Chapter.8 Experimental Design Full Test Bank

Chapter 08

Test Bank

1. A(n) ________ variable is one that varies along with an independent variable.A. extraneousB. dependentC. confoundingD. criterionAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable2. ________ occurs when the effects of an independent variable and an uncontrolled variable are intertwined, so that one cannot determine which of the variables is responsible for a particular observed effect on a dependent variable.A. AttritionB. ConfoundingC. CounterbalancingD. Fatigue effectAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable3. A good experimental design requires eliminating all possible ________ variables that could result in alternative explanations.A. independentB. dependentC. confoundingD. validAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable4. Jim, a researcher, attempts to test the effect of the environment in an examination hall on a student's performance; however, he gives students question papers that differ in complexity and subject matter. His results will not be reliable because the complexity and subject matter of the examination areA. independent variables.B. confounding variables.C. dependent variables.D. control variables.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable5. When testing the effect of noise on the performance of a task, Marco tests half the participants in a cool, quiet room and the other half in a hot, noisy room. In this case, what confounding variable has Marco failed to eliminate?A. noise levelB. task performanceC. gender of the participantsD. room temperatureAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable6. When a confounding variable is present in an experiment,A. internal validity is challenged.B. external validity is challenged.C. internal validity can be assumed.D. external validity can be assumed.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable7. Irene wants to examine the effect of a defendant's appearance on the judgment of guilt for a crime. She has participants read an identical account of the crime except for the defendant's appearance. A group of high school students receives the description of an attractive defendant, while a group of senior citizens receives the description of an unattractive defendant. Both groups are then asked to rate the defendant's guilt on a 7-point scale. A major cause for confusion in Irene's experiment is theA. measure of guilt.B. manipulation of appearance.C. age of the participants.D. description of the crime.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable8. When a confounding variable is present in an experiment, one cannot tell whether the results were due to theA. independent variable or the confounding variable.B. independent variable or the dependent variable.C. dependent variable or the participant variable.D. dependent variable or the confounding variable.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable9. A confounding variable is problematic for an experimental design because itA. increases the internal reactivity of the experiment.B. eliminates alternative explanations for the results.C. makes possible alternative explanations for the results.D. increases the variability in the data.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable10. Toby wants to see whether packaging information affects the way people rate breakfast cereal. The same cereal is put in three kinds of packages: a brown box that says, "To start your day off with a smile"; a yellow box that says, "For extra energy all day"; and a white box that says, "Fortified with B complex and iron." In this study, the variables of the ________ are confounded.A. package information and kind of cerealB. rating of people and package informationC. package information and color of the boxD. kind of cereal and color of the boxAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable11. To achieve internal validity, a researcher must design and conduct experiments where only the ________ variable can be the cause of the results.A. independentB. dependentC. criterionD. confoundingAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable12. Mike wants to find out whether campers prefer cotton or nylon sleeping bags. He asks a group of female campers to try both nylon and cotton sleeping bags. The sleeping bags were rated for softness and warmth. Mike intends to generalize the findings to apply to all campers. What is the confounding variable in Mike's experiment?A. the gender of the campersB. softnessC. sleeping bagsD. cotton or nylon materialAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable13. If a greater percentage of heart surgeons than dermatologists are sued for malpractice, can it be concluded that heart surgeons are less competent than dermatologists?A. Yes, if the same number of heart surgeons and dermatologists are being compared.B. No, because there are more heart surgeons than dermatologists.C. No, because the variables of being sued and the potential risk to patients in each specialty are confounded.D. Yes, if the difference is statistically significant.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable14. Kalim wants to study the effectiveness of a new teaching method. He includes two teachers of a class in the experiment. One teacher uses the new method of teaching, and the other teacher uses the old method. At the end of the semester, he finds that students who were taught in the new way had higher grades than students taught in the old way. What is the confounding variable?A. the teaching methodsB. the gradesC. the classD. personal differences between the two teachersAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable15. When the results of an experiment can confidently be attributed to the effect of the independent variable, the experiment is said to haveA. internal validity.B. construct validity.C. external validity.D. content validity.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Internal Validity16. A researcher can claim that the independent variable in an experiment caused the results only byA. proving that the experiment has high external validity.B. keeping the dependent variable constant.C. eliminating competing, alternative explanations.D. eliminating experimental control and randomization.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Confounding Variable17. An experiment can be assumed to have internal validity ifA. there is a strong manipulation of the independent variable.B. the dependent variable is valid.C. confounding variables are present.D. all variables other than the independent variable are kept constant.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Internal Validity18. Which of the following does NOT increase the likelihood of internal validity in an experiment with random assignment of participants?A. the use of control for extraneous variablesB. the use of experimental controlC. removal of confounding variablesD. the use of a pretestAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity.Topic: Pretest-Posttest Design19. To study the effect of different types of stimulus on memory recall, Zhong subjects participants divided into two equivalent groups to either an auditory or a visual presentation of a poem. After the presentation, the participants are asked to answer several questions about the poem. Which type of experimental design has Zhong employed?A. pretest-only designB. pretest-posttest designC. four-group posttest designD. posttest­­-only designAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Posttest-Only Design20. If the two groups involved in an experiment are not equivalent,A. the experiment is said to have high internal validity.B. the experimental result is likely to be affected by ethnocentrism.C. it cannot be ascertained that the independent variable caused the results.D. it is impossible to conduct a replication.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Posttest-Only Design21. Helen wants to test the level of comfort of a new recliner compared to the old model. She creates two equivalent groups through random sampling, has the control group sit in the old model, and has the other group sit in the new one. Afterward, she has members of each group rank comfort level based on their experience of sitting in the recliner, on a scale of 1 to 5. This is an example of aA. pretest-only design.B. posttest-only design.C. matched pairs design.D. Solomon four-group design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Posttest-Only Design22. Ahmed conducts a study to test the effectiveness of a drug. He surveys the participants twice—once at intake and then six months later. He finds that the drug was overall effective, but approximately 55 percent of the original sample stopped using the drug. Therefore, he does not have posttest data for them. In this case, what is likely to be an alternative explanation for the results obtained by Ahmed?A. statistical regressionB. diffusion of treatmentC. attritionD. maturationAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Mortality (Attrition)23. One problem with the pretest-posttest design is that participantsA. drop out of the experiment.B. cannot be randomly assigned to groups.C. cannot be divided into two equivalent groups.D. are sensitized about the true purpose of the experiment.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Pretest-Posttest Design24. Which of the following is an advantage of using a pretest-posttest design over using a posttest-only design?A. It takes less time to conduct an experiment.B. It minimizes demand characteristics.C. It confirms whether the groups are equivalent.D. It enables participants to figure out what is being studied and why.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Pretest-Posttest Design25. Mortality in an experimental design refers to the fact that participantsA. provide false responses.B. cheat on questionnaires.C. engage in intragroup conflict.D. drop out of experiments.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Mortality (Attrition)26. At the end of a three-year study, Lene finds that 12 percent of her participants did not take part in the final survey because they moved away to another city. In research terms, Lene is experiencing issues related toA. maturation.B. mortality.C. testing.D. regression.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Mortality (Attrition)27. Gerard conducts a study to examine the effect of an exercise program on obese people. The participants must exercise for one hour every day for six months. By the end of the fourth month, Gerard finds that 75 percent of the participants have dropped out of the study. What kind of problem has Gerard encountered in his study?A. selectionB. morbidityC. maturationD. attritionAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Mortality (Attrition)28. To observe the influence of external factors on students' performance, Raj asks participants to come to his laboratory, fill out a questionnaire, and attempt quizzes. He finds that over time, fewer participants show up to take part in the experiment. This decrease in the number of participants in the experiment is calledA. the practice effect.B. the fatigue effect.C. regression.D. mortality.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Mortality (Attrition)29. In an experimental design, if awareness of the pretest poses a problem, a researcher is LEAST likely toA. employ a Solomon four-group design.B. embed the pretest in a set of irrelevant measures.C. tell the participants what is being studied and why.D. disguise the pretest.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Pretest-Posttest Design30. In a ________ design, half the participants receive only a posttest, while the other half receive both a pretest and a posttest.A. Solomon four-groupB. pretest-posttestC. one-group pretest-posttestD. two-group pretest-posttestAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Solomon Four-Group Design31. In a Solomon four-group design, if there is no impact of the pretest,A. the posttest scores will be the same for all the groups.B. the posttest scores will be different for all the groups.C. the pretest scores will be different for all the groups.D. the posttest scores will not be affected.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Solomon Four-Group Design32. Mike wants to study the effects of an energy drink on athletic performance. He designs a study in which he has two groups that are not given an energy drink (control groups) and two groups that are given an energy drink (experimental groups). In the design, one control group and one experimental group are asked to fill out a questionnaire before the experiment, while the other control group and experimental group are not given a questionnaire. Mike's design is an example of aA. Solomon four-group design.B. repeated measures design.C. two-group control design.D. posttest-only design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design.Topic: Solomon Four-Group Design33. When individuals participate in only one experimental condition, it is a(n) ________ design. When individuals participate in all experimental conditions, it is a ________ design.A. independent groups; repeated measuresB. partial; wholeC. single group; full measureD. group; multigroupAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Independent Groups DesignTopic: Repeated Measures Design34. In a ________ design, comparisons are made among the same group of participants.A. random assignmentB. matched setsC. natural setsD. within-subjectsAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Repeated Measures Design35. A design that assigns different participants to each condition using random assignment is a(n) ________ design.A. Solomon four-groupB. repeated measuresC. pretest-posttestD. independent groupsAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Independent Groups Design36. Jeanne wants to know whether wearing sunglasses improves driving performance. If she uses an independent groups design, she would manipulate the variable byA. requiring all drivers to first drive with sunglasses and then without sunglasses.B. having half the drivers first drive without sunglasses and then with sunglasses, and having the other half first drive with sunglasses and then without sunglasses.C. having all drivers first drive without sunglasses and then with sunglasses.D. randomly requiring half the drivers to drive with sunglasses and the other half to drive without sunglasses.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Independent Groups Design37. Aisha wants to examine the effect of room temperature on task performance. First, she randomly assigns participants to three groups. Then she places one group of participants in a room that is set to a temperature of 54 degrees, a second group in a room that is set to a temperature of 72 degrees, and a third group in a room that is set to a temperature of 90 degrees. She then measures the amount of time it takes each group to complete the same task. This design would best represent a(n) ________ design.A. three-group pretest-posttestB. repeated measuresC. independent groupsD. pretest-posttestAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Independent Groups Design38. Colin wants to find out how using fins increases swimming speed. If he uses an independent groups design, he would manipulate the variable byA. having all swimmers first swim without fins and then with fins.B. requiring all swimmers to first swim with fins and then without fins.C. randomly requiring half the swimmers to swim without fins and the other half to swim with fins.D. having half the swimmers first swim without fins and then with fins and having the other half swim first with fins and then without fins.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Independent Groups Design39. Sasha, a psychologist, has participants serve as their own control group by having them take part in every condition of her study. This experimental approach is an example of a(n)A. repeated measures design.B. simple random design.C. one-shot case study.D. independent groups design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Repeated Measures Design40. A design that has two conditions with the same participants in both conditions is a(n) ________ design.A. repeated measuresB. independent groupsC. posttest-pretestD. random time seriesAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Repeated Measures Design41. Jane, a researcher, measured the performance of two groups of employees. One group received low monetary incentives first and was later given high monetary incentives. The other group was given high monetary incentives first and was later given low monetary incentives. At each stage, the employees' performance was measured. This scenario exemplifies a(n)A. posttest-only design.B. independent groups design.C. repeated measures design.D. Solomon four-group design.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Repeated Measures Design42. A psychologist is interested to know which of two sorting techniques leads to better memory performance in 6-year-old children. Each participant first sorts a set of pictures any way they like. Recall is then tested. After this, each participant is required to sort an equivalent set of pictures into five predetermined categories. Recall for the items is then tested. What procedure does this study represent?A. matched random assignmentB. simple random assignmentC. combined measuresD. repeated measuresAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design.Topic: Repeated Measures Design43. Which of the following is true of a repeated measures design as compared with an independent group design?A. It requires a greater number of participants.B. It decreases the likelihood of an order effect.C. It gives the researcher a greater ability to see and explain individual participant differences.D. It is less likely to detect the effect of the independent variable.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Summarize the advantages and disadvantages of using a repeated measures design.Topic: Independent Groups DesignTopic: Repeated Measures Design44. In a repeated measures design, when the sequence of presenting the treatments determines the participants' responses in part, the researcher is dealing withA. order effects.B. criterion variables.C. incomplete counterbalancing.D. constancy.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Summarize the advantages and disadvantages of using a repeated measures design.Topic: Order Effect45. Improvement of performance as a result of repeated exposure to a task is referred to as a ________ effect.A. reactiveB. practiceC. fatigueD. nonreactiveAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Summarize the advantages and disadvantages of using a repeated measures design.Topic: Practice Effect46. Juan wants to compare the effectiveness of two drugs in treating migraines. He administers Drug A to a participant and then Drug B to the same participant eight hours later, when Drug A is still in the participant's system. In this case, the study is contaminated by a(n) ________ effect.A. orderB. fatigueC. practiceD. carryoverAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Summarize the advantages and disadvantages of using a repeated measures design.Topic: Carryover Effect47. Jacob, a researcher, asks the participants of his study to transfer data from 12 spreadsheets to 12 different documents. He observes that the participants gain more efficiency in transferring the data with each new spreadsheet. This scenario exemplifies a(n)A. attrition effect.B. primacy effect.C. practice effect.D. carryover effect.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Summarize the advantages and disadvantages of using a repeated measures design.Topic: Practice Effect48. A ________ effect is associated with the deterioration of performance with the passage of time.A. fatigueB. carryoverC. practiceD. counterbalancedAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Summarize the advantages and disadvantages of using a repeated measures design.Topic: Fatigue Effect49. Wendy wants to know if a new sports drink improves physical performance. The number of push-ups each participant can complete in 1 minute is recorded first. The participants are then given 8 ounces of the sports drink, and the number of push-ups completed in 1 minute is recorded again. Wendy finds that the number of push-ups completed is less after consuming the new sports drink. This finding is likely the result of a ________ effect.A. reactiveB. carryoverC. practiceD. fatigueAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Summarize the advantages and disadvantages of using a repeated measures design.Topic: Fatigue Effect50. Michelle is interested in factors that influence the perceptions of others. She provides participants with photographs of female supermodels and asks them to rate the attractiveness of each woman. She then provides participants with photographs of women who are not models and asks the participants to rate the attractiveness of each woman. She finds that participants rate the women who are not models much lower. What effect may be responsible for the lower ratings of the women who are not models?A. a reactive effectB. a practice effectC. a fatigue effectD. a carryover effectAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Summarize the advantages and disadvantages of using a repeated measures design.Topic: Carryover Effect51. To control order effects in a repeated measures design, one should use a(n)A. independent groups design.B. counterbalancing technique.C. short time interval between conditions.D. reversal design.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Explain how counterbalancing provides a way of addressing the order effects problem.Topic: Counterbalancing52. Dante wants to conduct a study in which participants taste five different brands of honey and decide which one they like best. To control for potential order effects, Dante should useA. elimination.B. constancy.C. counterbalancing.D. randomization.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Explain how counterbalancing provides a way of addressing the order effects problem.Topic: Counterbalancing53. ________ is a technique to control for order effects without having all possible orders.A. A pretest-only designB. RandomizationC. AttritionD. A Latin squareAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Summarize the advantages and disadvantages of using a repeated measures design.Topic: Latin Squares54. ________ is a process for controlling order effects with all possible orders.A. Complete counterbalancingB. EliminationC. A Latin squareD. RandomizationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Explain how counterbalancing provides a way of addressing the order effects problem.Topic: Counterbalancing55. Jose states that he has completely counterbalanced the conditions in his experiment. What does this mean?A. All participants are exposed to all conditions.B. He has an equal number of participants in all conditions.C. All possible orders of presentation of the conditions are presented.D. The conditions are presented in a fixed order.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Explain how counterbalancing provides a way of addressing the order effects problem.Topic: Counterbalancing56. Natasha wants to know whether wearing sunglasses helps while driving. In a counterbalanced repeated measures design, the presence or absence of sunglasses would be varied byA. having all drivers first drive with sunglasses and then without sunglasses.B. having half the drivers first drive without sunglasses and then with sunglasses and having the other half first drive with sunglasses and then without sunglasses.C. having all drivers first drive without sunglasses and then with sunglasses.D. having half the drivers drive with sunglasses and the other half drive without sunglasses.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Explain how counterbalancing provides a way of addressing the order effects problem.Topic: Counterbalancing57. Powel wants to find out how using fins increases swimming speed. This hypothesis could be tested with a counterbalanced repeated measures design byA. having half the swimmers swim without fins and the other half swim with fins.B. having all swimmers first swim without fins and then swim with fins.C. having half the swimmers first swim without fins and then with fins and having the other half swim first with fins and then without fins.D. having all swimmers first swim with fins and then without fins.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Explain how counterbalancing provides a way of addressing the order effects problem.Topic: Counterbalancing58. Which of the following statements is LEAST likely to be true of a Latin square?A. Each condition precedes and follows each condition one time.B. Each condition appears at each ordinal position.C. It controls for order effects.D. It results in complete counterbalancing.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Explain how counterbalancing provides a way of addressing the order effects problem.Topic: Latin Squares59. If one cannot use all possible orders in a repeated measures design, a good alternative is to useA. an independent groups design.B. a reversal design.C. complete counterbalancing.D. a Latin square.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Explain how counterbalancing provides a way of addressing the order effects problem.Topic: Latin Squares60. Which of the following is likely to be the most important consideration for a repeated measures design using alcohol or drugs?A. the use of a Latin squareB. the time interval between treatmentsC. the order of presenting the conditionsD. complete counterbalancingAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Explain how counterbalancing provides a way of addressing the order effects problem.Topic: Time Interval Between Treatments61. A matched pairs design involvesA. randomly assigning participants to groups and then matching pairs of participants.B. matching pairs of participants based on researcher preference and then randomly assigning half the pairs to each group.C. matching pairs of participants based on a participant variable and then randomly assigning members to the conditions of the experiment.D. an attempt to control for order effects.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe a matched pairs design, including reasons to use this design.Topic: Matched Pairs Design62. A matched pairs design is most likely to be used whenA. the sample size is large.B. the matching variable and the dependent variable are unrelated.C. only a few participants are available for the study.D. running large numbers of individuals in the experiment is inexpensive.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe a matched pairs design, including reasons to use this design.Topic: Matched Pairs Design63. Hector measures participants based on a variable of interest and rank orders them according to their scores. He then places them in pairs in which each member has approximately the same score as the other member in the pair. The members of each pair are then randomly assigned to the conditions in the experiment. Hector's method of participant assignment is an example of a(n) ________ design.A. Latin squaresB. repeated measuresC. matched pairsD. independent pairsAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe a matched pairs design, including reasons to use this design.Topic: Matched Pairs Design64. Which of the following is a drawback of the matched pairs design?A. It can be costly and time-consuming.B. It is not useful when only a few participants are available.C. It fails to ensure that the groups are equivalent.D. It simply randomly assigns participants to groups.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe a matched pairs design, including reasons to use this design.Topic: Matched Pairs Design

Category # of Questions

Accessibility: Keyboard Navigation 64

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 15

APA Outcome: 1.2: Develop a working knowledge of psychology's content domains 20

APA Outcome: 1.3: Describe applications of psychology 29

Blooms: Apply 28

Blooms: Remember 21

Blooms: Understand 15

Difficulty Level: Easy 21

Difficulty Level: Hard 28

Difficulty Level: Medium 15

Learning Objective: Contrast an independent groups (between-subjects) design with a repeated measures (within-subjects) design. 10

Learning Objective: Describe a matched pairs design, including reasons to use this design. 4

Learning Objective: Describe the posttest-only design and the pretest-posttest design, including the advantages and disadvantages of each design. 14

Learning Objective: Explain how counterbalancing provides a way of addressing the order effects problem. 9

Learning Objective: Provide a definition of a confounding variable and describe how confounding variables are related to internal validity. 18

Learning Objective: Summarize the advantages and disadvantages of using a repeated measures design. 9

Topic: Carryover Effect 2

Topic: Confounding Variable 15

Topic: Counterbalancing 6

Topic: Fatigue Effect 2

Topic: Independent Groups Design 6

Topic: Internal Validity 2

Topic: Latin Squares 3

Topic: Matched Pairs Design 4

Topic: Mortality (Attrition) 5

Topic: Order Effect 1

Topic: Posttest-Only Design 3

Topic: Practice Effect 2

Topic: Pretest-Posttest Design 4

Topic: Repeated Measures Design 7

Topic: Solomon Four-Group Design 3

Topic: Time Interval Between Treatments 1