Test Bank Chapter 15 More About Other Specialized Designs

Test Bank

Chapter 15: More About Other Specialized Designs

Multiple Choice

1. In a longitudinal design age is treated as a ______ variable, but age is treated as a ______ variable in a cross-sectional design.

a. within-subjects; within- and between-subjects

b. within- and between-subjects; between-subjects

c. within-subjects; between-subjects

d. between-subjects; within-subjects

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

2. A cohort-sequential design handles some of the sources of bias present in other developmental designs by ______.

a. manipulating age as an independent variable

b. examining age effects both longitudinally and cross-sectionally

c. removing all possible cohort/generation effects

d. all of these

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

3. A developmental psychologist compares standardized math test scores for 2nd, 5th, and 10th graders. The subjects are all tested at the same time, thus, different groups of subjects are tested, each group at a different age. This study utilizes a(n) ______ design.

a. longitudinal

b. cross-sectional

c. cohort-sequential

d. experimental

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Application

Answer Location: Developmental Designs

Difficulty Level: Hard

4. A cohort/generation effect may occur when ______.

a. people who know each other are subjects in the same study

b. a cross-sectional design is conducted

c. a time-series design is used

d. a Latin Square design is used

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

5. A primary disadvantage of a longitudinal design is ______.

a. the amount of time it takes to conduct the study

b. that cohort/generation effects are likely to be present

c. that confounding variables cannot be controlled as well as in cross-sectional designs

d. they are nearly impossible to conduct due to attrition

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

6. Cross-sectional designs are more likely to be affected by ______ as a source of bias than are longitudinal designs.

a. testing effects

b. attrition/mortality

c. cohort/generation effects

d. order effects

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

7. There are three main types of developmental designs that treat the factor of age in a different way including all but ______.

a. longitudinal

b. cross-sectional

c. cohort-sequential

d. causal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

8. Ebbinghaus used a ______ design to develop the forgetting law of memory.

a. quasi-experimental

b. small-n

c. covariate

d. between-subject

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Discrete Trials Designs

Difficulty Level: Easy

9. The example of ______ is not a use of a small-n design.

a. a researcher wishes to test the effect of a treatment on an individual

b. test a mathematical description of behavior

c. a behavior that does not differ across individuals very much is examined

d. a researcher wishes to test the effect of a treatment on 1,000 participants

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Small-n Designs

Difficulty Level: Easy

10. A researcher measured behavior before a treatment is implemented to compare with the behavior after the treatment has been implemented, is a ______.

a. confounding variable

b. baseline measurement

c. cohort-sequential design

d. quasi-experiment

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Baseline Designs

Difficulty Level: Easy

11. A researcher measures time on task behavior for a student who has been referred by their teacher. Then the researcher implements a new reward system for the student to determine if the reward system increases time on task behavior. Time on task behavior is then measured a second time without the treatment to determine if the behavior returns to pretreatment levels. This study uses a ______ design.

a. A-B-A-B

b. discrete trials

c. A-B-A

d. both A-B-A-B and discrete trials

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Baseline Designs

Difficulty Level: Easy

12. Developmental designs that treat age as a between-subjects variable are called ______ designs.

a. longitudinal

b. cross-sectional

c. cohort-sequential

d. causal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

13. The ______ effects occur when participants’ experience in one condition affects their behavior in another condition of a study.

a. testing

b. attrition/mortality

c. cohort/generation

d. carryover

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Small-n Designs

Difficulty Level: Easy

14. Mathematical description of behavior is often a common goal of ______ designs, which is possible with the large number of measurements collected of basic behaviors.

a. discrete trials

b. A-B-A

c. baseline

d. reversal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Discrete Trials Designs

Difficulty Level: Easy

15. A-B-A design is also called ______.

a. discrete trials

b. reversal design

c. baseline

d. A-B-A-B design

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Baseline Designs

Difficulty Level: Easy

16. Because there are no group means to present in ______ designs, data are often presented for the individual participants in the study.

a. small-n

b. between-subjects

c. case study

d. experimental

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Small-n Designs

Difficulty Level: Easy

17. The ______ design is often preferable to either a longitudinal or a cross-sectional design.

a. within-subjects

b. between-subjects

c. cohort-sequential

d. causal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

18. A small-n design that involves baseline measurements of behavior as compared with measures of behavior during the implementation of a treatment is called ______.

a. discrete trials

b. A-B-A

c. baseline

d. reversal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Baseline Designs

Difficulty Level: Easy

19. A small-n design that involves a large number of trials completed by one or a few individuals and conducted to describe basic behaviors is called ______.

a. discrete trials

b. A-B-A

c. baseline

d. reversal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Discrete Trials Designs

Difficulty Level: Easy

20. ______ may occur in cross-sectional designs due to different experiences that different generations have.

a. Testing effects

b. Attrition/mortality

c. Cohort/generation effects

d. Carryover

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

21. The ______ designs compare different age groups of participants, where each participant contributes data for only one age group.

a. longitudinal

b. cross-sectional

c. cohort-sequential

d. causal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

22. ______ can be a source of bias in the study if the participants who drop out are different from the participants who remain.

a. Attrition

b. Erosion

c. Corrosion

d. Deterioration

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

23. Participants may get tired of being in the study, or they may move and lose contact with the researchers. This is called ______.

a. attrition

b. erosion

c. corrosion

d. deterioration

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

24. Because the researcher collects data from all age groups at the same time, the study can be completed more quickly with a ______ design.

a. longitudinal

b. cross-sectional

c. cohort-sequential

d. causal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

25. If younger and older adults are tested with a survey presented on a computer, it is possible that the older adults may have more difficulty completing the survey because some may lack experience with computers. This is an example of ______.

a. testing effects

b. attrition/mortality

c. cohort/generation effects

d. carryover

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

26. Whereas a ______ study takes time to complete because researchers must wait for the participants to age, it allows researchers to compare ages quickly with the first testing of the different-aged samples.

a. longitudinal

b. cross-sectional

c. cohort-sequential

d. causal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

27. A psychologist measures a student’s disruptive behavior to determine the behavior rate that currently exists. This is an example of ______.

a. baseline measurement

b. initial measurement

c. behavior measurement

d. existing measurement

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Small-n Designs

Difficulty Level: Easy

28. Small-n designs are sometimes called ______ designs.

a. multiple subject

b. single subject

c. two subject

d. limited subject

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Small-n Designs

Difficulty Level: Easy

29. The main disadvantage to ______ is that the results cannot always be generalized to people outside the study.

a. small-n

b. between-subjects

c. case study

d. experimental

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Small-n Designs

Difficulty Level: Easy

30. ______ can occur for tasks that may affect future performance over time.

a. Testing effects

b. Attrition/mortality

c. Cohort/generation effects

d. Carryover effects

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Small-n Designs

Difficulty Level: Easy

31. Some of the earliest studies in psychology used ______.

a. discrete trials

b. A-B-A designs

c. baseline designs

d. reversal designs

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Discrete Trials Designs

Difficulty Level: Easy

32. In A-B-A design, the first A indicates ______.

a. the baseline measure of behavior

b. the treatment

c. the number of participants

d. the number of conditions

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Baseline Designs

Difficulty Level: Easy

33. The ______ designs are typically used to study very basic behaviors (e.g., sensory processes, learning processes), where the behaviors being measured should be very similar from person to person, and for studies where the goal is to tailor a treatment to a specific person.

a. small-n

b. between-subjects

c. case study

d. experimental

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Small-n Designs

Difficulty Level: Easy

34. ______ occur when the experiences of one generation (e.g., growing up with or without computers) are very different from those of another generation and affect the way the participants complete the task or measure in the study.

a. Testing effects

b. Attrition/mortality

c. Cohort/generation effects

d. Carryover effects

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

35. In the ______ design, each participant is tested only once, which reduces the chance of attrition.

a. longitudinal

b. cross-sectional

c. cohort-sequential

d. causal

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

36. Repeated baseline measurements help improve the ______ of a single-subject study.

a. ecological validity

b. generalizability

c. internal validity

d. sample’s representativeness

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Discrete Trials Designs

Difficulty Level: Medium

37. Dr. Clark observes his client’s sleep difficulties for a period of 2 weeks to establish a baseline. He then institutes an intervention and measures the client’s sleep difficulties for 2 weeks. The intervention is removed for a period of 2 weeks and then implemented again, and measurements are taken. This design is best described as ______.

a. A-B

b. A-B-A

c. A-B-A-B

d. A-B-B-A

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Application

Answer Location: Baseline Designs

Difficulty Level: Hard

38. In longitudinal within-subjects variable design each participant experiences ______ of the independent variable.

a. baseline measures

b. testing effects

c. all levels

d. generation effects

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Baseline Designs

Difficulty Level: Medium

39. A basic behavioral processes study such as the way that information is forgotten in memory is an example of ______ design.

a. discrete trials

b. longitudinal

c. small-n

d. between-subjects

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Discrete Trials Designs

Difficulty Level: Easy

True/False

1. Carryover effects can occur for tasks that may affect future performance over time.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Small-n Designs

Difficulty Level: Easy

2. Longitudinal designs allow researchers to examine age effects quickly by testing subjects at different ages all at once.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

3. The goal of a small-n study is to understand an individual’s behavior, either to better describe the behavior as it occurs for many individuals or in order to change that behavior.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Small-n Designs

Difficulty Level: Easy

4. Some of the earliest studies in psychology used the discrete trials type of small-n design.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Discrete Trials Designs

Difficulty Level: Easy

5. In a longitudinal design, participants are tested at different ages in their lives.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

6. In a small-n design, a researcher is typically testing a theory about how a behavior works for most individuals or testing a treatment for a problematic behavior of an individual or group of individuals.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Small-n Designs

Difficulty Level: Easy

7. The cross-sectional design solves many of the problems that can occur with longitudinal designs.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

8. Being tested on the measures early in the study can affect the later testings as participants’ scores may show effects of practice or fatigue.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

9. An advantage of longitudinal design is attrition.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

10. In a longitudinal design, participants are tested at different ages in their lives.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Knowledge

Answer Location: Developmental Designs

Difficulty Level: Easy

11. Cohort-sequential designs begin with separate samples of different age groups.

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Developmental Designs

Difficulty Level: Medium

12. In small-n designs, participants’ experiences in the treatment condition can affect their later behavior in a second baseline condition that follows the treatment condition.

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Small-n Designs

Difficulty Level: Medium

13. Discrete trials designs tend to achieve stable measures of behavior with high ecological validity.

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Developmental Designs

Difficulty Level: Medium

14. Using a small number of participants makes it easier for a researcher to control for extraneous factors.

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Small-n Designs

Difficulty Level: Medium

15. Increasing the length of time between the last baseline measurement and the first intervention measurement is an effective way to decrease the likelihood of history influencing participants’ scores.

KEY: Learning Objective: 15.3: Identify different types of small-n designs

REF: Cognitive Domain: Comprehension

Answer Location: Baseline Designs

Difficulty Level: Medium

Essay

1. Explain why small-n designs are also experiments.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Small-n Designs

Difficulty Level: Medium

2. Describe the primary source of bias present in cross-sectional designs.

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Developmental Designs

Difficulty Level: Medium

3. Describe the primary sources of bias present in longitudinal designs.

KEY: Learning Objective: 15.2: Understand the sources of bias common in developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Developmental Designs

Difficulty Level: Medium

4. What is discrete trials design and explain how it has been important historically in psychological research.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Discrete Trials Designs

Difficulty Level: Medium

5. Discuss data analysis in small-n designs.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Comprehension

Answer Location: Data Analysis in Small-n Designs

Difficulty Level: Medium

6. Discuss cohort-sequential designs and give an example.

KEY: Learning Objective: 15.1: Identify different developmental designs

REF: Cognitive Domain: Application

Answer Location: Developmental Designs

Difficulty Level: Hard