Ch12 – Verified Test Bank | Experimental Research Weak And - Educational Research Quantitative Approaches 7e Bank by R. Burke Johnson. DOCX document preview.
Chapter 12: Experimental Research: Weak and Strong Designs
Test Bank
Multiple Choice
1. An experiment involves ______.
A. the use of several dependent variables
B. a focus on prediction of criterion variables
C. studying a phenomenon as it naturally occurs
D. studying a phenomenon under controlled conditions
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Comprehension
Answer Location: The Experiment
Difficulty Level: Medium
2. In which of the following examples is the independent variable manipulated by the presence versus absence technique?
A. In one experimental condition, teachers receive in-service training. In the other condition, the teachers receive no training.
B. In one experimental condition, teachers receive in-service training. In the other experimental condition, the teachers receive a written training document for study.
C. In one experimental condition, the teachers receive one day of in-service training. In the second condition, the teachers receive two days of training. In the third condition, the teachers receive three days of training.
D. In one experimental condition, teachers receive in-service training from a college professor. In the second condition, the teachers receive in-service training from a peer.
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Hard
3. In which of the following examples is the independent variable manipulated by the amount technique?
A. In one experimental condition, teachers receive in-service training. In the other condition, the teachers receive no training.
B. In one experimental condition, teachers receive in-service training. In the other experimental condition, the teachers receive a written training document for study.
C. In one experimental condition, the teachers receive one day of in-service training. In the second condition, the teachers receive two days of training. In the third condition, the teachers receive three days of training.
D. In one experimental condition, teachers receive in-service training from a college professor. In the second condition, the teachers receive in-service training from a peer.
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Hard
4. Alyssa does an experiment comparing an experimental group that gets a memory strategy to a no-treatment control group that gets no strategy instruction. How was the independent variable manipulated?
A. type technique
B. presence versus absence technique
C. amount technique
D. counterbalancing technique
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Hard
5. Kumar does a study of how different doses of a medication for attention deficit disorder influence task behavior in the classroom. He randomly assigns students to receive 10 mg, 20 mg, or 30mg. How did Kumar manipulate the independent variable?
A. type technique
B. presence versus absence technique
C. amount technique
D. counterbalancing technique
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Hard
6. A technique used to statistically equate groups that differ on a pretest or some other variable or variables is called ______.
A. analysis of covariance
B. counterbalancing
C. matching
D. carryover effect
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Knowledge
Answer Location: Analysis of Covariance
Difficulty Level: Easy
7. In which of the following examples is the independent variable manipulated using the type technique?
A. A researcher is interested in the effects of rehearsal on memory performance. She has one group of students use rehearsal, whereas a control group does not rehearse.
B. A researcher is interested in the effects of rehearsal on memory performance. She has one group of students rehearse items for 5 s, a second group for 10 s, and a third group for 15 s.
C. A researcher is interested in the effects of rehearsal on memory performance. She has one group of students rehearse each item for 10 s. She has another group rehearse each item for 20 s. Finally, the third group rehearses each item for 30 s.
D. A researcher is interested in the effects of rehearsal on memory performance. She has one group of students rehearse items individually, one item at a time. A second group rehearses using a grouping technique, in groups of five. The third comparison group rehearses “freely” as they see fit.
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Hard
8. Experimental control refers to ______.
A. manipulating the independent variable using the presence versus absence technique
B. eliminating any differential influence of extraneous variables
C. eliminating the dependent variable
D. using the amount technique to manipulate an independent variable
Learning Objective: 12-3: Explain the importance of control in experimental research and how control is achieved.
Cognitive Domain: Knowledge
Answer Location: Control of Confounding Variables
Difficulty Level: Easy
9. Differential influence refers to ______.
A. manipulating the independent variable using the presence versus absence technique
B. a method for equating groups
C. the influence of an extraneous variable that is different for the various comparison groups
D. using the amount technique to manipulate an independent variable
Learning Objective: 12-3: Explain the importance of control in experimental research and how control is achieved.
Cognitive Domain: Knowledge
Answer Location: Control of Confounding Variables
Difficulty Level: Easy
10. The goal of random assignment and matching is ______.
A. holding an extraneous variable constant
B. eliminating the dependent variable
C. to create a repeated-measures design
D. equating the groups
Learning Objective: 12-3: Explain the importance of control in experimental research and how control is achieved.
Cognitive Domain: Knowledge
Answer Location: Control of Confounding Variables
Difficulty Level: Easy
11. The procedure that maximizes the probability that the comparison groups will be equated on all extraneous variables is called ______.
A. random selection
B. random sampling
C. random assignment
D. counterbalancing
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Knowledge
Answer Location: Random Assignment
Difficulty Level: Easy
12. When members of comparison groups are selected in order to equate the groups on one or more variables that are correlated with the dependent variable, this is called ______.
A. matching
B. counterbalancing
C. random assignment
D. a factorial design
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Knowledge
Answer Location: Matching
Difficulty Level: Easy
13. A researcher is interested in the effects of a preschool program on later school performance. Because she is concerned that socioeconomic status (SES) is a potential extraneous variable in her study, she picks children to study who are only from low SES homes. The control technique she used in this study was ______.
A. matching
B. random assignment
C. holding the extraneous variable constant
D. statistically controlling the extraneous variable
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Application
Answer Location: Holding the Extraneous Variable Constant
Difficulty Level: Hard
14. A researcher is interested in whether a new reading program for fifth graders will lead to better performance than a traditional program. She is also concerned that the program effects might vary or be confounded with prior reading achievement. Hence, she includes prior reading achievement in her study as a variable. The control technique she used in this study was ______.
A. matching
B. random assignment
C. holding the extraneous variable constant
D. building the extraneous variable into the design
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Application
Answer Location: Building the Extraneous Variable into the Research Design
Difficulty Level: Hard
15. When a researcher notices that participants’ scores on the dependent variable in one condition are influenced by their experiences in the previous condition, she potentially has a(n) ______.
A. order effect
B. carryover effect
C. sequencing effect
D. random effect
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Application
Answer Location: Counterbalancing
Difficulty Level: Hard
16. A strategy for overcoming sequencing effects is called ______.
A. random assignment
B. matching
C. analysis of covariance
D. counterbalancing
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Counterbalancing
Difficulty Level: Medium
17. Counterbalancing involves ______.
A. presenting the experimental conditions to different groups of participants in different orders so that sequencing effects are controlled
B. using analysis of covariance in order control for individual differences on variables related to the dependent variable
C. matching participants on several variables so that the groups are equal
D. holding all extraneous variables constant, so they do not influence the scores on the dependent variable
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Counterbalancing
Difficulty Level: Medium
18. A researcher carries out a study of memory strategies. She has all participants get three different memory strategies to use to learn lists of 20 words. She discovers that after she gives participants Strategy A to use, they have difficulty using Strategies B and C. The problem of Strategy A influencing Strategies B and C performance suggests that one problem with the study is ______.
A. a carryover effect
B. an order effect
C. random assignment
D. random sequencing effect
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Application
Answer Location: Counterbalancing
Difficulty Level: Hard
19. One threat to the internal validity of the one-group posttest-only design is ______.
A. testing
B. instrumentation
C. regression artifacts
D. history
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Analysis
Answer Location: Table 12.1 Summary of the Threats to Internal Validity of Weak Experimental Designs
Difficulty Level: Medium
20. A researcher carries out a study of memory strategies. She has all participants receive all three strategy conditions. First, they get Strategy A, then they get Strategy B, and then they receive Strategy C. She notices that there is a steady increase in performance as the students move from A to C. She is concerned because although it might be that Strategy C is better than Strategy A, it is also possible that the participants might just improve because of familiarity with the task of memorizing lists. Her concern reflects the potential of ______.
A. order effects
B. random assignment
C. carryover effects
D. random sequencing effect
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Application
Answer Location: Counterbalancing
Difficulty Level: Hard
21. Angelique is conducting research in her classroom. She is interested in comparing the effectiveness of different instructional strategies on test scores. Her study is an example of a(n) ______.
A. laboratory experiment
B. internet experiment
C. qualitative experiment
D. field experiment
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Application
Answer Location: Field Experiment
Difficulty Level: Hard
22. Additive and interactive effects are potential threats to validity in which design?
A. one-group posttest-only design
B. one-group pretest–posttest design
C. repeated-measures design
D. posttest-only design with nonequivalent groups
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Table 12.1 Summary of the Threats to Internal Validity of Weak Experimental Designs | Table 12.2 Summary of the Threats to Internal Validity for Strong Experimental Designs
Difficulty Level: Medium
23. A major threat to validity to the posttest-only design with nonequivalent groups is ______.
A. history
B. testing
C. instrumentation
D. differential selection
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Table 12.1 Summary of the Threats to Internal Validity of Weak Experimental Designs
Difficulty Level: Medium
24. The posttest-only design with nonequivalent groups is likely to control for which of the following threats to internal validity ______.
A. history
B. differential selection
C. additive and interactive effects
D. differential attrition
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Table 12.1 Summary of the Threats to Internal Validity of Weak Experimental Designs
Difficulty Level: Medium
25. Inferences from group comparisons are made stronger when ______.
A. we use static groups
B. we use preexisting groups
C. we randomly assign participants to groups
D. we posttest groups
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Random Assignment
Difficulty Level: Medium
26. A researcher does a study where he examines the effects of a new reading program for teaching reading comprehension. He randomly assigns 30 students to an experimental group and 30 students to a control group. He then posttests the students after the program to see whether they are different in reading performance. The design used by the researcher is the ______.
A. pretest–posttest control-group design
B. posttest-only design with nonequivalent groups
C. one-group posttest-only design
D. posttest-only control-group design
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Application
Answer Location: Posttest-Only Control-Group Design
Difficulty Level: Hard
27. A researcher studies a new mathematics program. At the beginning of the year, 100 students are randomly assigned to receive a new program and 100 students are randomly assigned to use the previously used mathematics program. The participants are pretested at the beginning of the year, and they are posttested at the end. What kind of experimental design did the researcher use?
A. pretest–posttest control-group design
B. posttest-only design with nonequivalent groups
C. one-group posttest-only design
D. posttest-only control-group design
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Application
Answer Location: Pretest–Posttest Control-Group Design
Difficulty Level: Hard
28. When two or more independent variables are simultaneously studied in an experiment, this is known as ______.
A. a counterbalanced design
B. a posttest-only control-group design
C. a factorial design
D. a posttest-only design with nonequivalent groups
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
29. When the effect of one independent variable depends on the level of another independent variable, this is called ______.
A. a main effect
B. a cell
C. an interaction effect
D. counterbalancing
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
30. The effect of one independent variable in a factorial design is called ______.
A. a main effect
B. a cell
C. an interaction effect
D. counterbalancing
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
Use the following to answer Questions 31–33:
A researcher is looking at the effects of competition versus cooperation on mathematics learning. She theorizes that anxiety will interact with type of instruction to influence math learning. The dependent variable is the number of points on a 100-point mathematics test. The means for the study results are shown in the table below.
Competition | Cooperation | Overall | |
High anxiety | 25 | 75 | 50 |
Low anxiety | 65 | 75 | 70 |
Overall | 45 | 75 |
31. Which of the following pairs of means is indicative of the main effect of instruction type?
A. 45 vs. 75
B. 50 vs. 70
C. 25 vs. 65
D. 75 vs. 75
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Analysis
Answer Location: Factorial Designs
Difficulty Level: Medium
32. Which of the following is NOT likely to be true?
A. There is an interaction between anxiety and instruction.
B. There is a main effect of type of instruction.
C. There is a main effect of anxiety.
D. The manipulations did not have an effect.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Analysis
Answer Location: Factorial Designs
Difficulty Level: Medium
33. Which of the following inferences is likely true based on the pattern of results?
A. Instructional effects are the same whether someone has high or low anxiety.
B. Instructional type has no impact on the effectiveness of instruction.
C. High-anxiety individuals are influenced more by instructional type than low-anxiety individuals.
D. Anxiety has no impact on the effectiveness of instruction.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Analysis
Answer Location: Factorial Designs
Difficulty Level: Medium
34. In a repeated-measures design, ______.
A. all participants participate in one condition only
B. participants are randomly assigned to treatment groups
C. participants participate in all conditions
D. participants participate in either the experimental or the control condition but not both
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Repeated-Measures Designs
Difficulty Level: Medium
35. A major problem for repeated-measures designs is ______.
A. interactions with selection
B. it requires more participants
C. sequencing effects
D. participants serve as their own controls
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Repeated-Measures Designs
Difficulty Level: Medium
36. A design that combines random assignment of research participants to groups with repeated measures is called a ______.
A. between-subjects factorial design
B. factorial design based on a mixed model
C. posttest-only control-group design
D. posttest-only design with nonequivalent groups
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Knowledge
Answer Location: Factorial Designs Based on a Mixed Model
Difficulty Level: Easy
37. Which of the following is a characteristic of an experiment?
A. The researcher just observes what is happening in a real-world setting.
B. Variables are manipulated in a controlled environment.
C. focus on naturally occurring (uncontrolled) variation in independent variables
D. focus on an insider (emic) perspective
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Comprehension
Answer Location: The Experiment
Difficulty Level: Medium
38. The variable that the researcher manipulates in an experiment is called the ______.
A. independent variable
B. dependent variable
C. consequent variable
D. controlled variable
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Comprehension
Answer Location: Independent Variable Manipulation
Difficulty Level: Medium
39. To determine whether noise affects the ability to solve math problems, a researcher has one group solve math problems in a quiet room and another group solve math problems in a noisy room. The group solving problems in the noisy room completes 15 problems in 1 hr and the group solving problems in the quiet room completes 22 problems in 1 hr. In this experiment, the independent variable is ______ and the dependent variable is ______.
A. the number of problems solved; the difficulty of the problems
B. the number of problems solved; the noise level in the room
C. the noise level in the room; the number of problems solved
D. the noise level in the room; the difficulty of the problems
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Independent Variable Manipulation
Difficulty Level: Medium
40. Which of the following is an example of “present versus absence” variation of the independent variable?
A. All participants’ reaction times are measured after ingesting two beers.
B. In a study of distraction on reading comprehension, one group is distracted by noise, another by a flashing light, and a third by a bad odor.
C. The control group gets no drug, one experimental group gets 5 mg/kg of a drug, and a second experimental group gets 10 mg/kg of the drug.
D. An experimental group receives 5 mg/kg of a drug and the control group receives no drug (placebo).
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Hard
41. Which of the following is an example of “amount of variable” variation of the independent variable?
A. All participants’ response times are measured after eating sweets.
B. In a study of distraction on problem-solving ability, one group is distracted by noise, another by a flashing light, and a third by a bad odor.
C. The control group gets 1 min to solve a problem, one experimental group gets 2 min, and a second experimental group gets 5 min to solve the problem.
D. An experimental group receives 5 mg/kg of a drug and the control group receives no drug.
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Hard
42. Which of the following is an example of “type technique” of variation of the independent variable?
A. All participants’ reaction times are measured after being given a drug.
B. In a study of success in passing the bar, one group studied independently, another as a group, and a third paid for a review class.
C. The control group got no study aids, one experimental group got a graphic organizer, and a second experimental group got copies of the teacher’s notes.
D. An experimental group had a review session before taking a test, and the control group took the test when the unit was complete.
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Hard
43. Which of the control techniques has the most power to ensure that extraneous variables do not have differential effects on the different groups in the experiment?
A. random assignment
B. matching
C. counterbalancing
D. precision matching
Learning Objective: 12-3: Explain the importance of control in experimental research and how control is achieved.
Cognitive Domain: Comprehension
Answer Location: Random Assignment
Difficulty Level: Medium
44. Often, we do not know at the start of an experiment what extraneous variables could affect our results. The best means of controlling for unknown sources of extraneous variables is ______.
A. random selection
B. random assignment
C. sequencing
D. analysis of covariance
Learning Objective: 12-3: Explain the importance of control in experimental research and how control is achieved.
Cognitive Domain: Comprehension
Answer Location: Random Assignment
Difficulty Level: Medium
45. If you were interested in determining whether a possible interaction effect existed between an extraneous variable and the independent variable, you should use what technique to control for the influence of the extraneous variable?
A. hold the extraneous variable constant
B. make the extraneous variable into another independent variable and include it in the study
C. match the participants who will be in the study
D. counterbalancing
Learning Objective: 12-3: Explain the importance of control in experimental research and how control is achieved.
Cognitive Domain: Application
Answer Location: Building the Extraneous Variable into the Research Design
Difficulty Level: Hard
46. A researcher did not think that gender influenced the amount of time it takes people to tie their shoes, so he conducted his shoe tying study with girls. This is which type of control strategy?
A. matching
B. counterbalancing
C. holding the extraneous variable constant
D. including the extraneous variable in the research design
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Application
Answer Location: Holding the Extraneous Variable Constant
Difficulty Level: Hard
47. Order and carryover effects differ in that ______.
A. for order effects it matters which particular treatment comes first, but not so for carryover effects
B. for carryover effects it does not matter which treatment occurs first, just how often it is repeated
C. for order effects it is the ordinal position of the treatment conditions that matters
D. for carryover effects it is only the ordinal position of the treatment conditions that matters
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Analysis
Answer Location: Counterbalancing
Difficulty Level: Medium
48. What is the best technique to use to control for sequencing effects?
A. random assignment to treatment groups
B. matching
C. holding variables constant by building them into the design
D. counterbalancing
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Counterbalancing
Difficulty Level: Medium
49. Analysis of covariance ______.
A. is a statistical technique that can be used to help equate groups on specific variables
B. is a statistical technique that can be used to control sequencing effects
C. is a statistical technique that substitutes for random assignment to groups
D. adjusts scores on the independent variable to control for extraneous variables
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Analysis of Covariance
Difficulty Level: Medium
50. John has a new speed reading program he wants to test. He trains 10 people on the program and then measures their reading speed. John used which design?
A. one-group posttest-only design
B. one-group pretest–posttest design
C. posttest-only design with nonequivalent groups
D. nonequivalent posttest-only design
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Application
Answer Location: One-Group Posttest-Only Design
Difficulty Level: Hard
51. Two teachers who are friends teach math at different high schools. At a conference, they learn about a new program for teaching trigonometry. They decide to test it by having one teacher use it in her class and the other use the traditional program. At the end of the school year, they compare their students’ scores on the AP trigonometry test. This is an example of which research design?
A. one-group posttest-only design
B. one-group pretest–posttest design
C. posttest-only design with nonequivalent groups
D. nonequivalent posttest-only design
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Application
Answer Location: Posttest-Only Design With Nonequivalent Groups
Difficulty Level: Hard
52. A group of physicians tests a new drug for treating attention deficit disorder (ADD). They measure the amount of time a group of ADD students attend to a task during a specified hour 1 week prior to taking the new drug and for a specified hour 1 week after taking the new drug. The physicians used what type of design to test the drug?
A. one-group posttest-only design
B. one-group pretest–posttest design
C. posttest-only design with nonequivalent groups
D. nonequivalent posttest-only design
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Application
Answer Location: One-Group Pretest–Posttest Design
Difficulty Level: Hard
53. The control group serves the function of ______.
A. matching participants
B. controlling for several rival hypotheses
C. preventing order effects
D. assuring external validity
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Strong Experimental Research Designs
Difficulty Level: Medium
54. In a posttest-only control-group design, ______.
A. some participants are given a treatment and others are not
B. each participant experiences all treatment conditions
C. pairs of matched participants experience the same treatment conditions
D. there are always only two groups
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Posttest-Only Control-Group Design
Difficulty Level: Medium
55. What is the important difference between the posttest-only control-group design and the posttest-only design with nonequivalent groups?
A. the former uses random assignment of participants to groups
B. the former uses two groups of participants
C. the latter involves testing participants twice
D. the latter does not manipulate an independent variable
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Analysis
Answer Location: Experimental Research Designs
Difficulty Level: Medium
56. A group of physicians tests a new drug for treating attention deficit disorder (ADD). They randomly assign 40 children with ADD to the experimental and control groups (20 per group). They then measure the amount of time each group of ADD students attends to a task during a specified hour 1 week prior to the treatment group taking the new drug and during a specified hour 1 week after the treatment group takes the new drug. The physicians used what type of design to test the drug?
A. one-group posttest-only design
B. pretest–posttest control-group design
C. posttest-only design with nonequivalent groups
D. nonequivalent posttest-only design
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Application
Answer Location: Pretest–Posttest Control-Group Design
Difficulty Level: Hard
57. An experimental design that incorporates more than one independent variable is called a(n) ______ design.
A. complex
B. interaction
C. simple randomized
D. factorial
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
58. An experiment was conducted to determine whether gender of the teacher and the amount of eye contact by the teacher influenced students’ liking of the teacher. Students were randomly assigned to groups that had either a male or female teacher who made little, moderate, or sustained eye contact while giving students a lecture on career choices. At the end of the lecture, the students were asked to rate their liking of the teacher. This is a design with ______ cells.
A. 3
B. 6
C. 9
D. 10
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Analysis
Answer Location: Factorial Designs
Difficulty Level: Medium
59. An experiment was conducted to determine if gender of the teacher and the amount of eye contact by the teacher influenced students’ liking of the teacher. Students were randomly assigned to groups that had either a male or female teacher who made little, moderate, or sustained eye contact while giving students a lecture on career choices. At the end of the lecture, the students were asked to rate their liking of the teacher. This is a design potentially with ______ main effects.
A. 1
B. 2
C. 3
D. 4
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Analysis
Answer Location: Factorial Designs
Difficulty Level: Medium
60. An experiment was conducted to determine if gender of the teacher and the amount of eye contact by the teacher influenced students’ liking of the teacher. Students were randomly assigned to groups that had either a male or female teacher who made little, moderate, or sustained eye contact while giving students a lecture on career choices. At the end of the lecture, the students were asked to rate their liking of the teacher. In this design, which of the following outcomes would indicate an interaction effect?
A. Male and female teachers are liked more with longer eye contact.
B. Male and female teachers are liked less with longer eye contact
C. Male teachers are liked more with longer eye contact, but duration of eye contact has no effect on the liking of female teachers.
D. All of these are interaction effects.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Analysis
Answer Location: Factorial Designs
Difficulty Level: Medium
61. Rhonda designs an experiment in which she is interested in the short- and long-term effects of a program to increase students’ interest in science. She randomly assigns half of her students to the program and the other half serve as control. She then measures their interest in science immediately after the program, 1 month later, and finally a third time 1 year later. This design is ______.
A. an interaction design
B. a nonequivalent posttest-only design
C. a within-participants design
D. a factorial design based on a mixed model
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Analysis
Answer Location: Factorial Designs
Difficulty Level: Medium
62. Suppose that you are conducting a factorial study with variables A and B. Your results reveal an interaction effect. This means that ______.
A. variable A is effective in changing performance only if variable B is also effective
B. the way participants’ responses to independent variable A depend on what level of independent variable B they experience
C. one of the variables, A or B, can have an effect on performance only if the other does not
D. the effects of variable A and of variable B cancel each other out
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Medium
63. One of the big advantages of a repeated-measures design is that ______.
A. the data are easier to interpret than are data from a design in which participants are randomly assigned to groups
B. it does not carry the risk of carryover or order effects
C. the experimenter does not have to worry about whether the groups of participants are equivalent to each other
D. it is not subject to the influence of expectancy effects
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Repeated-Measures Designs
Difficulty Level: Medium
64. A field experiment is an experiment that is conducted ______.
A. outside in an open space
B. in a real-life setting such as a teacher’s lounge
C. with the use of noncollege research participants
D. in a field setting that permits maximum control of extraneous variables
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Comprehension
Answer Location: Experimental Research Settings
Difficulty Level: Medium
65. If a study has been conducted in a controlled setting where all or nearly all extraneous variables are controlled, we have conducted a(n) ______ experiment.
A. field
B. laboratory
C. Internet
D. web-based
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Comprehension
Answer Location: Experimental Research Settings
Difficulty Level: Medium
66. Which of the following is an advantage of an Internet experiment?
A. easy access to a diverse population of individuals
B. ability of the researcher to strongly monitor participation
C. low dropout rates
D. self-selection into the study
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Comprehension
Answer Location: Experimental Research Settings
Difficulty Level: Medium
67. Which of the following types of experiment can most inexpensively collect data from a large sample of participants?
A. field experiment
B. Internet experiment
C. laboratory experiment
D. None of three settings can inexpensively collect data from a large sample.
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Comprehension
Answer Location: Experimental Research Settings
Difficulty Level: Medium
68. Which of the following types of experiment is most likely to provide results that mimic actual practice in real-world settings?
A. field experiment
B. Internet experiment
C. laboratory experiment
D. None of three settings can inexpensively collect data from a large sample.
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Comprehension
Answer Location: Experimental Research Settings
Difficulty Level: Medium
69. A design that combines a within-subjects independent variable and a between-subjects independent variable is called a ______.
A. between-subjects factorial design
B. factorial design based on a mixed model
C. mixed posttest-only control-group design
D. posttest-only design with mixed groups
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
70. Which of the following is not a characteristic of an experiment?
A. Researcher attempts to objectively observe what happens.
B. At least one independent variable is manipulated in a highly controlled environment.
C. There is always a control group.
D. One or more factors are varied, and the others are kept constant.
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Comprehension
Answer Location: The Experiment
Difficulty Level: Medium
71. When neither the experimenter nor the participants know if the participant is in the experimental or control group, it is a characteristic of ______.
A. one-group posttest-only design
B. posttest-only design with nonequivalent groups
C. single-blind procedure
D. double-blind procedure
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
72. Weak experimental research designs ______.
A. should be used in educational settings
B. control confounding extraneous variables
C. always have a control group
D. do not control for confounding extraneous variables
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Analysis
Answer Location: Weak Experimental Research Designs
Difficulty Level: Medium
73. The variable that is influenced by a treatment is known as the ______.
A. independent variable
B. dependent variable
C. experimenter variable
D. researcher variable
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Application
Answer Location: Independent Variable Manipulation
Difficulty Level: Hard
74. Single-blind refers to ______.
A. the experimenter not knowing which group is the experimental group and which is the control group
B. the participants not knowing if they are in the experimental group or the control group
C. a procedure that should be implemented in education when possible
D. a way to control for sequencing effects
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Strong Experimental Research Designs
Difficulty Level: Medium
75. The experimental design that includes random assignment to experimental and control groups and the use of double-blind procedures is ______.
A. posttest-only
B. randomized controlled trial
C. repeated-measures
D. posttest only with nonequivalent groups
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Strong Experimental Research Designs
Difficulty Level: Medium
76. Equating the groups refers to groups that are similar ______.
A. in terms of the number of participants
B. on the posttest scores
C. on all extraneous variables
D. to other groups in previous studies
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Control of Confounding Variables
Difficulty Level: Medium
77. The best way to equate groups in experimental research is through ______.
A. matching
B. holding extraneous variables constant
C. using an analysis of covariance
D. random assignment
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Additive and Interactive Effects
Difficulty Level: Medium
78. Dr. Smart has conducted a research study on a new reading strategy in two classrooms. She tested all students’ reading abilities, used the new reading strategy with one of the classrooms for a quarter, and then tested the reading abilities of the students in both classrooms at the end of the quarter. She adjusted her posttest scores because the students in the control classroom (who were not taught with the new reading strategy) scored higher on their pretests. This is an example of ______.
A. a double-blind procedure
B. analysis of covariance
C. holding an extraneous variable constant
D. counterbalancing
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Application
Answer Location: Analysis of Covariance
Difficulty Level: Hard
79. At Main Street Elementary School, the third-grade teachers wanted to compare four different ways of teaching spelling. Each quarter, all of the teachers used the same instructional strategy for teaching spelling, and they used a different strategy each quarter. They recorded students’ grades in spelling each quarter. This is an example of a ______.
A. repeated-measures design
B. posttest-only design
C. randomized controlled trial design
D. posttest-only control-group design
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Application
Answer Location: Repeated-Measures Designs
Difficulty Level: Hard
80. A repeated-measures variable is also known as a(n) ______.
A. between-subjects variable
B. within-subjects variable
C. across-subjects variable
D. matching-subjects variable
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Repeated-Measures Designs
Difficulty Level: Medium
81. The following table presents a set of cell means from a study that looks at the use of cooperative learning versus lecture in teaching science. The researcher believes that gender and type of teaching approach will interact. Below are the set of means from the study. The scores are from a science test with a possible range from 0 to 100.
Cooperative Learning | Lecture | Overall | |
Male | 70 | 80 | 75 |
Female | 80 | 70 | 75 |
Overall | 75 | 75 |
Based on these means which of the following is true?
A. There is a main effect of gender.
B. There is a main effect of instruction type (cooperative learning vs. lecture).
C. There is an interaction between gender and instructional type.
D. There are no effects likely based on these means.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
82. The following table presents a set of means from a study that looks at three different strategies to teach problem-solving in mathematics. The study also examines whether there are differences in how the strategies work depending upon whether the students have high or low math anxiety. The means from the problem-solving posttest for high- and low-anxious students are in the table below. The posttest has a possible score range of 0–100.
Strategy I | Strategy II | Strategy III | Overall | |
Low math anxiety | 86 | 86 | 86 | 86 |
High math anxiety | 70 | 70 | 86 | 75 |
Overall | 78 | 78 | 86 |
Based on these means which of the following is true?
A. There is no main effect of math anxiety.
B. There is a no main effect of strategy type.
C. There is an interaction between strategy and math anxiety level.
D. There are no effects likely based on these means.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
83. The following table presents a set of means from a study that looks at three different strategies to teach problem-solving in mathematics. The study also examines whether there are differences in how the strategies work depending upon whether the students have high or low math anxiety. The means from the problem-solving posttest for high- and low-anxious students are in the table below. The posttest has a possible score range of 0–100.
Strategy I | Strategy II | Strategy III | Overall | |
Low math anxiety | 86 | 86 | 86 | 86 |
High math anxiety | 86 | 86 | 86 | 86 |
Overall | 86 | 86 | 86 |
Based on these means which of the following is true?
A. There is a main effect of math anxiety.
B. There is a main effect of strategy type.
C. There is an interaction between strategy and math anxiety level.
D. There are no effects likely based on these means.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
84. The following table presents a set of means from a study that looks at three different strategies to teach problem-solving in mathematics. The study also examines whether there are differences in how the strategies work depending upon whether the students have high or low math anxiety. The means from the problem-solving posttest for high- and low-anxious students are in the table below. The posttest has a possible score range of 0–100.
Strategy I | Strategy II | Strategy III | Overall | |
Low math anxiety | 86 | 86 | 86 | 86 |
High math anxiety | 70 | 70 | 70 | 70 |
Overall | 78 | 78 | 78 |
Based on these means which of the following is true?
A. There is a main effect of math anxiety.
B. There is a main effect of strategy type.
C. There is an interaction between strategy and math anxiety level.
D. There are no effects likely based on these means.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
85. When the experimenter knows which group the participants are in, but the participants do not, this is known as a(n) ______.
A. one-group posttest-only design
B. posttest-only design with nonequivalent groups
C. single-blind procedure
D. double-blind procedure
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
True/False
Use the following to answer Questions 1–3:
The following table presents a set of cell means from a study that looks at the use of cooperative learning versus lecture in teaching science. The researcher believes that gender and type of teaching approach will interact. Below are the set of means from the study. The scores are from a science test with a possible range from 0 to 100.
Cooperative Learning | Lecture | Overall | |
Male | 80 | 100 | 90 |
Female | 50 | 70 | 60 |
Overall | 65 | 85 |
1. There is a main effect of gender in this study.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
2. There is a main effect of instructional type.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
3. There is a disordinal interaction effect in this study. (You might want to plot the cell means to make this determination.)
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
Use the following to answer Questions 4–6:
A researcher is looking at the effects of competition versus cooperation on learning a foreign language. She theorizes that ability level will interact with type of instruction to influence foreign language learning. The dependent variable is the number of points on a 100-point Spanish test. The means for the results are in the table below.
Competition | Cooperation | Overall | |
High ability | 50 | 80 | 65 |
Low ability | 80 | 50 | 65 |
Overall | 65 | 65 |
4. There is a main effect of instruction.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
5. There is a main effect of ability level.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
6. Ability level interacts with instruction type.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
7. When discussing a main effect in a factorial design, a researcher is discussing the effect of a single-independent variable.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
8. When trying to determine the effect of a treatment, the control group provides the researcher with an estimate of how the treatment group participants would have performed if they had not received the treatment.
Learning Objective: 12-3: Explain the importance of control in experimental research and how control is achieved.
Cognitive Domain: Comprehension
Answer Location: Strong Experimental Research Designs
Difficulty Level: Medium
9. Ordinal interaction effects are indicated when graphs of the group means intersect each other.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Application
Answer Location: Factorial Designs
Difficulty Level: Hard
10. An experimental research study that has random assignment to a control group and an experimental group is considered to be a “strong design.”
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Strong Experimental Research Designs
Difficulty Level: Medium
11. In randomized controlled trials, there is random assignment and participants do not know if they are in the experimental or control group.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Strong Experimental Research Designs
Difficulty Level: Medium
12. An interaction effect is present when the levels of one independent variable do not impact the other independent variable’s effect on the dependent variable.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
13. At least one of the “weak experimental designs” has random assignment to the groups.
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Weak Experimental Research Designs
Difficulty Level: Medium
14. The pretest–posttest control-group design, the posttest-only control-group design, and the posttest-only design with nonequivalent groups all have random assignment.
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Weak Experimental Research Designs
Difficulty Level: Medium
15. Matching is a way of controlling for order effects in repeated-measures designs.
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Matching | Counterbalancing
Difficulty Level: Medium
16. John’s performance on the second day of an experiment was influenced by his performance on the task the previous day. This is an example of a carryover effect.
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Application
Answer Location: Counterbalancing
Difficulty Level: Medium
17. Order effects result from the previous treatment influencing subsequent treatments.
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Application
Answer Location: Counterbalancing
Difficulty Level: Hard
18. A serious problem with the posttest-only design with nonequivalent groups design is differential selection.
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Comprehension
Answer Location: Posttest-Only Design With Nonequivalent Groups
Difficulty Level: Medium
19. Random selection and random assignment are synonymous.
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Random Assignment
Difficulty Level: Medium
20. Counterbalancing is only used with repeated-measures designs.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Counterbalancing
Difficulty Level: Medium
21. Bill thought that height might be an extraneous variable in his study of the mechanics of making a basket in basketball, so he added the variable to his study. This is an example of an acceptable way to control for an extraneous variable.
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Analysis
Answer Location: Building the Extraneous Variable into the Research Design
Difficulty Level: Medium
22. In a factorial design, the mean scores in a row or column are called marginal means.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
23. Factorial designs involve the manipulation of at least three independent variables.
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
24. Matching involves ensuring that groups are similar on variables correlated with the dependent variable.
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Comprehension
Answer Location: Matching
Difficulty Level: Medium
25. Giving different treatment conditions to the different comparison groups is using the type technique to manipulate the independent variables.
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Comprehension
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Medium
26. Experiments provide evidence of causality by controlling extraneous and confounding variables, varying other variables, and observing the impact on the dependent variable.
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Application
Answer Location: The Experiment
Difficulty Level: Medium
27. When there is an interaction effect, main effects cannot be found.
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
Essay
1. Describe how experiments provide evidence of causality.
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Comprehension
Answer Location: The Experiment
Difficulty Level: Medium
2. Describe the three ways that researchers can manipulate an independent variable and give an example of each one.
Learning Objective: 12-2: Describe the different ways an independent variable can be manipulated.
Cognitive Domain: Application
Answer Location: Ways to Manipulate an Independent Variable
Difficulty Level: Hard
3. Explain the importance of control in experimental research.
Learning Objective: 12-3: Explain the importance of control in experimental research and how control is achieved.
Cognitive Domain: Comprehension
Answer Location: Control of Confounding Variables.
Difficulty Level: Medium
4. Compare and contrast weak and strong experimental designs.
Learning Objective: 12-5: Explain why some experimental research designs are weak designs and others are strong designs.
Cognitive Domain: Analysis
Answer Location: Weak Experimental Research Designs | Strong Experimental Research Designs
Difficulty Level: Medium
5. What is an interaction effect?
Learning Objective: 12-7: Explain the concept of an interaction effect.
Cognitive Domain: Comprehension
Answer Location: Factorial Designs
Difficulty Level: Medium
6. What is a repeated-measures design? What are the strengths and weaknesses of the design? How can the weaknesses be overcome sometimes?
Learning Objective: 12-6: Compare and contrast factorial and repeated-measures designs.
Cognitive Domain: Analysis
Answer Location: Repeated-Measures Designs
Difficulty Level: Medium
7. Compare and contrast the advantages and disadvantages of the following approaches to controlling for extraneous variables: (a) random assignment, (b) matching, (c) holding extraneous variables constant, (d) building the extraneous variable into the research design, and (e) analysis of covariance.
Learning Objective: 12-4: Explain the different ways of controlling the influence of potentially confounding variables.
Cognitive Domain: Analysis
Answer Location: Control of Confounding Variables
Difficulty Level: Medium
8. Compare and contrast laboratory experiments, field experiments, and Internet experiments.
Ans. Laboratory experiments are the strongest for controlling the conditions of the study. However, the conditions are often so controlled that the generalizability of the findings to the real world is sometimes limited. Field experiments are more generalizable to the real world, but the conditions in the field are harder to control. Experiments done on the Internet can be as tightly controlled as laboratory experiments. Because of the ease of access, large samples of data can be collected, and it is possible to reach more diverse populations. However, without a researcher there to keep an eye on participants, it is possible for participants to not respond appropriately or incompletely. Further, sites can be hacked and without control over who responds, incomplete, unmotivated, or purposely misleading responses may occur.
Learning Objective: 12-1: Explain how experiments produce evidence of causality.
Cognitive Domain: Analysis
Answer Location: Experimental Research Settings
Difficulty Level: Medium
Document Information
Connected Book
Educational Research Quantitative Approaches 7e Bank
By R. Burke Johnson
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