Test Bank Answers Chapter 6 Causation And Experimentation - Fundamentals of Research in Criminology 5th Edition Test Bank by Ronet D. Bachman. DOCX document preview.
Test Bank
Chapter 6: Causation and Experimentation
Multiple Choice
1. An explanation for some characteristic, attitude, or behavior of groups, individuals, or other entities (such as families, organizations, or cities) or for events is ______.
a. the effect
b. the cause
c. spurious
d. a control
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Knowledge
Answer Location: Causal Explanations
Difficulty Level: Easy
2. The Latin term meaning “all other things being equal” is ______.
a. nomothetic
b. nonspurious
c. ceteris paribus
d. idiographic
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Knowledge
Answer Location: Quantitative (Nomothetic) Causal Explanation
Difficulty Level: Easy
3. The concrete individual sequence of events, thoughts or actions that result in a particular outcome for a particular individual is a(n) ______.
a. qualitative effectivity
b. idiographic causal explanation
c. nomothetic causal explanation
d. ingrained causal effect
Learning Objective: 6.3: Explain the meaning of the expression “correlation does not prove causation.”
Cognitive Domain: Comprehension
Answer Location: Qualitative (Idiographic) Causal Explanation
Difficulty Level: Medium
4. A nomothetic causal explanation is one involving the belief that variation in an independent variable will be followed by ______, when all other things are equal.
a. variation in the independent variable
b. a counterfactual display
c. nonspuriousness
d. variation in the dependent variable
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Knowledge
Answer Location: Quantitative (Nomothetic) Causal Explanation
Difficulty Level: Medium
5. In Bushman’s experiments on media violence and aggression, undergraduate psychology students were recruited to ______.
a. watch a 15-minute videotape in a screening room, one student at a time
b. listen to a 15-minute tape in an office, one student at a time
c. watch a 30-minute videotape in a screening room, along with other students
d. watch 30 minutes of a preselected violent television show
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Application
Answer Location: Case Study: Media Violence and Violent Behavior
Difficulty Level: Hard
6. ______ is a relationship between two variables that is not due to variation in a third variable
a. Causality
b. Nomothetic
c. Nonspuriousness
d. Idiographic
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Knowledge
Answer Location: Nonspuriousness
Difficulty Level: Easy
7. In this type of quasi-experimental design, experimental and comparison groups are designated before treatment occurs but are not created by random assignment.
a. nonequivalent control group designs
b. before-and-after designs
c. ex post facto control group designs
d. true experimental designs
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: What If a True Experiment Isn’t Possible?
Difficulty Level: Medium
8. ______ design has a pretest and posttest but no comparison group.
a. Nonequivalent control group
b. Before-and-after
c. Ex post facto control group
d. True experimental
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: What If a True Experiment Isn’t Possible?
Difficulty Level: Medium
9. ______ designs use nonrandomized control groups designated after the fact.
a. Nonequivalent control group
b. Before-and-after
c. Ex post facto control group
d. True experimental
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: What If a True Experiment Isn’t Possible?
Difficulty Level: Medium
10. When random assignment is not possible, a(n) ______ control group design is often used.
a. nonequivalent
b. ex post facto
c. nonspurious
d. before-and-after
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Nonequivalent Control Group Designs
Difficulty Level: Medium
11. To determine whether community resource centers were more effective in reducing recidivism than traditional parole, Hyatt and Ostermann (2019) conducted a(n) ______ control group experiment.
a. ex post facto
b. nonspurious
c. idiographic
d. nonequivalent
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Case Study: Parole Community Resource Centers and Recidivism
Difficulty Level: Hard
12. ______ research can be a very effective tool for exploring the context in which causal effects occur.
a. Idiographic
b. Nonexperimental
c. Nonequivalent
d. Spurious
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Comprehension
Answer Location: Causality in Nonexperimental Designs
Difficulty Level: Medium
13. A technique used in nonexperimental research to reduce the risk of spuriousness is ______ control.
a. repetitive cross-sectional
b. time order
c. statistical
d. event-based design
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Comprehension
Answer Location: Causality in Nonexperimental Designs
Difficulty Level: Medium
14. To examine whether prison classification actually affects inmate behavior, Bench and Allen (2003) conducted a(n) ______.
a. true experiment
b. quasi-experiment
c. field experiment
d. ex post facto control group design
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Application
Answer Location: An Experiment in Action: Prison Classification and Inmate Behavior
Difficulty Level: Medium
15. Variation in one variable is related to variation in another variable is known as ______.
a. time ordering
b. nonspuriousness
c. mechanism
d. association
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Comprehension
Answer Location: Association
Difficulty Level: Easy
16. When we ensure that the variation in the independent variable came before variation in the dependent variable, we have the criterion for proper
a. context
b. association
c. time ordering
d. spuriousness
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Comprehension
Answer Location: Time Order
Difficulty Level: Easy
17. A discernable means of creating a connection between variables is a(n) ______.
a. association
b. mechanism
c. context
d. spuriousness
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Knowledge
Answer Location: Mechanism
Difficulty Level: Easy
18. When relationships among variables differ across geographic units such as counties, researchers say there is a(n) ______.
a. contextual effect
b. mechanism effect
c. association
d. time order
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Knowledge
Answer Location: Context
Difficulty Level: Easy
19. Simply because there is an association between two variables does not mean that one caused the other to do something is an example of the adage ______.
a. causation does not prove correlation
b. correlation does not prove causation
c. correlation does not prove nonspuriousness
d. causation proves correlation
Learning Objective: 6.3: Explain the meaning of the expression “correlation does not prove causation.”
Cognitive Domain: Comprehension
Answer Location: Nonspuriousness
Difficulty Level: Medium
20. A relationship between two variables that is due to variation in a third variable is ______.
a. correlational
b. contextually driven
c. nonspurious
d. spurious
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Knowledge
Answer Location: Nonspuriousness
Difficulty Level: Medium
21. In an experiment, the group of subjects that does not receive the treatment or experimental manipulation is the ______ group.
a. experimental
b. control
c. spurious
d. correlational
Learning Objective: 6.4: Define the individual and group units of analysis, and explain the role they play in the ecological and reductionist fallacies.
Cognitive Domain: Comprehension
Answer Location: True Experiments
Difficulty Level: Medium
22. One innovative field experiment was conducted by Pager (2007) to determine the effects of incarceration on the likelihood of ______.
a. obtaining employment
b. recidivism
c. being disrespectful to authority
d. drug abuse
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Analysis
Answer Location: Field Experiments in Action: Determining the Effect of Incarceration on Employment
Difficulty Level: Hard
23. In a ______ design, a comparison group is predetermined to be comparable to the treatment group in critical ways, but subjects are not randomly assigned to groups.
a. True experimental
b. Field experimental
c. Before-and-after
d. Quasi-experimental
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: What If a True Experiment Isn’t Possible?
Difficulty Level: Medium
24. The common feature of before-and-after designs is the ______.
a. presence of a comparison group
b. absence of a comparison group
c. time series panel design
d. random assignment into groups
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Before-and-After Designs
Difficulty Level: Medium
25. The simplest type of before-and-after design is the ______.
a. fixed-sample panel design (panel study)
b. time series design (repeated measures panel design)
c. ex post facto control group design
d. quasi-experimental design
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: What If a True Experiment Isn’t Possible?
Difficulty Level: Medium
26. Carrington and Schulenberg’s (2008) study of the effect of the Youth Criminal Justice Act (YCJA) of 2002 in Canada on police discretion with apprehended young offenders illustrates a(n) ______ design.
a. true experimental
b. ex post facto
c. time series
d. control group
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Case Study: The Effects of the Youth Criminal Justice Act
Difficulty Level: Hard
27. A source of internal (causal) invalidity occurring when the characteristics of experimental and comparison group subjects differ in any way that influences the outcome is ______.
a. selection bias
b. endogenous change
c. exogenous change
d. regression effect
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Comprehension
Answer Location: Causal (Internal) Validity
Difficulty Level: Hard
28. Endogenous change occurs when ______.
a. the groups can differ over time because of differential attrition
b. natural developments in the subjects, independent of the experimental treatment, account for some or all of the observed change
c. subjects who are chosen for a study because of their extreme scores on the dependent variable become less extreme on the posttest due
d. something other than the treatment influences outcome scores
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Endogenous Change
Difficulty Level: Hard
29. If researchers were evaluating the effectiveness of a mandatory arrest policy in decreasing incidents of intimate partner assault and an event such as the murder trial of O. J. Simpson occurred during the experiment, which of the following might also be said to have an effect on the subjects’ outcome scores?
a. exogenous change
b. regression effect
c. external events (history effect)
d. John Henry effect
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Application
Answer Location: External Events
Difficulty Level: Medium
30. When the comparison group is in some way affected by, or affects, the treatment group, this has occurred ______.
a. regression effect
b. endogenous change
c. regression effect
d. contamination
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Application
Answer Location: Contamination
Difficulty Level: Medium
31. A type of contamination in experimental and quasi-experimental designs that occurs when control group members are aware that they are being denied some advantage and increase their efforts by way of compensation is ______.
a. regression effect
b. endogenous effect
c. compensatory rivalry (John Henry effect)
d. treatment misidentification
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Contamination
Difficulty Level: Medium
32. When subjects experience a treatment that wasn’t intended by the researcher is known as ______.
a. treatment misidentification
b. self-fulfilling prophecy
c. the John Henry effect
d. contamination
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Treatment Misidentification
Difficulty Level: Medium
33. Sample generalizability exists when ______.
a. data for a study are collected at one time only
b. data for a study are collected at two or more points in time
c. a conclusion based on a sample, or subset, of a larger population holds true for that population
d. a conclusion based on the population is found to be true
Learning Objective: 6.6: Define the individual and group units of analysis, and explain the role they play in the ecological and reductionist fallacies.
Cognitive Domain: Comprehension
Answer Location: Sample Generalizability
Difficulty Level: Medium
34. A study in which data are collected at only one point is time is a ______.
a. Solomon four-group design
b. cross-sectional study
c. longitudinal study
d. Hawthorne study
Learning Objective: 6.6: Define the individual and group units of analysis, and explain the role they play in the ecological and reductionist fallacies.
Cognitive Domain: Comprehension
Answer Location: The Element of Time in Research
Difficulty Level: Easy
35. When a true experimental design is not feasible, researchers may instead use a quasi-experimental design, including ______ designs.
a. equivalent control group
b. before only
c. ex post facto control group
d. survey
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Conclusion
Difficulty Level: Medium
True/False
1. Association is not a sufficient criterion on its own for establishing a causal effect.
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Knowledge
Answer Location: Time Order
Difficulty Level: Hard
2. The random assignment of subjects to experimental and comparison groups is not the same as random sampling of individuals from some larger population.
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Comprehension
Answer Location: True Experiments
Difficulty Level: Medium
3. An idiographic explanation also may be termed an individualist or a historicist explanation.
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Knowledge
Answer Location: Qualitative (Idiographic) Causal Explanation
Difficulty Level: Easy
4. Random assignment (randomization) helps ensure that the research subjects are representative of some larger population.
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Comprehension
Answer Location: True Experiments
Difficulty Level: Medium
5. Matching is another procedure that can be used as a substitute for randomization.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: True Experiments
Difficulty Level: Medium
6. Field experiments conducted to evaluate social programs can also involve issues of informed consent.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Selective Distribution of Benefits
Difficulty Level: Medium
7. The difficulty of establishing nonspuriousness does not rule out using nonexperimental data to evaluate causal hypotheses.
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Comprehension
Answer Location: Causality in Nonexperimental Designs
Difficulty Level: Hard
8. A true experiment is an experimental study conducted in a real-world setting.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Knowledge
Answer Location: Field Experiments in Action: Determining the Effect of Incarceration on Employment
Difficulty Level: Medium
9. Quasi-experimental designs are considered quasi-experimental because subjects are not randomly assigned to the comparison and experimental groups.
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: What If a True Experiment Isn’t Possible?
Difficulty Level: Medium
10. Time Series designs include several pretest and posttest observations, allowing the researcher to study the process by which an intervention has an impact over time.
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Before-and-After Designs
Difficulty Level: Medium
11. Carrington and Schulenberg’s (2008) study of the effect of the Youth Criminal Justice Act (YCJA) of 2002 in Canada on police discretion with apprehended young offenders illustrates a cross-sectional design.
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Case Study: The Effects of the Youth Criminal Justice Act
Difficulty Level: Hard
12. Experimental and comparison groups in ex post facto control group designs are created by random assignment.
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Ex Post Facto Control Group Designs
Difficulty Level: Hard
13. True experiments are particularly well suited to producing valid conclusions about generalizability.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Application
Answer Location: What Are the Threats to Internal Validity and Generalizability in Experiments?
Difficulty Level: Medium
14. Selection bias is when subjects develop or change during the experiment as part of an ongoing process independent of the experimental treatment.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Causal (Internal) Validity
Difficulty Level: Medium
15. Testing, maturation, and regression effects are generally a problem in true experiments.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Endogenous Change
Difficulty Level: Medium
16. If researchers are evaluating the effectiveness of a mandatory arrest policy in decreasing incidents of intimate partner assault and a high profile murder trial involving intimate partners is taking place at the same time, it may compromise the results.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: External Events
Difficulty Level: Medium
17. The regression effect is a source of causal invalidity that occurs when subjects who are chosen for a study because of their extreme scores on the dependent variable become less extreme on the posttest due to natural cyclical or episodic change in the variable.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Analysis
Answer Location: Endogenous Change
Difficulty Level: Medium
18. When comparison group members become aware that they are being denied some advantage, they may increase their efforts to compensate, creating a problem called the Sam Johnson effect.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Contamination
Difficulty Level: Medium
19. The only way to reduce the placebo effect in social science research is to treat the comparison group with something similar.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Treatment Misidentification
Difficulty Level: Hard
20. The Hawthorne effect is named after a famous productivity experiment outside Chicago. Workers were moved to a special room for a study of the effects of lighting intensity and other work conditions on their productivity. After this move, the workers began to increase their output no matter what change was made in their working conditions, even when the conditions became worse. The researchers concluded that the workers felt they should work harder because they were part of a special experiment.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Application
Answer Location: Treatment Misidentification
Difficulty Level: Hard
21. The Solomon four-group design is a version of a quasi-experiment.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Interaction of Testing and Treatment
Difficulty Level: Medium
22. Subjects who can be recruited for a laboratory experiment, randomly assigned to a group, and kept under carefully controlled conditions for the study’s duration are a representative sample of any large population of interest.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Analysis
Answer Location: Sample Generalizability
Difficulty Level: Medium
23. In longitudinal research designs, data are collected at one point in time.
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Knowledge
Answer Location: The Element of Time in Research
Difficulty Level: Easy
24. Lo, Kim, and Cheng (2008) did cross-sectional research in order to determine if certain offenders were more likely to repeat the same crimes or commit different crimes.
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Application
Answer Location: Case Study: Cross-Sectional Research Using Life Calendars—Do Offenders Specialize in Different Crimes?
Difficulty Level: Hard
25. A problem with tracking people in research for several years is that it is extremely expensive.
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Fixed-Sample Panel Designs
Difficulty Level: Hard
Short Answer/Essay
1. What are the criteria for establishing a nomothetic causal explanation?
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Knowledge
Answer Location: Criteria for Nomothetic Causal Explanations
Difficulty Level: Medium
2. What are the three features that true experiments have which allow researchers to show causality?
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Knowledge
Answer Location: True Experiments
Difficulty Level: Medium
2. We talked about fixed-sample panel designs above when we highlighted quasi-experimental designs. What is a fixed-sample panel design? What is the process for conducting fixed-sample panel designs? Why are they better than other designs?
Learning Objective: 6.1: List the three criteria for establishing a causal relationship and the two cautions that can improve understanding of a causal connection.
Cognitive Domain: Application
Answer Location: Fixed-Sample Panel Designs
Difficulty Level: Medium
3. Describe the innovative field experiment conducted by Pager in 2007. What was the research question? Why was it important? What did they find?
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Analysis
Answer Location: Field Experiments in Action: Determining the Effect of Incarceration on Employment
Difficulty Level: Hard
4. When testing a hypothesis with a true experimental design isn’t feasible, what design might they use? As part of your answer, define quasi-experimental design and describe the two major types.
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Application
Answer Location: What If a True Experiment Isn’t Possible?
Difficulty Level: Hard
5. When random assignment is not possible, a nonequivalent control group design is often used. In this type of quasi-experimental design, a comparison group is selected to be as comparable as possible to the treatment group. Describe the nonequivalent control group design and the two selection methods which can be used.
Learning Objective: 6.5: Name and illustrate the three different quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Nonequivalent Control Group Designs
Difficulty Level: Medium
6. Name and describe the threats to internal validity in experiments.
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Knowledge
Answer Location: Causal (Internal) Validity
Difficulty Level: Medium
7. Endogenous change includes three specific threats to internal validity. Name and describe them.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Endogenous Change
Difficulty Level: Medium
8. What is treatment misidentification? What are the three sources, as described in your text?
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Knowledge
Answer Location: Treatment Misidentification
Difficulty Level: Medium
9. How do researchers use statistical control to determine factors most important when predicting a dependent variable like recidivism?
Learning Objective: 6.2: Contrast the strengths and weaknesses of dealing with nonspuriousness through statistical control and through randomization.
Cognitive Domain: Comprehension
Answer Location: Causality in Nonexperimental Designs
Difficulty Level: Hard
10. Explain the meaning of the expression, “correlation does not prove causation.”
Learning Objective: 6.3: Explain the meaning of the expression “correlation does not prove causation.”
Cognitive Domain: Comprehension
Answer Location: Nonspuriousness
Difficulty Level: Medium
11. What is an idiographic causal explanation?
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Knowledge
Answer Location: Qualitative (Idiographic) Causal Explanation
Difficulty Level: Easy
12. Why are panel designs better than repeated cross-sectional design for testing causal hypotheses? What challenges do they have?
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Fixed-Sample Panel Designs
Difficulty Level: Medium
13. What is an event-based design? Describe who could be included in a study.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Knowledge
Answer Location: Event-Based Designs
Difficulty Level: Easy
14. What is meant by “selective distribution of benefits”? Is it ethical? Why?
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Comprehension
Answer Location: Selective Distribution of Benefits
Difficulty Level: Hard
15. What is an idiographic causal explanation? What do these types of explanations focus on? Provide an example.
Learning Objective: 6.4: Name two challenges to using experimental designs and two difficulties with identifying idiographic causal explanations.
Cognitive Domain: Analysis
Answer Location: Qualitative (Idiographic) Causal Explanation
Difficulty Level: Hard
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Fundamentals of Research in Criminology 5th Edition Test Bank
By Ronet D. Bachman