. nonequivalentD. propensityAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define cohort effect.Topic: Cohort Effects

Category # of Questions

Accessibility: Keyboard Navigation 79

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 38

APA Outcome: 1.2: Develop a working knowledge of psychology's content domains 11

APA Outcome: 1.3: Describe applications of psychology 30

Blooms: Apply 30

Blooms: Remember 19

Blooms: Understand 30

Difficulty Level: Easy 19

Difficulty Level: Hard 30

Difficulty Level: Medium 30

Learning Objective: Define cohort effect. 1

Learning Objective: Describe cross-sectional, longitudinal, and sequential research designs, including the advantages and disadvantages of each design. 11

Learning Objective: Describe single-case experimental designs and discuss reasons to use this design. 20

Learning Objective: Describe the nonequivalent control group design and nonequivalent control group pretest-posttest design, and discuss the advantages of having a control group. 12

Learning Objective: Describe the one-group posttest-only design. 8

Learning Objective: Describe the one-group pretest-posttest design and the associated threats to internal validity that may occur: history, maturation, testing, instrument decay, and regression toward the mean. 18

Learning Objective: Distinguish between the interrupted time series design and control series design. 9

Topic: Cohort Effects 2

Topic: Control Series Design 4

Topic: Cross-Sectional Method 4

Topic: History Effects 3

Topic: Instrument Decay 2

Topic: Interrupted Time Series Design 4

Topic: Longitudinal Method 4

Topic: Maturation Effects 3

Topic: Multiple Baseline Design 7

Topic: Nonequivalent Control Group Design 4

Topic: Nonequivalent Control Group Pretest-Posttest Design 3

Topic: One-Group Posttest-Only Design 4

Topic: One-Group Pretest-Posttest Design 3

Topic: Propensity Score Matching 1

Topic: Quasi-Experimental Design 5

Topic: Regression toward the Mean 4

Topic: Reversal Design 9

Topic: Selection Differences 4

Topic: Sequential Method 4

Topic: Single-Case Experimental Design 4

Topic: Testing Effects 3