Chapter 10: Experiments: Researching Cause and Effect

Test Bank

Multiple Choice

1. Which of the following is a threat to internal validity?

a. ecological isomorphism

b. spurious relationships

c. sample sizes

d. chi-square

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: Internal Validity

Difficulty Level: Medium

2. Which of the following is a threat to external validity?

a. the experimental situation

b. spurious relationships

c. attrition

d. chi-square

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: External Validity

Difficulty Level: Medium

3. Which of the following is NOT a threat to internal validity?

a. ecological isomorphism

b. spurious relationships

c. selection bias

d. attrition

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: Internal Validity

Difficulty Level: Medium

4. Which of the following is NOT a threat to external validity?

a. the experimental situation

b. the Hawthorne effect

c. operationalization of constructs

d. attrition

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: External Validity

Difficulty Level: Medium

5. In experimental design, diffusion refers to ______.

a. people leaving a study

b. people changing over time

c. a treatment effect spreading from group to group

d. a treatment having less and less effect

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

6. In experimental design, attrition refers to ______.

a. people leaving a study

b. people changing over time

c. a treatment effect spreading from group to group

d. a treatment having less and less effect

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

7. Which one of the following is common to all experimental designs?

a. sophisticated statistical analysis

b. doing something to see what happens as a result

c. interviewing participants

d. replicating real-world conditions

Learning Objective: 10.2: Describe the basic experimental design.

Cognitive Domain: Application

Answer Location: Introduction: Advantages and Disadvantages of Experiments

Difficulty Level: Medium

8. Which of the following approaches is best suited to assess whether there are causal relationships among variables?

a. focus groups

b. surveys

c. experiments

d. content analysis

Learning Objective: 10.2: Describe the basic experimental design.

Cognitive Domain: Comprehension

Answer Location: Introduction: Advantages and Disadvantages of Experiments

Difficulty Level: Medium

9. To be satisfied that X does cause Y, which of the following does not need to happen?

a. X must precede Y in time.

b. X and Y must vary together.

c. Y must demonstrably be caused by X and not by something else.

d. Y must precede X in time.

Learning Objective: 10.1: Identify the advantages and disadvantages of experiments as research methods.

Cognitive Domain: Application

Answer Location: Introduction: Advantages and Disadvantages of Experiments

Difficulty Level: Medium

10. Random assignment of individuals into experimental groups ______ the experiment’s level of sophistication.

a. randomizes

b. improves

c. reduces

d. has no effect on

Learning Objective: 10.4: Discuss the concept of random assignment in experimental design and why it is important.

Cognitive Domain: Comprehension

Answer Location: Introduction: Advantages and Disadvantages of Experiments

Difficulty Level: Medium

11. We can reduce or eliminate the influence of possibly relevant variables in an experiment by ______.

a. conducting interviews with participants

b. observing participants closely

c. randomly assigning participants to each experimental group

d. repeating the experiment

Learning Objective: 10.4: Discuss the concept of random assignment in experimental design and why it is important.

Cognitive Domain: Application

Answer Location: Field Experiments and Ex Post Facto Design

Difficulty Level: Medium

12. The term “ecological isomorphism” refers to the extent to which the ______.

a. people in the experiment are similar

b. researcher engages in environmentally sound experimental practices

c. experimental conditions replicate real-life conditions

d. experiment’s results match results from real life

Learning Objective: 10.1: Identify the advantages and disadvantages of experiments as research methods.

Cognitive Domain: Knowledge

Answer Location: Introduction: Advantages and Disadvantages of Experiments

Difficulty Level: Easy

13. Good experimental design does not require ______.

a. random assignment

b. a control group

c. a pretest

d. nonprobability sampling

Learning Objective: 10.2: Describe the basic experimental design.

Cognitive Domain: Comprehension

Answer Location: Introduction: Advantages and Disadvantages of Experiments

Difficulty Level: Medium

14. Which of the following is the most sophisticated experimental design?

a. ex post facto

b. ad hoc

c. Solomon Four-Group

d. pretest posttest

e. random assignment

Learning Objective: 10.2: Describe the basic experimental design.

Cognitive Domain: Comprehension

Answer Location: Internal Validity

Difficulty Level: Hard

15. Experimental designs that manipulate three or more variables are referred to as ______.

a. bivariate designs

b. monovariate designs

c. factorial designs

d. manipulated designs

Learning Objective: 10.5: Explain the concept of factorial design in experiments.

Cognitive Domain: Knowledge

Answer Location: Factorial Design

Difficulty Level: Easy

16. An experimental design testing the hypothesis that group A will score higher on a measure than group B would use a ______ test to test for differences between the two groups.

a. zero-tailed

b. one-tailed

c. two-tailed

d. three-tailed

Learning Objective: 10.5: Explain the concept of factorial design in experiments.

Cognitive Domain: Comprehension

Answer Location: Factorial Design

Difficulty Level: Medium

17. A problem with experimental designs can be ______.

a. finding a sufficient number of people to participate

b. reliability of the experimental measures

c. lack of statistical analysis software

d. ex post facto design

Learning Objective: 10.1: Identify the advantages and disadvantages of experiments as research methods.

Cognitive Domain: Application

Answer Location: Factorial Designs

Difficulty Level: Medium

18. Which of the following experimental designs has a control group?

a. field experiment

b. ex post facto design

c one-group pretest, posttest design

d. two-group pretest, posttest design

Learning Objective: 10.3: Explain the concept of control in experimental design.

Cognitive Domain: Knowledge

Answer Location: Two-Group Pretest–Posttest Design

Difficulty Level: Medium

19. A two-by-two experimental design with 10 people per experimental condition would require ______ participants.

a. 20

b. 40

c. 60

d. 80

Learning Objective: 10.5: Explain the concept of factorial design in experiments.

Cognitive Domain: Application

Answer Location: Factorial Design

Difficulty Level: Hard

20. The most sophisticated experimental designs include all EXCEPT ______.

a. manipulation of a variable

b. random assignment

c. control group

d. basic experimental design

Learning Objective: 10.2: Describe the basic experimental design.

Cognitive Domain: Comprehension

Answer Location: Basic Experimental Design

Difficulty Level: Medium

21. What is the reason online experiments have been slower to gain popularity when compared to online surveys?

a. Experimental design often requires that participants don't do more than responding to questions.

b. Experimental design often requires that participants do something more active than responding to questions.

c. It is much easier logistically to do experiments online as opposed to surveys.

d. Online experiments are cheaper but take less time.

Learning Objective: 10.8: Explain the advantages and disadvantages of online experiments.

Cognitive Domain: Comprehension

Answer Location: Online Experiments

Difficulty Level: Medium

22. What is one way to reduce the number of dropouts in online experiments?

a. Use the most sophisticated technology you can find.

b. Avoid gaming features.

c. Be vague in instructions so respondents read further.

d. Put barriers such as instructions and practice tasks up front.

Learning Objective: 10.8: Explain the advantages and disadvantages of online experiments.

Cognitive Domain: Comprehension

Answer Location: Online Experiments

Difficulty Level: Medium

True/False

1. In asking about the validity of an experiment, a researcher is asking whether the experiment captured the concepts the researcher intended to capture.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: Validity and Experimental Design

Difficulty Level: Medium

2. The focus of internal validity is on experimental design.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

3. The focus of external validity is on whether the experiment has captured the external world the researcher is investigating.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: External Validity

Difficulty Level: Easy

4. A spurious relationship occurs where a relationship between variables has been found but is actually explained by another variable the researcher was not focused on.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Medium

5. Selection bias occurs when experimental groups are not comparable.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

6. Attrition occurs when people return repeatedly to a study.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

7. Repeated testing can be a threat to internal validity as group participants become more and more familiar with a test.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: Internal Validity

Difficulty Level: Medium

8. In experimental research, maturation means that people change over time.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

9. In experimental research, diffusion means that a treatment effect spreads from group to group.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

10. Experimenter bias is a threat to internal validity stemming from the experimenter’s own judgments.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

11. Experimental settings are not a threat to external validity because they reflect external reality.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: External Validity

Difficulty Level: Medium

12. The Hawthorne effect refers to increases in worker productivity explained by workers apparently interpreting research by management as management taking an interest in them.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: External Validity

Difficulty Level: Easy

13. Manipulation checks provide a check on whether research participants interpreted experimental conditions as the researcher intended.

Learning Objective: 10.1: Identify the advantages and disadvantages of experiments as research methods.

Cognitive Domain: Knowledge

Answer Location: Manipulation Checks

Difficulty Level: Easy

14. The goal of experimental design is to determine correlations.

Learning Objective: 10.1: Identify the advantages and disadvantages of experiments as research methods.

Cognitive Domain: Knowledge

Answer Location: Chapter Overview

Difficulty Level: Easy

15. To determine causation, the dependent variable must be caused by the independent variable.

Learning Objective: 10.2: Describe the basic experimental design.

Cognitive Domain: Comprehension

Answer Location: Chapter Overview

Difficulty Level: Medium

16. A problem with the one-group pretest–posttest design is many other variables might be playing a part.

Learning Objective: 10.6: Compare and contrast between-subjects and within-subjects experimental design.

Cognitive Domain: Comprehension

Answer Location: One-Group Pretest–Posttest Design

Difficulty Level: Medium

17. Control, for the purpose of experimental design, limits the movement of participants.

Learning Objective: 10.3: Explain the concept of control in experimental design.

Cognitive Domain: Knowledge

Answer Location: Designing for Control

Difficulty Level: Easy

18. Control groups are not exposed to the experimental variable(s).

Learning Objective: 10.3: Explain the concept of control in experimental design.

Cognitive Domain: Knowledge

Answer Location: Designing for Control

Difficulty Level: Easy

19. Random assignment assumes the probability of something occurring in one group is the same as the probability of it occurring in another group.

Learning Objective: 10.4: Discuss the concept of random assignment in experimental design and why it is important.

Cognitive Domain: Knowledge

Answer Location: Designing for Random Assignment

Difficulty Level: Easy

20. Factorial designs are experimental studies that manipulate two or more variables.

Learning Objective: 10.5: Explain the concept of factorial design in experiments.

Cognitive Domain: Knowledge

Answer Location: Factorial Design

Difficulty Level: Easy

21. A within-subject design is one in which each person participates under one set of conditions.

Learning Objective: 10.6: Compare and contrast between-subjects and within-subjects experimental design.

Cognitive Domain: Knowledge

Answer Location: Between-Subjects and Within-Subjects Design

Difficulty Level: Easy

22. A within-subject design is one in which participants are exposed to more than one experimental condition.

Learning Objective: 10.6: Compare and contrast between-subjects and within-subjects experimental design.

Cognitive Domain: Knowledge

Answer Location: Between-Subjects and Within-Subjects Design

Difficulty Level: Easy

23. Spurious relationships are when the relationship between variables has been found and it is the relationship the researcher is seeking.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

24. Selection bias occurs when experimental groups are comparable.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

25. Attrition occurs when people slowly leave a study.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

26. Maturation, for the purpose of experimental design, means that people mostly stay the same over time.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: Internal Validity

Difficulty Level: Easy

27. Diffusion helps ensure internal validity.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: Internal Validity

Difficulty Level: Medium

28. The biggest test of external validity is the ability to generalize to a broader population.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Knowledge

Answer Location: External Validity

Difficulty Level: Easy

29. To date, the Internet has been used to host surveys far more than experiments.

Learning Objective: 10.8: Explain the advantages and disadvantages of online experiments.

Cognitive Domain: Comprehension

Answer Location: Online Experiments

Difficulty Level: Medium

30. Experimenter bias can be reduced by using online experiments.

Learning Objective: 10.8: Explain the advantages and disadvantages of online experiments.

Cognitive Domain: Comprehension

Answer Location: Online Experiments

Difficulty Level: Medium

Essay

1. Explain, with examples, the idea of spurious relationships.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: Internal Validity

Difficulty Level: Medium

2. List at least one advantage and one disadvantage of online experiments.

Learning Objective: 10.8: Explain the advantages and disadvantages of online experiments.

Cognitive Domain: Application

Answer Location: Online Experiments

Difficulty Level: Hard

3. Explain the concept of random assignment in experimental design and why it is important.

Learning Objective: 10.4: Discuss the concept of random assignment in experimental design and why it is important.

Cognitive Domain: Application

Answer Location: Designing for Random Assignment

Difficulty Level: Medium

4. Identify and explain the conditions that need to be met before we can confidently state that changes in variable A cause changes in variable B.

Learning Objective: 10.1: Identify the advantages and disadvantages of experiments as research methods.

Cognitive Domain: Comprehension

Answer Location: Introduction: Advantages and Disadvantages of Experiments

Difficulty Level: Medium

5. Explain, with examples, the concept of “control” in experimental design.

Learning Objective: 10.3: Explain the concept of control in experimental design.

Cognitive Domain: Comprehension

Answer Location: Designing for Control

Difficulty Level: Medium

6. Which of the two research methods—surveys and experiments—is best situated to answer questions of causality? Explain why.

Learning Objective: 10.1: Identify the advantages and disadvantages of experiments as research methods.

Cognitive Domain: Application

Answer Location: Introduction: Advantages and Disadvantages of Experiments

Difficulty Level: Hard

7. Explain, with examples, the concepts of attrition, maturation, and diffusion.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Comprehension

Answer Location: Internal Validity

Difficulty Level: Medium

8. Explain, with examples, the difference between internal and external validity in experimental design.

Learning Objective: 10.7: Explain the concept of validity in experimental design and identify the threats to validity.

Cognitive Domain: Application

Answer Location: Internal Validity | External Validity

Difficulty Level: Medium

9. “You must have a specific hypothesis before you can design an experiment.” Support or refute that statement.

Learning Objective: 10.1: Identify the advantages and disadvantages of experiments as research methods.

Cognitive Domain: Analysis

Answer Location: Field Experiments and Ex Post Facto

Difficulty Level: Hard